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About this paper symposium
| Panel information |
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| Panel 31. Solicited Content: Integrative Developmental Science |
| Paper #1 | |
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| Child Welfare Social Workers Working Conditions in Minnesota | |
| Author information | Role |
| Jessica Toft, PhD, MSW, LICW, University of Minnesota School of Social Work, USA | Presenting author |
| Channel Lowery, University of Minnesota School of Social Work, USA | Non-presenting author |
| Elin Amundson, University of Minnesota School of Social Work, USA | Non-presenting author |
| Abstract | |
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Background: Child welfare is a cornerstone of social work. In the 1990s, neoliberal policies implemented in the social services altered work functions and aims. At the legislative level, social programs endured significant cuts. In states, government workers work under conditions of austerity. Private providers compete to secure service performance contracts, inviting entrepreneurial neoliberal managerialism. Within human services agencies this includes: Prioritizing productivity and efficiency over service quality, worker monitoring and surveillance, use of incentives and sanctions to modify and reward worker productivity, and standardization of client intervention methods and practice goals. Although there are child welfare workforce studies that address pay, stress, and supervision issues, few examine how managerialism affects social workers working conditions. This paper present findings about child welfare social workers from a larger mixed methods project on the effects of managerialism on the working conditions of social workers in an entire state. Research questions: To what extent do child welfare social workers experience managerialism and what stories do they have to tell about management: Pressure to increase productivity and efficiency? Close monitoring of work? Use of workplace incentives and sanctions? Standardization of practice methods and goals? Participants: 157 child welfare licensed social workers completed the survey and 25 current or former child welfare social workers were interviewed using a constructivist grounded theory design. Survey: Productivity and Efficiency: 75% felt pressure to get more done in the same amount of time: 42% reported from some-moderate and 33% great-very great extent. Nearly 71% felt pressure to take on more clients. Nearly 45% felt pressure to close cases quickly and 43% experienced total responsibility for client outcomes. Almost 42% experienced evaluation of performance on efficiency over quality of services and 58% reported pressure to prioritize paperwork over practice. Regarding incentives and sanctions, 69.2% reported increased oversight if efficiency performance goes weren’t met. Overall, on a scale of monitoring and surveillance, child welfare social workers than the larger sample of social workers (p<0.008). Nearly 78% reported practice goals were predetermined, while 81% reported practice interventions allowed were pre-selected and limited. The most common annual salary was between $50-60,000 and 70% of workers earned less than $60,000 per year (although the majority had master’s degrees). Social workers reported a mean of 18 hours of unpaid overtime per month. Interview: Managerialism operates in multiple ways in the workplace, such as supervision that focuses on paperwork, rather than fostering quality practice. In the private sector, management pressured social workers to work harder to keep the organization open. The organizational culture and climate often focused on numbers and an inability to distinguish efficiency from quality. Some described a competition culture that sent out internal audits on workers’ client numbers and paperwork completion. Many reported “pings” to stay on task. Some relayed stories of badgering and bullying to be more efficient and probationary monitoring and even termination due to “inefficiency.” Efficiency messages were sometimes internalized; workers governed themselves to equate quality practice as seeing many clients, meeting paperwork demands, and fulfilling unpaid duties. |
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| Paper #2 | |
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| Interruptions and Working Conditions of Early Childhood Education and Care (ECEC) Teachers’ Planning Time | |
| Author information | Role |
| Erin E. Hamel, Ph.D., University of Georgia, USA | Presenting author |
| Abstract | |
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Background: Interruptions during planning time could be detrimental to ECEC teachers because they are responsible for creating lessons that contribute to the quality of education and interactions in the classroom which are foundational to children’s learning and development. A better understanding of ECEC teachers’ working conditions during planning time, specifically experiences with interruptions, is critical given the impact lessons have on the quality of the classroom and young children’s learning. The purpose of this study was to understand the ECEC teachers’ experiences with interruptions by identifying the types of interruptions and frequency with which they experience interruptions. Research Questions. How often do ECEC teachers’ report experiencing interruptions to their planning time? What types of interruptions do teachers’ report? When and where do ECEC teachers work on most of their work-related tasks and why? What tasks do EC teachers use the most time on? Study Population. Participants were 106 teachers employed at NAEYC accredited programs (Mage = 39.33 years, SD = 12.253) comprised of mostly white, non-Hispanic, females with a Bachelor’s degree and a mean of 13.8 years of teaching experience. Methods. The study used an embedded mixed-method design to gather quantitative and qualitative data using an online questionnaire. Data were analyzed and integrated following a mixed methods approach (Tashakkori et al., 2021). Results. RQ1. Most participants (n=98, 92.4%) reported interruptions to their planning time, with 8 participants (7.5%) reporting never experiencing interruptions. RQ2. Of 182 codable responses, a majority of participants reported that interruptions were related to assisting colleagues (n=63, 34.6%). For example, one teacher reported, “Ratio issues in classrooms, teachers switching to cover other classrooms.” Another source of interruptions was program administrative tasks (n=29, 15.9%). One teacher noted interruptions stemmed from, “demands from the director unrelated to my tasks,” another teacher identified that her planning time was interrupted due to the need to “answer phones and open the door.” RQ3. Of 128 codable responses, most participants reported working at work only (n=52, 40.6%). Some participants felt strongly about this, “I will not sacrifice time away from my family for a job that does not give me enough time to do what they require.” A minority of participants (n=17, 13.2%) reported working at home only. For example, “At home because I am able to continuously work without much interruptions and have a clear mind.” RQ4. Participant responses (n=260) indicated that they use the bulk of their time on lesson planning and curriculum (n=85, 32.7%), assessment and observation (n=64, 24.6%), and preparing materials for lessons (n=31, 11.9%). Discussion. Interruptions are commonplace and impact where and how teachers complete their work. It is unknown what impact this has on lesson quality. Interruptions were the reason participants reported it was easier to work at home. The intrusion of work-related tasks into personal life could lead to burnout. This study has implications for program administrators, advocates for improved ECEC teacher working condition, and policies aimed at improving quality. |
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| Paper #3 | |
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| Indigenous Children’s Resiliency: Culturally Relevant Materials in Early Childhood Classrooms in Relation to Children’s Resiliency | |
| Author information | Role |
| Amy Encinger PhD, University of Wyoming, United States | Presenting author |
| Amanda Prokasky, University of Nebraska Lincoln, USA | Non-presenting author |
| Amy LaPointe, Winnebago Tribe of Nebraska—Education Director, USA | Non-presenting author |
| Peggy LaRose, Educare Winnebago, USA | Non-presenting author |
| Keri LaPointe, Educare Winnebago, USA | Non-presenting author |
| Abstract | |
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Background: Resilience is essential for positive outcomes in children exposed to adversity, such as Adverse Childhood Experiences (ACEs). Indigenous children face disproportionate impacts from ACEs, compounded by historical trauma and cultural disruption. Language and culture act as protective factors, helping buffer these children from negative outcomes. This study explores the relationship between culturally relevant materials in early childhood classrooms and Indigenous children’s resilience. It also examines how Indigenous teachers interpret and apply resilience measures, offering insights into the cultural appropriateness of widely used assessments, with the goal of informing more culturally responsive approaches in early education. Hypotheses: The study hypothesizes that the presence and use of culturally relevant items and Native language in classrooms positively correlate with Indigenous children’s resilience, as measured by the Devereux Early Childhood Assessment (DECA). Additionally, teachers’ cultural interpretations of resilience are expected to affect their ratings of Indigenous children’s resilience. Study Population: The study was conducted in an early childhood education program on a rural reservation in the Midwest. The quantitative sample included 66 Early Head Start (EHS) children and 98 Head Start (HS) children in the fall, and 72 EHS children and 110 HS children in the spring of the 2021-2022 school year. Nearly all children (98%) and half of the teachers were Indigenous. Methods: The study used a sequential explanatory mixed-methods design. Quantitative data were collected using the DECA to measure child resilience and the Native Culture and Language in the Classroom Observation (NCLCO) to assess the presence of culturally significant materials and practices. Teachers completed the DECA in both fall and spring. Bivariate correlations were performed to explore associations between DECA scores and the presence of cultural materials. Qualitative data were collected through focus groups with teaching staff and leadership to assess the cultural appropriateness of the DECA. Results: Quantitative findings revealed different patterns between EHS and HS classrooms. For EHS children, significant negative associations were found between the use of cultural items and resilience scores, particularly in initiative and attachment. In contrast, HS children showed positive associations between the use of cultural items and resilience scores. Qualitative results indicated that while teachers and leadership found the DECA culturally appropriate, some items, such as those involving eye contact and emotional expression, raised cultural considerations. Teachers also requested clearer guidelines for rating behaviors. Conclusion: This study highlights the complex relationship between cultural context and resilience development in Indigenous children. While culturally relevant materials in classrooms were positively associated with resilience in older children, the opposite trend was observed for younger children. These findings suggest that resilience in Indigenous children is influenced by broader cultural and environmental factors, underscoring the need for further research into culturally appropriate resilience measures and interventions. Incorporating Indigenous perspectives into early childhood education is essential for fostering resilience in Indigenous communities. |
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| Paper #4 | |
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| Shelter as a Caregiving Context: Staff Knowledge, the Shelter Environment, and Children’s Development | |
| Author information | Role |
| Ann Matthews, PhD, LCSW, Nebraska Wesleyan University, United States | Presenting author |
| Erin Hamel, PhD, University of Georgia, USA | Non-presenting author |
| Abstract | |
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Background: Experiences of homelessness stress children and parents, and relate to poorer child outcomes, particularly when families live in shelter where the environment is chaotic and harsh. Yet, some children who experience homelessness demonstrate resilience. Masten (2021) has described resilience from a multisystem framework where contexts across ecological levels matter for children’s health and development. Thus, understanding shelter, including staff, as a caregiving context where children live and learn is key to improve conditions and outcomes for those who experience homelessness. Research Questions: What do shelter staff members know about community resources and resources for children? What is the quality of the shelter for children’s development? How are children developing in shelter? Sample: Five staff members, one administrator (nmale = 2, nfemale= 4) and 16 children (< 8 years old) participated, and we assessed the quality of the shelter’s physical environment. Methods: This was a mixed-methods case study with an emphasis on the qualitative data collection and analysis. Shelter staff were interviewed with a semi-structured protocol that covered topics including managing shelter, educational backgrounds, and knowledge of community resources and services for children. We used the ECERS-R in a novel way to assess the quality of the shelter for child development, and children were screened with the DP-3 Results: Two primary themes emerged from qualitative interviews with staff. First, staff had a variety of educational and professional backgrounds, nearly none related to human service. There was also variation across staff members’ knowledge of resources with a deficit in knowledge about resources for children such as Head Start. The shelter’s physical environment scored low across domains, particularly around space and furnishings, language-reasoning, and interactions (staff-children, staff-parents). Though there were children who scored average to high across domains on the DP-3, some scored below average, suggesting the need for more formal assessment. Conclusion: Family homelessness is increasing across the US making it likely that shelters will serve as caregiving contexts for a growing number of children. Our findings describe shelter as a difficult place for children and parents and one with great potential to promote resilience by attending to and strengthening staff members’ skills and knowledge around children and parenting, being intentional with space for children and for families to play, and by connecting with providers to meet children’s developmental needs. Indeed, some children needed assessment for early childhood services from teachers, social workers, and pediatricians. Yet, not all staff members were ready to navigate and organize those referrals. Increasing partnerships across shelters and early childhood professionals could address some of these gaps and increase children’s chances of realizing more resilience outcomes. |
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Workforce Challenges: Examining Caregiving Contexts for Early Educators, Child Welfare Social Workers, and Shelter Staff
Submission Type
Paper Symposium
Description
| Session Title | Workforce Challenges: Examining Caregiving Contexts for Early Educators, Child Welfare Social Workers, and Shelter Staff |