Transforming Front-Line Child Welfare Practices (2010)
Faculty of Social Work
This report examines the differences in service accessibility across central, integrated, and school/community based child welfare service delivery models including geographic proximity to families, acceptability of the setting to families, and accessibility expectations of service providers. Results suggest that accessibility characteristics of the model can make a significant difference to front-line service delivery from the perspective of front-line protection workers.
A defining feature of the community and school based child welfare models was increased accessibility for families and workers. Through making themselves more accessible, the community and school based settings had some significant service delivery advantages including more regular, varied, and timely contact with children and families. It seems likely that location along with a culture of accessibility has the potential to contribute to key child protection goals.
Hazineh, L. & Cameron, G. (2010). Working Report #1: Service Model Accessibility (Service Provider Perspectives) (pp. 1–44, Report). Waterloo, ON: Wilfrid Laurier University, Partnerships for Children and Families Project (Transforming Front-Line Child Welfare Practices: The Impacts Of Institutional Settings On Services, Employment Environments, Children And Families).