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\nSapphire Boone, PhD, LCSW  \nWhy are we here?  \n■ Participants will examine and discuss the professionalization of child welfare practice .  \n■ Participants will gain knowledge in the challenges of passing the social work licensure for students.  \n■ Participants will gain knowledge about the current efforts that the MSU Title IVE is taking to integrate licensure preparation .  \n■ Participants will discuss current strategies to increase pass rates and how Title IV-E education can implement these methods .  \nIntroduction  \n■ Recruiting and retaining qualified child welfare professionals is of utmost concern across the nation  \n■ Child welfare agencies and the children and families they serve are severely impacted by high turnover rates and the challenge of adequately training professional staff ( Zlotnik, DePanfilis, Daining, & McDermott Lane, 2005) .  \n■ Errors in judgment in child welfare can have lasting consequences for the children the system intends to protect and the families it is charged to serve .  \n■ Are we really developing the workforce if Title IV-E is not preparing students to pass the licensure exam?  \nProfessionalizing the Field of Child Welfare: Raising the Standard  \n■ Definition: Increasing the training or raising the required qualifications  \n■ Professionalization of the child welfare workforce has a positive impact on worker performance, perceived competence, and retention .  \n■ In light of state agencies being involved in class action suits, reversal efforts are underway therefore the standards have to change .  \nHow did we get here and where do we  \ngo from here?  \n■ Privatization led to higher pay, leaving a shortage of qualified workers for the public sector  \n■ Now, the standard is being raised  \n■ Any bachelor’s degree to having a degree in asocial/behavior science  \n■ Moving the conversation from having a social work degree, to having a social work license  \nHow does your Title IV-E program integrate licensure  \npreparation?  \nWhat we do  \n■ Requirement of our stipend agreement  \n■ Exposure to the process of the application and test at orientation  \n■ Purchase licensure prep material  \n■ Create a schedule to teach the material-before and after other training or dedicating training time to licensure prep  \nHow students feel about taking the exam?  \n■ Ill-prepared to take the exam .  \n■ Anxious about taking tests in general, and about the licensing exam in particular  \n■ The questions will be related to child welfare  \n■ Do not know how or what to study  \n■ Pressured if required in the stipend or if it is the only way to be called a social worker  \nHow to increase pass rates?  \n■ Assessing accountability for course material,  \n■ Increasing familiarity with the test format of the licensing exam, and  \n■ Improving self-efficacy in test taking  \n(Miller, Grise-Owens, & Escobar-Ratliff, 2015)","cbCaik9OjaedUxsX","https://ap.wps.com/l/cbCaik9OjaedUxsX","pdf",1352470,24,"English","# Why are we here?\n## Professionalization and raising standards\n## How Title IV-E programs integrate licensure preparation\n## How students feel about taking the exam\n## How to increase pass rates","[{\"question\":\"Why does Title IV-E need to prepare students to pass the licensure exam?\",\"answer\":\"The presentation argues that workforce development is incomplete if Title IV-E does not prepare students for the licensure exam, given national concerns about training qualified child welfare professionals and the impact of high turnover.\"},{\"question\":\"How does the Title IV-E program integrate licensure preparation?\",\"answer\":\"It includes requirements tied to a stipend agreement, exposure to the application and testing process at orientation, purchase of licensure prep materials, and creating schedules that teach licensure content before or after other training or dedicate training time to preparation.\"},{\"question\":\"What strategies are proposed to increase social work licensure pass rates?\",\"answer\":\"The presentation recommends assessing accountability for course material, increasing familiarity with the licensing exam’s test format, and improving students’ self-efficacy in test taking.\"}]","INTEGRATING LICENSURE PREPARATION IN TITLE IV-E CURRICULUM - Presentation Overview | PDF",1790532268]