Running head: EVALUATION OF PRACTICE

Evaluation of Practice
Mary Glass
Wayne State University

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2
Evaluation of Practice

Self-reflection and evaluation are important to be successful in any profession. By

applying what you have learned effectively, you can make a positive difference. In the field of
social work, the educational courses provide theories, policies, code of ethics, and numerous
examples of how a social worker should conduct themselves professionally. After years of study,
a student is able to put that knowledge into action. At the Foster Care Review Board, I have the
opportunity to be part of group in an effort to assist a community.
Evaluation of My Practice
My responsibilities at the Foster Care Review Board (FCRB) are review board member
and program representative. As a review board member, I read provided case materials, ask
questions at the review board meeting, and provide support the child and their interested parties.
Interested parties may include foster and/or adoption caseworker and supervisor, foster parents,
biological parents (as long as rights have not been terminated), and Lawyer/Guardian ad Litem
(LGAL). As a program representative, I lead the review board meetings to ensure questions
focus on the childs safety, well-being and timely permanency and write a report detailing the
findings and recommendations. I also participate in statewide committees and conferences to
stay current on the child welfare topics.
By applying Wayne State University Core Competencies, I can identify my strengths and
weaknesses. I have adapted easily to Competency I -Identify as a social worker and conduct
oneself accordingly. While in a review board meeting or committee meeting, I am able to exhibit
professionalism with staff, board members, and state stakeholders. Being cognizant of my
physical demeanor and tone during groups is essential to be productive.

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I apply social work principles to guide professional practice (Competency II) on a regular
basis in groups. Due to the confidentiality of the childrens case, it is imperative their identity is
protected when discussing cases. I utilize empathic responding to learn about the client. Group
settings also require respect and patience of the others in the room. I need to work on speaking
with clarity during group interviews with potential board members. I have struggled with
explaining a FCRB board members responsibilities verbally.
By applying critical thinking to inform and communicate professional judgment
(Competency III), I ask pertinent questions during review board meetings to identify the progress
of the childs safety, well-being, and timely permanency. I have discovered output errors from
Michigans new data system through interviews with the childs caseworker. For example, a
childs case plan stated she was diagnosed with diabetes; however, she did not have diabetes and
the caseworker denied inputting the information in the case plan.
FCRB provides many opportunities to engage diversity and difference in practice
(Competency IV). The review board members are multicultural and multidisciplinary, so I am
able to learn about their cultures and work experiences. Cultural needs is an area we discuss at
each review board meeting to ensure the childs cultural identity is being maintained. It is
important for an African American foster child to be placed with someone that understands their
cultural needs, from the effects of historical oppression to their hair texture.
To apply knowledge of human behavior and social environment (Competency VII), I
reflect back to my sociology, psychology, and human behavior and social environment courses. I
also have 17 and 19 year old sons, so I can understand when I young person is given many
positive options, yet they decide to take more difficult path. The reasoning section of a young
adults brain is not fully formed, so they often need to learn from their choices. At the FCRB,

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we review many youths cases who are aging out of the foster care system. I am able to remind
the other board members and even some caseworkers, that a young persons inability to
understand all of their opportunities does not mean they do not care. They just do not realize
more aspects of life yet, but they may as they mature. However, the trauma a child may
experience prior to removal from their home and being in the foster care system may also
decreases their ability to take advantage of all the opportunities presented to them.
Community Impact
At the Foster Care review Board, we can advance human rights and social and economic
justice (Competency V). By reviewing foster childrens case we are able to provide a third party
recommendations to ensure the child is receiving the best care possible. When a caseworker
completes FCRB report recommendations, we know that a child is one step closer to achieving
their permanency goal.
The FCRB conducts appeal hearings to give a foster parent the opportunity to challenge
the removal of a child from their home. At an appeal, the Department of Human Services (DHS)
wanted to remove the children because the foster parent did not have any income of her own.
DHS did not consider that the children, ages 13 and 14 years old, had been in that foster parents
house since they entered in the foster care system, three years previously. DHS did not have a
new placement set up for the children. The children would have likely been separated and moved
to a residential facility because of their age. The children wrote letters stating they did not want
to move. The FCRB recommended the children not to be removed and the judge agreed as long
as the foster parent obtained legal employment.
At FCRB, we make every effort to bring the least amount of distress to a child who
likely has already been traumatized. FCRB staff and review board members are very

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knowledgeable about federal, state and local programs for youth who age out of foster care and
infant mental health, so we are able to provide caseworkers and client resources.
Skills
To work at the Foster Care Review Board, I need to exhibit micro, mezzo, and macro
communication skills. Micro skills are needed when interviewing client during a review board
meeting. Being part of a group as a review board and committee member requires mezzo skills.
Macro skills are utilized as you advocate for the importance of the Foster Care Review Board to
state officials. By utilizing all of those skills, I am able to learn more about the person and
population so I can respond to contexts that shape practice (Competency IX).
The ability to engage in research-informed practice and practice informed research
(Competency VI) is important to work at FCRB. During committee meetings and conferences,
child welfare and legal system qualitative and quantitative studies are discussed to evaluate what
methods are successful. The information gleaned from these events can be applied to review and
appeal meetings. Last years FCRB annual conference presented ways to assist parents with
disabilities who have had their children removed from their custody. Timely permanency is
important; however, so is adequately providing services to the biological parent to support
reunification. A biological parent with cognitive disabilities may need a parent coach to
thoroughly explain all the goals the parent must meet to be reunified with their child. A
caseworker could assist but he/she does not generally have the time because their case loads are
so high.
Engaging in policy practice to advance social and economic well-being and to deliver
effective social work services (Competency VIII) is necessary to work as a program
representative. The position requires a vast knowledge of the child welfare system, including

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federal and state laws, court rules, DHS policies. Being involved in committee meetings helps a
program representative stay up to date with current and upcoming child welfare and legal
systems policies.
Good Fit
When I initially applied to the School of Social Work, I wanted to open a facility for
homeless young pregnant women. The Foster Care Review Board serves the foster care children
in the child welfare system. I quickly learned the population I want to serve can be part of the
youth aging out of the foster care system. FCRB serves of various ages of children, so I often
have an opportunity to assist the youth who are aging out.
Many of the concerns I have about homeless young pregnant woman translate to the
youth aging out of the foster care system. State aid can decrease significantly for a foster care
child when they turn 18 years, if they do not register with additional programs. The federal law,
Fostering Connections, mandates that a foster care child is assisted with a transitioning out of
care plan. Some foster care youth are not provided with adequate case management end up
homeless and some become pregnant.
I engage, assess, intervene, and evaluate with individuals, families, groups, organizations,
and communities (Competency X) at FCRB. I can help a foster child and his/her interested
parties directly, plus be part of the changing policies. To actually work as a program
representative, I would need to acquire a greater knowledge of the DHS forms and policies. The
current program representatives have at least 15 years of experience in child welfare services
before becoming a representative at the FCRB.

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7
Improvements

One of the tasks at a review board meeting is ensuring the childs cultural needs are being
met. I could improve my cultural competence and continuously utilize cultural humility to ensure
the child does not loss his/her cultural roots because they are in the foster care system. Learning
more about the Indian Child Welfare Act and how it affects the foster care system is an area I
could also improve.
I can sometimes allow my personal feelings to affect my actions. At an appeal, one foster
parent was crying profusely as she described how they removed the foster children from her
home. I had difficulty holding back tears as she spoke. I ended up looking into the corner of the
room and not listening to her for a short time, so I could compose myself. During a review, I
asked the caseworker if her 17 year old client had obtained his state identification card. The 17
year old was unable to attend. She stated he had not, but she wanted him to get his driver
license. She continue to say that she had spoken with the clients foster parent about the driver
license, but the foster parent does not want him driving her car. As the caseworker continue on
about how she felt it was important for him to have his driver license, I tried to explain to her the
difference of a state identification card and a driver license. The client needed his state
identification to continue independent living skills. During a discussion with my field supervisor
after the meeting, I realized I had not considered what the 17 year old client wanted. I was
concerned with the state identification card and the caseworker wanted him to have a drivers
license, but it was never discussed if the client shared what he wanted. In the future, I will be
more cognizant of what my client wants.

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Ethical Social Work Practice

My field supervisor displays ethical decisions in all circumstances. She utilizes a
strength base perspective, but she will confront when needed. I have learned what social workers
in the child welfare system are mandated to do and what may actually happen. It is difficult to
provide negative facts about a professionals conduct, yet it is necessary to report. During a
review, we are required to inquire about the LGAL involvement with the foster child. The
LGAL is mandated by law to meet with the child before each court hearing. Sometimes the
LGAL has never met the client according to the caseworker and/or foster parent. The review
board will include that information in the report which is sent to the childs judge/referee and the
LGAL. After several negative reports, the LGAL could be cited with misconduct.
The FCRB demonstrates documenting factual information is important. If you do not
know an answer for a section on a report it is always better to put unknown until you find out.
You should never guess. My field supervisor does not even want me to put a fictitious age and
marital status on my process recordings. I create a pseudonym for the person and then put
unknown for age and marital status because my process recordings are usually about interaction
with caseworkers. It would be inappropriate for me to ask the caseworker personal question
during a review board meeting.
Values and Ethics
While participating in review board meeting, I consider the dignity and worth of a person.
Every child deserves to grow up in a safe environment which promotes a healthy development of
their physical and emotional well-being. When conducting foster parent appeals, we are
promoting a social justice for the foster parent and child by considering the importance of human
relationship. We may agree with the foster parent or with the agency depending on the

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circumstances of each cases. To provide this service, I must have integrity and be competent in
the child welfare and legal system.
The foster parent appeal mentioned previously in the paper was difficult to decide when
all the facts were presented. The foster parents had not had an income for over three years. She
was in a car accident and applied for Social Security Disability Income (SSDI). When SSDI was
denied, she still did not seek employment. Since she did not claim an income, she was receiving
subsidized housing and utility assistance. DHS wanted to remove the children because by law
the foster parent has to have an income and cannot solely use the income the foster children
receive to provide for all of them. While the foster parent explained her side of the story, she
disclosed she was cleaning houses for money so she was not using just the childrens income.
However, she was not paying taxes on the money earned from cleaning houses, nor was she
reporting that income to the programs which were providing her housing and utility assistance.
Ultimately, the children were being taken care adequately by the foster parent; however; if the
foster parent obtains a legitimate job, she may lose some of her housing and utility assistance.
Ethically, we had to include her disclosure of income in the report, even though we understood
why she was not reporting it. She was barely at the poverty level and struggling to make it.
Without assistance, she may have less income and time for the children.
My learning experience at the FCRB has provided me with the opportunity to be
surrounded by social workers and other professionals who strive every day to make this world a
better place. Being part of the program has allowed me to see I may not be able to save the
world, but I can make a difference by helping one child at a time.