Little attention has been paid in Canadian Child Welfare research to the role that training plays in engaging new workers as they enter the complex role of child protection. Focusing on learning principles such as child neglect and working with an ethno-racial Other, it was important to understand what workers took away from their engagement in training and how this was implemented in practice. A mixed methods approach using critical analysis of the OACAS Handouts was used to inform the Semi Structured Interviews conducted with frontline C.A.S. workers. Critical Race Analysis provides theoretical foundation to understand how the ethno-racial other is perceived and enacted in discourse that workers take away into practice.
Findings suggest that C.A.S. workers have a conflicted view of training due to the nature and context in which they practice. Aside from the benefits of training, workers have a lot to say about how it could be structured in order to benefit practice. Workers also have complex and conflicting views on neglect, some of which are learned through training and then exacerbated through practice. Workers practice principles on engaging with an ethno-racial other was not influenced through training, but through their own learning processes as influenced by practice and earlier education. These factors relating to child welfare workers can help influence future training within C.A.S. organizations across Canada. / Thesis / Master of Social Work (MSW)
| Identifer | oai:union.ndltd.org:mcmaster.ca/oai:macsphere.mcmaster.ca:11375/16338 |
| Date | 11 1900 |
| Creators | Nair, Sanober |
| Contributors | Carranza, Mirna, Social Work |
| Source Sets | McMaster University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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