Tracking #2009-01085 
FA/P 1/8/10, eff. 3/2/2010

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[I:/09110401.doc]

(12 CCR 2509-1)

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Revisions to Section 7.000.6 and addition of Section 7.000.61 were final adoption following publication at the 1/8/2010 State Board meeting (Rule-making# 09-11-4-1), with an effective date of 3/2/2010. Statement of Basis and Purpose and specific statutory authority for these revisions were incorporated by reference into the rule. These materials are available for review by the public during normal working hours at the Colorado Department of Human Services, Division of Boards and Commissions, State Board Administration.

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7.000.6  COUNTY RESPONSIBILITIES [Rev. eff. 3/2/10]

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M.  The county department shall ensure that all personnel who supervise or provide professional services in child welfare and adult protection services possess the following minimum qualifications: 

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6.  Waiver Process
If proven recruitment difficulty exists, county departments may request a waiver of these requirements by submitting a request to the State Department of Human Services, either the Division of Child Welfare Services, the Division of Children and Family Training, or the Aging and Adult Services Adult Protection and Elder Rights Unit. Justification shall include: 
a.  For Initial Hiring
1)  Documenting the recruiting effort;
2)  Identifying specific services to be provided by the position (such as Core Services or case management) where alternative qualifications are being proposed;
3)  Identifying the specific position concerned by position number, title, and name of incumbent, if position is filled;
4)  Justifying why the candidate would be acceptable as a training level caseworker; and,
5)  Including a plan to be approved by the State Department on how and when the candidate will meet the requirements contained in this rule.
N.  The county shall ensure supervision of casework and case management staff through: 
1.  Review of individual and family assessments;
2.  Family Service Plans;
3.  Records maintenance and documentation, including updated information in the Department's automated reporting system; and,
4.  Plans for termination of services.
These review findings shall be documented in writing by supervisory personnel and provided to the social service staff and state staff upon request.
O.  All current and prospective employees of the county department, who in their position have direct contact with any child in the process of being placed or who has been placed in out of home care, shall submit a complete set of fingerprints to the Colorado Bureau of Investigation (CBI) that were taken by a qualified law enforcement agency to obtain any criminal record held by the CBI. 

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7.000.61  Child Welfare Training Academy Requirements [Eff. 3/2/10] 
A.  The county department shall ensure that newly hired social caseworkers whose job titles are identified in Section 7.000.61, I, or any staff performing the duties and responsibilities assigned to these job titles complete the Child Welfare Training Academy, as a condition of their continued employment. Successful completion of the competencies identified in Section 7.000.61, J, will be determined by pre and post tests, a demonstration of competence through structured on-the-job activities as defined in the on-the-job trainers manual, and trainer observation as defined by the trainer observation guide. This training must be completed and certification received prior to assuming their primary duties on an independent basis as prescribed by the state (Section 26-5-109, C.R.S.). 
B.  The county department shall ensure that newly hired or promoted social services supervisors, whose job titles are identified in Section 7.000.61, K, or any staff performing the duties and responsibilities assigned to these job titles complete the Child Welfare Training Academy supervisory training, as a condition of their continued employment. Successful completion of the competencies identified in Section 7.000.61, L, will be determined by pre and post tests, a demonstration of competence through structured on-the-job activities as defined in the on-the-job trainers manual, and trainer observation as defined by the trainer observation guide. This training must be completed and certification received prior to assuming their primary duties on an independent basis as prescribed by the state (Section 26-5-109, C.R.S.). 
C.  The county department shall ensure that newly hired social caseworkers and newly hired or promoted social services supervisors successfully complete the child welfare academy structured on-the-job training. 
D.  The county department shall appoint a staff person to conduct the child welfare academy structured on-the-job training with newly hired social caseworkers and newly hired or promoted social services supervisors. 
E.  The county department shall ensure that all experienced social caseworkers whose job titles are identified in Section 7.000.61, K, or any staff performing the duties and responsibilities assigned to these job titles complete at least forty (40) hours of ongoing in-service training per year. The in-service training is to be focused in content areas such as, but not limited to: 
1.  Assessment;  
2.  Interviewing; 
3.  Family engagement; 
4.  Legal issues; 
5.  Foster care and adoption; 
6.  Effects of child abuse/neglect on development; 
7.  Principles of strength based family centered culturally relevant case planning and case management; 
8.  Sexual abuse issues; 
9.  Behavioral health issues; 
10.  Domestic violence issues; and, 
11.  Cultural disparity. 
At a minimum, sixteen (16) of the in-service training hours are to be focused in the area of the caseworker’s primary job responsibilities. 
F.  The county department shall ensure that all experienced social services supervisors whose job titles are identified in Section 7.000.61, K, or any staff performing the duties and responsibilities assigned to these job titles complete at least forty (40) hours of ongoing in-service training per year. The in-service training is to be focused on the supervisor’s role in content areas such as, but not limited to: 
1.  Leadership and management; 
2.  Worker safety; 
3.  Assessment; 
4.  Interviewing; 
5.  Family engagement; 
6.  Legal issues; 
7.  Foster care and adoption; 
8.  Effects of child abuse/neglect on development; 
9.  Principles of strength based family centered culturally relevant case planning and case management; 
10.  Sexual abuse issues; 
11.  Behavioral health issues; 
12.  Domestic violence issues; and, 
13.  Cultural disparity. 
At a minimum, sixteen (16) of the in-service training hours are to be focused in the area of the social services supervisor primary job responsibilities. 
G.  The county department shall ensure that all personnel whose job titles are identified in Section 7.000.61, K, and 7.000.61, M, or any staff performing the duties and responsibilities assigned to these job titles possess the following minimum qualifications: 
1.  Professional Entry (Training) Level Position
A Bachelor’s degree with a major in a human behavioral sciences field. 
2.  Professional Journey Level Position
This position has obtained the skills, knowledge, and abilities to perform duties at the full independent working level through experience and education. 
a.  A Bachelor's degree with a major in a human behavioral science field and one year of professional caseworker experience acquired after the degree in a public or private social services agency; or, 
b.  A Bachelors of Social Work degree with a major in public child welfare and successful completion of an approved field placement in a county department of social services; or, 
c.  A Master's degree in social work or human behavioral sciences field. 
3.  Casework Supervisor Position
a.  A Bachelor’s degree with a major in a human behavioral sciences field (no substitution) and three years professional casework experience at the journey level obtained after the degree; or 
b.  A Master's degree or higher in social work or human behavioral sciences field and two years professional casework experience at the journey level obtained before or after the advanced degree. 
4.  Education Requirements
In order to meet the minimum educational requirements of a human behavioral science degree, the applicant must have a degree with major course work (equivalent to 30 semester hours or 45 quarter hours) in either development of human behavior, child development, family intervention techniques, diagnostic measures or therapeutic techniques such as social work, psychology, sociology, guidance and counseling, and child development. 
5.  Waiver process
If proven recruitment difficulty exists, county departments may request a waiver of these requirements by submitting a request to the Colorado Department of Human Services, Division of Child Welfare Services, and the Division of Children and Family Training. 
a.  For Intial Hiring: 
1)  Documenting the recruiting effort; 
2)  Identifying specific services to be provided by the position (such as core services or case management) where alternative qualifications are being proposed; 
3)  Identifying the specific position concerned by position number, title, and name of incumbent, if position is filled; 
4)  Justifying why the candidate would be acceptable for the position; and, 
5)  Including a plan on how and when the candidate will meet the requirements contained in these rules. 
b.  For County Directors: 
County directors who also provide direct supervision of child welfare services and who do not meet the minimum qualifications for the casework supervisor position must apply for a waiver to provide these services. 
H.  Training academy certification for newly hired persons with previous experience who have successfully completed comparable child welfare training as outlined in Sections 7.000.61, L and N.
1.  Documentation of previous child welfare training with description of the training and documentation of training completion; 
2.  Documentation of previous child welfare experience;
3.  Completion of the initial Colorado computer based training and demonstration of proficiency in minimum competencies defined by Training Academy
4.  Identification of how the candidate will assume supervisory or caseworker responsibilities for the county child welfare operation that reflect practice in Colorado. 
I.  Child Welfare Professional Social Services Job Titles 
The following job titles shall receive training through the Training Academy: 
1.  Social Caseworker I, II (General)
a.  General Statement of Duties 
Positions provide intake and/or ongoing social casework services for a variety of Title XX program areas such as child abuse and neglect cases, youth-in-conflict cases; may also provide for the provision of ancillary services such as recruitment and supervision of foster care homes and the placement of clients into foster care, group homes, and institutions. 
b.  Duties 
Conducts investigations of alleged physical abuse, neglect and parent-conflicts; determines if situation warrants placing children outside the home. 
Assesses any new child abuse or re-abuse complaints and provides crisis intervention in these situations with the community. 
Determines the need for recommending placement of clients into foster care; locates placement appropriate to client’s needs;  monitors client’s progress in placement. 
Makes home visits with clients, organizes services such as homemaker, day care, financial assistance, health (physical and mental), legal and provides information on available services. 
Provides other ancillary social casework services such as recruiting new foster home parents and conducting foster care home studies and certifications; monitors quality of care provided in foster homes. 
Testifies in court on a variety of ongoing cases, makes recommendations to the courts on abuse and neglect cases, placement of children, and on custody investigations. 
Develops and writes reports for appropriate documentation of case plans, recommendations, contacts, assessments, etc.; develops case file information; completes forms and writes correspondence. 
c.  Job Requirements
Level I: These are professional training level positions in which assignments are planned and devised to develop and teach professional social casework techniques and concepts appropriate to the assigned program areas; basic foundations of casework practice related to the assigned program areas.  Incumbents are not expected to know professional theories, concepts, and principles are required. 
Level II: These are journey level positions which require a working knowledge of established theories, principles, and concepts; utilize extensive assessment and diagnostic oriented skills as are required at the higher levels.  Employees continue to develop knowledge and utilize professional techniques and concepts beyond the mere application of detailed rules and procedures. 
2.  Social Caseworker III (General)
a.  General Statement of Duties
Performs senior level work providing a full range of intake and/or ongoing social casework services for a variety of Title XX program areas such as child abuse and neglect cases, youth-in-conflict cases. 
May also provide for the provision of ancillary services such as recruitment and supervision of foster care homes and the placement of clients into foster care, group homes and institutions.
b.  Duties
Conducts investigations of alleged physical abuse, neglect and parent conflicts; determines if situation warrants placing children outside the home; supervises placement of children in foster care and coordinates parent/child visits; and determines when and if to recommend that children return to the home. 
Develops effective case plans and provides counseling services to families regarding parenting skills, family problems, parent-child relationships and problems with the community; assesses any new child abuse or re-abuse complaints and provides crisis intervention in these situations; provides intake assessment and evaluation, ongoing counseling services, and case planning to a variety of other cases including family conflict and youth-in-conflict cases. 
Determines the need for recommending placement of clients into foster care; locates placement appropriate to client’s needs; monitors client’s progress in placement. 
Makes home visits with clients, organizes services such as homemaker, day care, financial assistance, health (physical and mental), legal; and, provides information on available services. 
May provide other ancillary social casework services such as recruiting new foster home parents and conducting home studies and certifications. 
Monitors quality of care provided in foster homes; testifies in court on a variety of ongoing cases; makes recommendations to the courts on abuse and neglect cases, placement of children, guardianship of adults, and on custody investigations; develops and writes reports for appropriate documentation of case plans, recommendations, contacts, assessments, etc.; develops case file information;  completes forms and writes correspondence. 
c.  Job Requirements 
These are senior level positions which require thorough knowledge of the theories, principles, and concepts of social casework practice (assessment and treatment oriented) related to all of the assigned program areas; knowledge of social group work principles and methods; knowledge of medical symptoms related to injuries or failure to thrive in children; knowledge of the battered child syndrome, and the laws dealing with child abuse, neglect and other dependency conditions; knowledge of the problems of the developmental disabled, emotionally disturbed, alcoholics, and drug addicts; knowledge and skill in interviewing techniques, crisis intervention methods, and relevant treatment modalities; knowledge of community resources, agency rules, regulations and procedures related to assigned program areas; ability to establish support with multi-problem, dysfunctional clients; ability to independently analyze complex situations, formulate plans and make quick decisions as needed; ability to clearly and concisely express oneself both verbally and in written format; ability to establish and maintain harmonious professional relationships with other employers, outside agencies, and the public; ability to testify effectively in court hearings. 
3.  Social Caseworker IV (General)
a.  General Statement of Duties
Position provides intake and/or ongoing social casework services to families where child abuse or neglect is present or suspected. Assignments include the provision of extensive assessment and situational evaluation, counseling, crisis intervention, resource mobilization and information and referral around all areas of child protection. 
b.  Duties
Conducts investigations of alleged physical abuse, sexual abuse, and neglect; determines if situation warrants the recommendation of placing children outside the home; supervises placement of children and coordinates parent/child visits; determines when and if a child should be recommended to return to their home; makes evaluation and assessment of need for services; provides crisis intake and/or develops long-term case plans appropriate to the child(ren) and family; monitors progress of clients and modifies case plans as needed; provides individual or family counseling on an ongoing or crisis basis to children and their parents who are experiencing severe problems in the parent-child relationships; makes collateral contacts with such community resources, such as law enforcement and medical personnel, to obtain additional information, coordinate services, or secure their assistance; gathers and consolidates background information to present as documentation for court hearings, as progress reports in judicial reviews or as summaries in facilitating appropriate placements; participates in staffings with school, mental health facilities, child protection review teams, and other professionals involved with the family members; attends court hearings; confers with lawyers, children, parents, witnesses and significant others in references to their respective roles; serves as information and referral resource to other employers and to the public; provides a variety of ancillary assignments as needed, including preparing and maintaining client records and completing required forms and reports. 
c.  Job Requirements 
Advanced knowledge of casework techniques which include in-depth therapeutic approaches, techniques of affecting changes in behavior, casework intervention skills, and human behavior related to all assigned program areas; advanced knowledge of diagnostic and assessment methods; specialized skills in employing various therapeutic modalities and counseling techniques; advanced skills in interviewing and in verbal and written communication; ability to make critical decisions regarding case planning, treatment, and need for placement of clients; ability to train new workers and critique the work of other professional social caseworkers, provide consultation, and assist in the evaluation of job performance.
4.  Social Caseworker I, II (Child Protection) 
a.  General Statement of Duties 
Position provides intake and/or ongoing social casework services to families where child abuse or neglect is present or suspected. Assignments include the provision of extensive assessment and situational evaluation, counseling, crisis intervention, resource mobilization, and information and referral around all areas of child protection. 
b.  Duties 
Conducts investigations of alleged physical abuse, sexual abuse, and neglect; determines if situation warrants the recommendation of placing children outside the home; supervises placement of children and coordinates parent/child visits; determines when and if a child should be recommended to return to his/her home; makes evaluation and assessment of need for services; provides crisis intake and/or develops long-term case plans appropriate to the child(ren) and family; monitors progress of clients and modifies case plans as needed; provides individual or family counseling on an ongoing or crisis basis to children and their parents who are experiencing severe problems in the parent-child relationships; makes collateral contacts with such community resources as law enforcement and medical personnel to obtain additional information, coordinate services, or secure their assistance; gathers and consolidates background information to present as documentation for court hearings, as progress reports in judicial reviews, or as summaries in facilitating appropriate placements; participates in staffings with school, mental health facilities, child protection review teams, and other professionals involved with the family members. 
Attends court hearings; confers with lawyers, children, parents, witnesses and significant others in references to their respective roles; serves as information and referral resource to other employers and to the public; provides a variety of ancillary assignments as needed including preparing and maintaining client records and completing required forms and reports. 
c.  Job Requirements 
Level I: These are professional training level positions in which assignments are planned and devised to develop and teach professional social casework techniques and concepts unique to child protection. Basic foundations of professional theories, concepts, and principles are required. 
Level II: These are journey level positions which require a working knowledge of established theories, principles, and concepts of social casework practice related to child protection. Employees continue to develop knowledge and utilize professional techniques and concepts beyond the mere application of detailed rules and procedures.
5.  Social Caseworker III (Child Protection) 
a.  General Statement of Duties
Performs senior level work providing intake and/or ongoing social casework services to families where child abuse or neglect is present or suspected. Assignments include the provision of extensive assessment and situational evaluation, counseling, crisis intervention, resource mobilization and information and referral around all areas of child protection.
b.  Duties
Conducts investigations of alleged physical abuse, sexual abuse, and neglect; determines if situation warrants the recommendation of placing children outside the home; supervises placement of children and coordinates parent/child visits; determines when and if a child should be recommended to return to his/her home; makes evaluation and assessment of need for services; provides crisis intake and/or develops long-term case plans appropriate to the child(ren) and family; monitors progress of clients and modifies case plans as needed; provides individual or family counseling on an ongoing or crisis basis to children and their parents who are experiencing severe problems in the parent-child relationships; makes collateral contacts with such community resources as law enforcement and medical personnel to obtain additional information, coordinate services, or secure their assistance; gathers and consolidates background information to present as documentation for court hearings, as progress reports in judicial reviews, or as summaries in facilitating appropriate placements; participates in staffings with school, mental health facilities, child protection review teams, and other professionals involved with the family members; attends court hearings; confers with lawyers, children, parents, witnesses and significant others in references to their respective roles; serves as information and referral resource to other employers and to the public; provides a variety of ancillary assignments as needed including preparing and maintaining client records and completing required forms and reports. 
c.  Job Requirements
These are senior level positions which require thorough knowledge of the theories, principles, and concepts of social casework practice related to child protection; knowledge of casework principles and methods of human needs and behavior pertaining to child development, parenting, attachment, and separation; knowledge of social group work principles and methods; knowledge of medical symptoms related to injuries or failure to thrive in children; knowledge of the battered child syndrome, and the laws dealing with child abuse, neglect and other dependency conditions; knowledge and skill in interviewing techniques, crisis intervention methods, and relevant treatment modalities; knowledge of community resources, of agency rules, regulations and procedures related to child protection issues; ability to establish support with multi-problem, dysfunctional clients; ability to independently analyze complex situations, formulate plans and make quick decisions as needed; ability to clearly and concisely express oneself both verbally and in written format; ability to establish and maintain harmonious professional relationships with other employers, outside agencies, and the public; ability to testify effectively in court hearings.
6.  Social Caseworker IV (Child Protection)
a.  General Statement of Duties
These are specialized social casework positions in the area of child protection providing advanced services to the agency and clients. Positions at this level typically: 1) are assigned continuous lead work responsibilities over other journey and senior level social caseworkers; or, 2) are assigned specialized caseloads in which the incumbent is responsible for the provision of intensive family treatment on a regular basis (as an alternative to out of home placement of children). Incumbents are normally assigned small, high risk case loads.
b.  Duties
In addition to many of the assignments found at the Social Caseworker III level, incumbents typically perform one or more of the following duties. (The assignment of these duties may not in and of itself warrant the classification of a position to this level. The county appointing authority may determine the functioning level of the employee based on the job requirements section of this profile and “underfill” the position at a lower level.) 
Provides continuous lead work responsibilities over three or more lower level social casework positions; reviews case plans and case reports for technical judgment and appropriateness to assigned cases; assists the social workers in the unit with difficult and unusually complex cases; reviews progress and evaluates goals to help them develop, maintain and modify treatment plans; assists in training of new social caseworkers and acts as liaison between the supervisor and the workers; may provide administrative supervision in the absence of the social services supervisor; as an alternative to out of home placements and/or to reduce the length of placements, provides intensive treatment to battered, neglected, rejected, and sexually abused children; provides intensive, specialized treatment to dysfunctional families and/or adults with a wide range of pathologies contributing to child abuse and neglect; provides treatment to children with physical handicaps and developmental delays including failure to thrive and retardation; assesses and diagnoses child’s disability, daily living skills, need or protection and evaluates problem to develop appropriate treatment plan; may develop specialized foster care in order to accommodate special needs placements; provides crisis intervention services to incest and sexual abuse victims and families; provides intensive individualized therapy with all family members which involves family therapy, individual treatment, group treatment for perpetrators, victims, parents and siblings; analyzes placement evaluation of victim; diagnosis family pathology, strengths arid weaknesses and determines long term treatment plans.
c.  Job Requirements
Advanced knowledge of casework techniques which include in-depth therapeutic approaches; techniques of affecting changes in behavior; casework intervention skills; human behavior; normal child development; child abuse and neglect dynamics; advanced knowledge of sexual abuse dynamics and diagnostic assessment methods; specialized skills in employing various therapeutic modalities and counseling techniques; advanced skills in interviewing and in verbal and written communication; ability to make critical decisions regarding case planning, treatment, and placement of children; ability to train new workers and critique the work of other professional social caseworkers, provide consultation, and assist in the evaluation of job performance. 
7.  Social Caseworker I,II (Youth in Conflict)
a.  General Statement of Duties 
Position provides intake and/or ongoing social casework services to youth who are in conflict with family, peers or established institutions in order to resolve these circumstances or arranges for appropriate placement; intervenes in family situations to help reduce or prevent dependency or delinquency of adolescents through crisis intervention and long term case planning. 
b.  Duties 
Makes evaluation and assessment of need for services; provides crisis intake and/or develops long-term case plans appropriate to the affected adolescent and family; monitors progress of clients and modifies case plans as needed; evaluates the need for short term (crisis) and long term or permanent placement when appropriate; assesses available placement facilities and/or institutions such as foster care, Residential Child Care Facility (RCCF), or other shelter care for the most suitable alternate living situation; supervises the placement of adolescents to assure established needs, treatment, and case plans are met; provides counseling to adolescents and their families in crisis situations and/or on an ongoing basis to help maintain the adolescents in their own home, to effect reunion, or to accomplish emancipation from a placement situation; provides information and referral services to coordinate the utilization of agency or community resources with case plans; assesses agency or community resources for most effective utilization; makes collateral contacts; consults with attorneys, probation officers, judges, referees, etc.; writes court reports; may testify on behalf of the department of social services at juvenile hearings and court proceedings; may make recommendations to the courts as requested. 
Develops and writes reports for appropriate documentation of case plans, recommendations, contacts, assessments, etc.; develops case file information; completes forms and writes correspondence; may provide additional services such as public information, serving on a crisis intervention hotline, or serving on a variety of teams or groups used for the overall coordination of a youth-in-conflict program; may also evaluate group homes and provide professional consultation to group home parents. 
c.  Job Requirements
Level I: These are professional training level positions in which assignments are planned and devised to develop and teach professional social casework techniques and concepts unique to youth-in-conflict. Basic foundations of professional theories, concepts, and principles are required. 
Level II:  These are journey level positions which require a working level knowledge of established theories, principles, and concepts of social casework practice related to child protection. Employees continue to develop knowledge and utilize professional techniques and concepts beyond the mere application of detailed rules and procedures. 
8.  Social Caseworker III (Youth in Conflict)
a.  General Statement of Duties 
Performs senior level work providing intake and/or ongoing social casework services to youth who are in conflict with family, peers or established institutions in order to resolve these circumstances or arranges for appropriate placement; intervenes in family situations to help reduce or prevent dependency or delinquency of adolescents through crisis intervention and long term case planning. 
b.  Duties 
Makes evaluation and assessment of need for services; provides crisis intake and/or develops long-term case plans appropriate to the affected adolescent and family; monitors progress of clients and modifies case plans as needed; evaluates the need for short term (crisis) and long term or permanent placement when appropriate; assesses available placement facilities and/or institutions such as foster care, RCCF, or other shelter care for the most suitable alternate living situation; supervises the placement of adolescents to assure established needs, treatment, and case plans are met;  provides counseling to adolescents and their families in crisis situations and/or on an ongoing basis to help maintain the adolescents in their own home, to effect reunion, or to accomplish emancipation from a placement situation; provides information and referral services to coordinate the utilization of agency or community resources with case plans; assesses agency or community resources for most effective utilization; makes collateral contacts;  consults with attorneys, probation officers, judges, referees, etc.; writes court reports; may testify on behalf of the department of social services at juvenile hearings and court proceedings; may make recommendations to the courts as requested; develops and writes reports for appropriate documentation of case plans, recommendations, contacts, assessments, etc.; develops case file information; completes forms and writes correspondence; may provide additional services such as public information, serving on a crisis intervention hotline, or serving on a variety of teams or groups used for the overall coordination of a youth-in-conflict program; may also evaluate group homes and provide professional consultation to group home parents. 
c.  Job Requirements 
These are senior level positions which require thorough knowledge of the theories, principles, and concepts of social casework practice related to youth-in-conflict; knowledge of casework principles and methods of human needs and behavior pertaining to adolescent development  and needs; knowledge of social group work principles and methods; skill in interviewing techniques, crisis intervention methods, and therapeutic modalities appropriate to working with adolescents and their families; knowledge of the laws pertaining to child dependency and pre-delinquent behavior; knowledge of foster parent program and foster placement process; knowledge of community resources, of agency rules, regulations and procedures related to youth-in-conflict issues; ability to establish support with multi-problem, dysfunctional clients; ability to independently analyze complex situations, formulate plans and make quick decisions as needed; ability to clearly and concisely express oneself both verbally and in written format; ability to establish and maintain harmonious professional relationships with other employers, outside agencies, and the public; ability to testify effectively in court hearings.
9.  Social Caseworker IV (Youth in Conflict) 
a.  General Statement of Duties 
These are specialized social casework positions in the area of youth-in-conflict providing advanced services to the agency and clients. Positions at this level typically: 1) are assigned continuous lead work responsibilities over other journey and senior level social caseworkers; or, 2) are assigned specialized caseloads or assignments in which the incumbent is responsible for the provision of intensive individual or group treatment on a regular basis (as an alternative to out of home placement of juveniles). Incumbents are normally assigned small, high risk case loads. 
b.  Duties 
Note: in addition to many of the assignments found at the Social Caseworker III level, incumbents typically perform continuous specialized assignments in the area of youth-in-conflict as illustrated below. (The assignment of these duties may not in and of itself warrant the classification of a position to this level. The county appointing authority may determine the functioning level of the employee based on the job requirements section of this profile and “underfill” the position at a lower level.) 
Provides continuous lead work responsibilities over three or more lower level social casework positions; reviews case plans and case reports for technical judgment and appropriateness to assigned cases; assists the social workers in the unit with difficult and unusually complex cases; reviews progress and evaluates goals to help them develop, maintain and modify case plans. 
Assists in training of new social caseworkers and acts as liaison between the supervisor and the workers; may provide administrative supervision in the absence of the social services supervisor; as an alternative to out of home placements and/or to reunite families and reduce dependency or delinquency; provides intensive treatment to adolescents and their families; provides intensive, specialized treatment to dysfunctional families with a wide range of pathologies contributing to dependency and delinquency (this is normally accomplished with the assignment of small, specialized caseloads which allow the incumbent to spend extensive time with the youth and family members in the provision of intensive services); works with placement facilities in a variety of roles; secures appropriate placement based on needs of the family and youth; acts as advocate on behalf of the youth and family to ensure child’s needs are effectively met and youth is prepared for emancipation or return home; performs post placement therapy for family; keeps court advised of treatment plans; explores new resources and trains staff in residential child care facilities on the provision of treatment; develops resources including placement facilities for special needs placements. 
c.  Job Requirements 
Advanced knowledge of casework techniques, which include in-depth therapeutic approaches; techniques of affecting changes in behavior; casework intervention skills; human behavior; adolescent developmental behavior and needs; advanced knowledge of community resources available for support of adolescent crisis services and diagnostic assessment methods; specialized skills in employing various therapeutic modalities and counseling techniques; advanced skills in interviewing and in verbal and written communication; ability to make critical decisions regarding case planning, treatment, and placement of youth; ability to train new workers and critique the work of other professional social caseworkers, provide consultation, and assist in the evaluation of job performance. 
J.  Social caseworker Competencies
1.  The Impact of Individual Culture on Child Welfare Practice and the Historical, Philosophical and Policy Basis for Child Welfare
Understand the fundamental concepts of culture; understand how one’s own culture affects one’s perceptions, behavior, and values; knows how cultural differences can affect the delivery of child welfare services; aware of the history of child welfare; aware of how research impacts trends and legislation which impacts practice; understand how federal rules impact child welfare work, including the CFSR focus on safety, permanency and well-being; understands the legal policy and best practice basis of child welfare practice.
2.  Community Collaboration 
Understand the philosophy of family centered child welfare and how team plays a part in this; know the proper roles and responsibilities of key stakeholders in the child protective service process and know how to collaborate with these agencies and practitioners; have a working knowledge of collaboration within the child welfare agency to enhance services to clients.
3.  Integrating Casework and Protective Authority in Family-Centered Child Welfare
Demonstrate an understanding of the complex role of the child welfare caseworker to keep children safe and provide services that preserve and empower families and enable them to care for their children; know how to integrate casework methods with authority, when necessary, to simultaneously engage and empower families and assure protection of the children. 
4.  Development of Relationship: the Foundation of Family-Centered Casework 
Know strategies to engage family members into constructive and collaborative casework relationships that engage and empower families, and assist in information gathering in order to promote joint case assessment, planning, and service provision; understand the cause and dynamics of resistance and know caseworker strategies to overcome these dynamics; understand the potential effects of cultural differences on the development of the casework relationship and know strategies to establish relationships with families from cultural backgrounds different from one’s own; know how social work values and principles apply to child welfare practice, including respecting the family’s dignity, individuality, culture, and right to self-determination. 
5.  Engaging the Family 
Ability to effectively engage the family in the casework process; and employ strength-based engagement strategies when interviewing families to promote assessments and case management. 
6.  Identification and Assessment of Child Abuse and Neglect 
Ability to accurately identify physical, emotional, and behavioral indicators of abuse and neglect in child victims and their families; know the state’s legal definitions of physical abuse, neglect, emotional maltreatment, sexual abuse; know the basic foundation of state law and policy that impacts child welfare work in Colorado including concepts of safety and risk; know resources to enhance work performance including state child welfare consultants and national resource centers; ability to accurately identify physical, emotional, and behavioral indicators of sexual abuse in child victims and their families; and, ability to identify individual, family, developmental, situational, and environmental factors that contribute to sexual abuse.
7.  Family Dynamics and Other Factors in Child Abuse and Neglect Competencies 
Ability to identify individual, child, family, developmental, situational, and environmental factors that contribute to physical abuse and neglect, and are able to evaluate these factors; ability to identify risk and protective factors in families; understand how domestic violence, poverty, substance abuse and mental health issues contribute to abuse and neglect; ability to apply knowledge of indicators and family dynamics to case examples. 
8.  Initial Assessment 
Know the responsibilities of the child protection agency and caseworker, including investigating reports of maltreatment, providing in-home services, temporary out-of-home care placements; ability to complete the safety assessment, safety plan and the risk assessment; ability to identify the factors that must be evaluated when assessing safety and the level of risk for an abused or neglected child in the family, and family protective capacities that can mitigate safety concerns and reduce risk; know how to identify sources of information, including data from informants, case records, and other sources to investigate and assess alleged abuse or neglect and is able to use this data to support or refute the allegation and assist the family; and, know the importance of conducting diligent searches. 
9.  Interviewing at Intake/Assessment 
Ability to conduct investigative/assessment interviews with children, parents. 
10.  Applying principles of development to child welfare services 
Know the physical, cognitive/language, and psychosocial developmental domains and can explain their importance to child welfare practice; know the impact of culture and other factors (quality of parenting, poverty, substance abuse and domestic violence) on child development; and, ability to identify typical developmental characteristics and behaviors (including developmental delays and disabilities) that put children at risk of maltreatment. 
11.  Normal development of infants and toddlers 
Know the stages, processes and milestones of normal physical, cognitive/language, and psychosocial development of children from birth through toddler years. 
12.  The effects of abuse and neglect on infants and toddlers 
Know the potential negative effects of child abuse and neglect on a child's development, and identify indicators of developmental delay or problems in abused and neglected infants and toddlers. 
13.	Normal Development of Preschool Children 
Know the stages, processes and milestones of normal physical, cognitive/language, and psychosocial development of preschool children. 
14.	The Effects of Abuse and Neglect on Preschool Children 
Know the potential negative effects of child abuse and neglect on a child's development, and identify indicators of developmental delay or problems in abused and neglected preschool children; know the importance of collaborating with family members and outside providers in providing for the treatment needs of preschool children who have been abused or neglected; understand how preschool age children’s behavior problems may be symptoms of underlying developmental delays or emotional disturbance; ability to advise families and caregivers on age-appropriate expectations for preschool age children, and can assist in setting realistic expectations for children who demonstrate problems as a result of abuse or neglect. 
15.  Normal Development of School Age Children 
Know the stages, processes and milestones of normal physical, cognitive/language, and psychosocial development of school age children.
16. The Effects of Abuse and Neglect on School Age Children 
Know the potential negative effects of child abuse and neglect on a child’s development, and identify indicators of developmental delay or problems in abused and neglected school age children; and ability to incorporate child development principles into identifying strategies to remediate a child’s difficult or challenging behaviors. 
17  Normal Sexual Development 
Ability to identify the stages and behaviors of normal child sexual development. 
18.  The Nature of Adolescence: A Developmental Transition 
Know the stages, processes and milestones of normal physical, cognitive/language, and psychosocial development of adolescents;  and understand the special issues of GLBT youth in the child welfare system. 
19.  The Effects of Abuse and Neglect on Adolescents 
Know the potential negative effects of child abuse and neglect on an adolescent’s development, and identify indicators of developmental delay or problems in abused and neglected adolescents; understands the risk factors that make foster youth more susceptible to unhealthy relationships; understand factors that help promote healthy relationships, as well as strategies for applying these factors to youth in foster care; and, understand the underlying conditions to adolescent acting out behavior.
20.  Legal Preparation for Caseworkers 
Understand the key legal concepts of a dependency and neglect action in Colorado; knowledge of the Indian Child Welfare Act and actions that must be taken in every case to pursue the possibility of Native American heritage within the families; ability to prepare for testimony; know how to prepare clients for court hearings; knowledge and skills regarding qualifying as an expert witness; understand the caseworker’s role and responsibility in the courtroom and knows what constitutes effective testimony and cross examination; understand the basic roles of the guardian-ad-litem, respondent parent counsel, and the county department of human services attorney; understand the role of foster parents at hearings, in particular that they have a right to be heard; demonstrate skill in delivering effective testimony and withstanding cross examination; knowledge of delinquency cases;  knowledge of trails confirmation appeals; knowledge of termination hearings; and, basic skills for testifying at a termination hearing. 
21.  Comprehensive Family Assessment 
Understand the importance of effective case assessment and planning as the foundation of casework and family-centered interventions and know the proper sequence of steps in the case planning process; ability to complete a comprehensive social history; ability to apply the NCFAS to practice; ability to correctly use the NCFAS to assess family functioning for case planning and other case activities; understand underlying conditions of the maltreatment in order to do effective case planning; and, ability to effectively complete the family service plan to meet federal expectations and the needs of families.
22.  Developing the Case Plan 
Ability to link the assessment, especially the safety assessment, risk assessment and NCFAS into the case plan; know how to involve families in the development of an appropriate, time-limited case/treatment plan; know how to formulate measurable, behavioral objectives; and, know how to identify the most appropriate services and activities to achieve case objectives. 
23.  Parenting Time and Visitation 
Know the necessity of regular and frequent visits to maintain the family members’ relationships and other important relationships with the placed child; and, be able to use casework strategies that engage families in the planning of, and participation in, visits. Trainees understand how to use visitation to maintain connections with sibling and other family members. 
24.  Case Recording 
Ability to document family and collateral contacts in a way that captures state and federal regulations and captures the essence of the interaction and discussion with the family or other collateral. 
25.  Ongoing assessment, Evaluation, and Case Closure 
Understand the importance of conducting routine and timely case staffings with families; know how to reassess the outcomes of case plans and service interventions and make appropriate modifications in the case plan; ability to effectively utilize the Colorado assessment continuum to guide decision making for case closure; and ability to use caseworker contact with a family to assess readiness for case closure. 
26.  The Philosophy of Permanence and Permanency Planning 
Understand the necessity of permanency and reasonable efforts to prevent placement or promote timely reunification. 
27.  Psychological Crisis 
Know that the separation and placement experience could lead to precipitation of psychological crisis for families and children and be able to apply concepts of crisis intervention theory to separation and placement of children. 
28.  Understanding Separation 
Know the potentially traumatic outcomes of the separation and placement experience for children and their families, including serious disruption of family relationships, and disturbances in the child’s cognitive, emotional, social, and physical development. 
29.  Children’s Reactions to Loss: Common Behavior Patterns of the Grieving Process 
Ability to recognize the physical, emotional, and behavioral indicators of placement-induced stress in children of various ages and identify strategies for alleviating stress. 
30.  Parent’s Reactions to Loss 
Ability to identify grieving reactions of parents resulting from the separation of their children and how this may affect behavior and interactions with the caseworker. 
31.  Placement 
Know how to prepare the child and parent for placement of the child in foster care in a way that minimizes stress and provides emotional support to the child and his/her family; know of disproportionality in out-of-home placement; know the difference between kinship care and foster care; aware of the importance of matching the needs of children with the strengths of foster parents or other care providers; know the rights and roles of foster parents; aware of the importance of developing lifebooks for children in care; aware of the special needs of GLBTQ youth in foster care; ability to assess the capacity of a caregiver to meet the cultural needs of a child whose culture is different from that of the caregiver; know how to advise caregivers regarding the provision of care that respects and supports the child’s cultural identity; know the reasons for placement disruption and strategies to avoid it when children are in out-of-home care; and, aware of the importance of post placement support for caregivers. 
32.  Achieving Permanency 
Understand the fragile process of reunifying families; ability to apply strategies to promote permanency; ability to apply strategies to promote reunification; understand how the Colorado assessment continuum guides decision making for permanency; understand the importance of permanency planning for youth in care; ability to describe permanency options for teens including independent living; know how to utilize post reunification supports to prevent return to placement; know how to match the needs of children with the abilities of parents when looking at reunification; ability to prepare children and families for termination. 
33.  Pulling It All Together 
Know the importance of safety, permanency and well-being as fundamental concepts in a child welfare case; ability to describe key decision points in a child welfare case; and, understand the impact of collaboration on successful and sustainable child welfare outcomes. 
K.  Social Services Supervisor II, III 
1.  General Statement of Duties
Position is responsible for the supervision of a full range of intake and/or ongoing social casework services for a variety of program areas including child welfare and other ancillary services, such as recruitment and supervision of foster care, group homes and the placement of clients into foster care, group homes and institutions. 
This position provides direct supervision to a staff of professional social caseworkers and paraprofessionals. 
2.  Supervisory Functions 
Oversees staff scheduling; conducts individual and group conferences to set and monitor deadlines; establishes unit goals and timetables usually ranging from thirty (30) days to one year; meets with administration as needed to participate in program planning. 
Organizes the work within the unit to assure coverage and efficiency in caseload handling based on the available knowledge and skills of the assigned workers; develops systematic methods of implementing programs, which includes developing controls and monitoring work flow. 
Determines the resources required to achieve the goals of the unit and makes recommendations to higher level management which sets priorities and makes actual budgets. 
Assigns specific tasks, usually work on hand, to immediate subordinates; provides guidance and consultation in the accomplishment of day-to-day tasks assigned to caseworkers. 
Written and verbal instructions are given to subordinates on program issues; meets with workers individually and in groups to explain rules, policies, procedures and laws; works with staff on individual cases; reviews actions taken, counsels on effective resolution of problems in cases which are difficult for the worker and creates work situations which allow professional growth. 
Professional standards are set primarily through state rules, statutes, and manual regulation. Unit rules for work performance on the job are made by this position; may establish workload and qualitative standards for the unit. 
This may be done through individual conferences, through the case plans, the treatment plan, and the placement plan. Reviews occur before, during, and after the performance of tasks. 
Training needs are established on an individual basis and carried out by this position, staff development, state department staff and outside facilitators when sufficient resources are available. At the higher skill level, assures that an effective training program is in place. This assurance includes the assessment of need, and the evaluation of training upon completion. 
Checks with employees on missed deadlines, problems of tardiness, chronic absences, and interpersonal problems and other concerns that are individually focused. At the higher skill level, has responsibility for the resolution of problems and complaints involving the unit; participates in resolving grievances and has the final decision for disciplinary action taken against staff members in the unit. 
Reviews the performance of workers on a periodic basis and completes the annual performance rating using the appropriate form, or establishes individual performance plans and objectives and evaluates based on the achievement of plans and objectives. 
Interviews and participates in selection of employees for the unit with higher level manager(s) or has final authority in hiring and termination decisions for the unit. 
3.  Job Requirements
Position requires a thorough knowledge of supervisory and management techniques, human behavior, the dynamics of child abuse and neglect; a thorough knowledge of casework principles and techniques as they are applied to developmental disability, mental illness, protective services; extensive skill in case planning and the handling of problem cases; ability to instruct and teach social casework techniques; ability to supervise professional casework staff; skill in writing and editing reports; skill in interpreting rules, regulations, laws and procedures; ability to deal with stress and emergencies; a knowledge of the court system and its workings with respect to child welfare; ability to resolve conflict; ability to evaluate staff and clients; knowledge of Colorado Children’s Code and other rules, regulations and laws pertaining to child welfare . 
L.  Social Services Supervisor Competencies
1.  Agency Mission and Vision
Knows and is able to communicate and model the agency mission, vision, and philosophy; able to describe the role of the supervisor in being a bridge between management and the unit work group; and, ability to articulate effective integration of agency procedures and protocols. 
2.  Values, Philosophy and Culture 
Aware of how supervisory power and influence are acquired and effectively utilized; able to distinguish between the concepts of power and authority; able to identify the sources of power available to him/her; aware of his/her own values, attitudes, behaviors and cultural beliefs as they relate to supporting agency mission and vision and their impact on supervisory practice; ability to articulate how culturally competent and family-centered child welfare practice leads to better family, worker, and community/partner engagement and outcomes for children, youth and families; ability to explain the impact of individual culture and values on child welfare practice and supervision; able to utilize supervisory practices that facilitate a positive supervisory relationship and supervision climate with culturally diverse staff; able to describe the valuable contributions of other key stakeholders (e.g., foster parents, community providers, legal community members, etc.); and, know how to facilitate case worker engagement with stakeholders, in partnering to achieve better outcomes for children, youth and families. 
3.  Administrative Resources: Interpreting and Utilizing Data and Information 
Ability to apply a systemic approach for ensuring accountability to stakeholders for agency performance by understanding data, mandates and policy, as well as report functions; ability to identify the usefulness and location of key data sources (CFSR, PIP, ARD and other reports); demonstrate how to use key reports in prioritizing and facilitating the work of the department in meeting the outcomes of safety, permanency and well-being; able to describe the local budget process, including key timeframes, key budget personnel, and the impact of budget growth or restriction on agency operations. 
4.  Supervisory Role and Use of Supervision 
Knows and understands the challenges and problems in transitioning from worker to supervisor and can identify potential strategies to address or resolve them; knows the key reasons for establishing appropriate boundaries with staff and the potential impact of not doing so; ability to identify what the supervisor may have contributed to the problems that exist in the case situations; ability to identify steps to ease the transition from worker to supervisor. 
5.  Supportive Supervision 
Understands and can recognize diverse learning styles to help meet the learning and engagement needs of individual staff and maximize their performance; understands application of learning style principles to own learning style; knows how to apply learning styles to the development of staff learning plans and transfer of learning activities; able to describe supervision strategies for each stage of worker development; knows how to facilitate staff recognition of the diverse learning styles and information integration capacities of clients to help achieve strong client engagement and the goals and desired outcomes of a case. 
6.  Supervisor as Practice Expert 
Knows, teaches and models the necessary elements of statutes, rules and policies that support child welfare practice; able to identify pertinent best practice and best policy issues for the outcomes of safety, permanency, and well-being; knows the responsibilities of the child protection agency, supervisor and caseworker, including investigating reports of maltreatment, providing in-home services, temporary out-of-home care placements, and permanent homes for children; knows the philosophy, values, and characteristics of family-centered child welfare and understand how effective in-home family services can prevent the removal of children from their homes; understands the value of bringing and sharing other expertise into array of team capacity building opportunities and can access resources for this purpose (e.g., national resource centers); able to describe how statutes, rules and policies guide child welfare practice and supervisory focus; able to explain the responsibilities of the child protection agency, supervisor and caseworker in: investigating reports of maltreatment, providing in-home services, temporary out-of-home care placements, and permanent homes for children; ability to explain how family-centered/culturally responsive practices impact child safety, permanency and well-being at the case and macro levels; and, ability to identify internal and external expert resources that are available to them and their team in for use in developing and delivering quality case practice. 
7.  Supervision at Intake/Assessment 
Knows the responsibilities of the child protection agency, supervisor and caseworker, including investigating reports of maltreatment, providing in-home services, temporary out-of-home care placements, and permanent homes for children; knows the process for screening and case assignment; ability to identify the factors that must be evaluated when assessing the level of risk for an abused or neglected child in the family, and family strengths and safety factors that can mitigate and reduce risk in the investigation and initial assessment; knows, teaches, coaches and models assessment, decision-making, safety planning to facilitate the best possible case practice within the intake process (including items from the Colorado assessment continuum, Trails, agency letters); knows how to facilitate quality case transfer procedures; knows how to preserve client confidentiality; ability to describe the key elements of the Colorado assessment continuum; ability to describe the process for screening in and out case reports and making case assignments, including understanding staff expertise, workload issues, and other factors in determining assignments; ability to identify the presence or absence of factors that have been evaluated by a worker in a case scenario who is responsible for assessing the level of risk for an abused or neglected child in the family, family strengths and safety factors that can mitigate and reduce risk in the investigation and initial assessment; ability to describe how to use and integrate the intake available resources, practice guidance and data into actual case practice utilizing the Colorado assessment continuum, Trails, agency letters, CFSRs and State PIP; ability to describe the importance of a seamless case transfer process and can identify positive methods of effectively facilitating case transfer; knows how to  describes the importance of preserving client confidentiality from a supervisory perspective. 
8.  Supervision for Ongoing or Other Services and Supports
Knows how to organize and provide case consultation to individual staff and in a group setting; knows how to supervise the interview process and provide useful feedback; knows, teaches, coaches and models assessment, decision-making, safety planning, case planning and case process to facilitate the best possible case outcomes in the ongoing case process; knows how to link assessments to case planning; knows and can utilize a variety of tools that enhance and support both the supervision structure and case consultation; knows the importance of documentation and how to evaluate the quality and depth of it;  knows how to use ARD, Trails and other reports to evaluate and discuss case practice on the individual, unit and agency levels; knows, teaches, coaches and models decision-making, safety planning, case planning and case process to facilitate the best possible case outcomes on ongoing cases; knows the importance of quality visitation to the reunification process or other permanency alternative and can provide solid coaching and supervision to these activities; knows the importance of, and integrates and supervises the concepts of, concurrent planning to achieve permanence; knows how to facilitate quality case transfer or sharing procedures; knows how to supervise to appropriate and timely case closure; knows how to support case worker skill development and competence within the court process; able to describe the frequency and duration of individual supervision sessions to meet best practice standard; able to demonstrate and ability to organize individual and group supervision and case consultation agendas; ability to demonstrates and understanding of ongoing case practice and how to provide useful feedback to staff who are involved in the interview and engagement process; able to articulate key elements of assessment, decision-making, safety planning, case planning and case process to facilitate the best possible case outcomes in the ongoing case process; able to apply coaching and teaching concepts, and integrates the use of supervision and other tools, to case scenarios and staff feedback opportunities within them; able to identify the presence or absence of factors that have been evaluated by a worker in a case scenario who is responsible for assessing the level of risk for an abused or neglected child in the family, family strengths and safety factors that can mitigate and reduce risk in the investigation and initial assessment; able to describe how to use and integrate the intake available resources, practice guidance and data into actual case practice utilizing the Colorado assessment continuum, trails, agency letters, Children and Family Services Review (CFSR) and state Program Improvement Plan (PIP); able to describe the importance of a seamless case transfer process and can identify positive methods of effectively facilitating case transfer; able to describe the importance of preserving client confidentiality from a supervisory perspective; able to describe and demonstrates how to use ARD, Trails and other reports to evaluate and discuss case practice on the individual, unit and agency levels; able to describe the importance of quality visitation and concurrent planning to the reunification process or other permanency alternative to supervisees through a case scenario review; able to identify supervision and case consultation methods that may facilitate increased staff comfort and capacity to address areas of concern that may confront a worker on both a personal and practice level (e.g., child removal, reunification challenges, GLBT issues, sexual abuse, child fatality, etc.); able to describe how to effectively and cooperatively assist staff in engaging in quality case transfer or sharing procedures; able to demonstrate an ability to help workers assess readiness for case closing and complete a timely closure. 
9.  Supportive Supervision 
Understands the value of supportive supervision and its impact on worker retention; understands and can utilize the interest paradigm as it relates to team formation and function; knows how to effectively engage diverse groups of people in working together towards a common goal; knows how to create a positive work climate and how to listen and respond to worker complaints; understands diverse conflict styles; knows how to manage conflict within a team; knows how to advocate for your workers within the system; knows how to establish and maintain professional boundaries; able to describe the three components of the interest paradigm and how to utilize it in a variety of contexts; able to articulate the role of the supervisor in creating a positive work climate and some of the key factors that support staff commitment and worker retention; able to identify personal conflict style; able to describe how diverse conflict styles impact team cohesion and relationships; knows the importance of supervisory boundaries and methods of maintaining them. 
10.  Secondary Trauma and Burnout 
Able to recognize secondary trauma in self and others and implement strategies to address it; knows the indicators, risk factors and possible causes of secondary trauma; knows how to help workers deal with fatality cases and other severe abuse cases; knows self-care strategies and how to encourage the identification of potential strategies and their use by staff; able to recognize burnout and recommend strategies to address it; knows the indicators, risk factors and possible causes of burnout; able to describe the supervisor’s role in preventing burnout; knows methods of encouraging resiliency in workers. 
11.  Supporting Worker Safety 
Understands the need to support worker self awareness and safety in their everyday work; knows how to help workers assess potential safety risks and create strategies to enhance personal safety; knows how to develop collaborative relationships with others involved in safety issues (e.g., police, local trauma specialists, etc.); knows how to follow-up and evaluate success of worker safety strategies; able to describe worker safety concepts and possible protocols; able to identify ways to help workers assess potential safety risks; able to list five worker safety strategies; able to explain the need to keep worker safety of paramount importance on an ongoing basis; able to describe the use of Memorandums of Understanding (MOUs) and need to develop a positive rapport with others involved in safety issues (e.g., police, local trauma specialists, etc.). 
12.  Community and Intra-Agency Collaboration 
Knows how to develop collaborative relationships and communicate with foster parents and other alternate care providers; knows how to develop collaborative relationships and communicate with internal agency partners (e.g., other units within the department); knows available internal resources, methods of accessing them and supervisor role in authorizing or facilitating their availability; knows how to develop collaborative relationships and communicate with external partners in the community (e.g., contract providers, community-based organizations and faith-based organizations, judicial partners); knows how to develop collaborative relationships with culturally diverse community providers and leadership representatives; able to describe methods of supervising to staff toward collaborative relationship development and communication with foster parents and other alternate care providers; able to describe supervisor role in developing collaborative relationships and communicate with internal agency partners (e.g., other units within the department) and external stakeholders and how to model that collaboration to staff; able to list ways to identify key community stakeholders; able to identify potential engagement and bridge-building strategies with external partners and stakeholders, including those in culturally diverse communities.