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Professional autonomy as a criterion for classification of social work tasks in a child welfare setting Carlton, Lois M. 1967

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PROFESSIONAL AUTONOMY AS A CRITERION FOR •  CLASSIFICATION OF SOCIAL WORK  TASKS IN A CHILD WELFARE SETTING  by  . L o i s M. C a r l t o n B e t t e C. F l i n d a l l W.H. M a r i o n Pedlingham Brian  T.H. Robinson  Mary A. S e g a l  T h e s i s submitted i n P a r t i a l F u l f i l l m e n t o f t h e Requirements f o r t h e Degree o f MASTER OF SOCIAL WORK i n the  S c h o o l o f S o c i a l Work  We a c c e p t t h i s thesis, a s c o n f o r m i n g t o t h e r e q u i r e d  The U n i v e r s i t y  o f B r i t i s h Columbia  December, 1 9 6 7  standard  In p r e s e n t i n g  for  an  that  thesis  Library  shall  I further  for  publication  w i t h o u t my  in p a r t i a l  the  make i t f r e e l y  agree that  by  this  written  Department of  be  thesis  for  the  British  for  Columbia,  I agree  reference  and  for extensive  granted  by  the  requirements  copying of  Head o f  It i s understood  financial  gain  shall  that  not  O C  The U n i v e r s i t y o f B r i t i s h V a n c o u v e r 8, Canada  1968  Columbia  this  my  be  copying  allowed  permission.  S J a L Work.  April 26th,  of  available  permission  h.iis r e p r e s e n t a t i v e s .  of  f u l f i l m e n t of  University  s c h o l a r l y p u r p o s e s may  Department or  or  thesis  advanced degree at  the  Study.  this  Lois M, Carlton. Bette C. Plindall. W.H. Marion Pedlingham. Brian T.H. Robinson. Mary A. Segal.  ABSTRACT T h i s study developed  from r e s u l t s o b t a i n e d i n a r e c e n t MSVJ  t h e s i s e n t i t l e d , " U t i l i z a t i o n o f Manpower a t C h i l d r e n * s A i d S o c i e t y of  Vancouver, B.C."  by Adams, e t . a l . (U.B.C. S c h o o l of S o c i a l Work,  1967). I n t h e main, our assignment was  t o s e l e c t and  rank a wide  range o f t a s k s performed by agency s t a f f i n t h e f i e l d o f c h i l d  welfare.  U s i n g t h e Adams e t . a l . recommendation r e g a r d i n g "worker autonomy," we  s e l e c t e d a p a n e l o f f i f t e e n judges r e p r e s e n t i n g the t h r e e l e v e l s  employment - a d m i n i s t r a t i v e , s u p e r v i s o r y , and l i n e worker, an adequate method o f j u d g i n g , and al.  the data.  developed  The Adams, e t .  study p r o v e d u s e f u l i n our i n q u i r y i n p r o v i d i n g c l u e s t o t h e v a r i o u s  p e r s o n a l assignments we The  had  s e t f o r our p r o j e c t group.  e n t i r e p r o j e c t covered  and because o f t h i s c o m p a r a t i v e l y to  analysed  of  s i m p l i f i e d techniques We  found  of  a p e r i o d o f l e s s than t h r e e months s h o r t r e s e a r c h p e r i o d , we  resorted  judging.  a h i g h p e r c e n t a g e o f agreement among the judges.  This  not o n l y i n d i c a t e s t h a t t h e t a s k s can be d i f f e r e n t i a t e d by s o c i a l workers i n the f i e l d  o f c h i l d w e l f a r e but a l s o t h a t t h e " f o r c e d c h o i c e " phase o f  t h e j u d g i n g p r o b a b l y does not a d v e r s e l y a f f e c t r e l i a b i l i t y . suggested  i n t h e Adam's study,  Further,  we  i t would appear t h a t "worker autonomy can  u s e f u l l y be used as a c r i t e r i o n i n r a n k i n g t a s k s i n a c h i l d w e l f a r e agency.  iii  TABLE OF CONTENTS  Chapter 1 :  T h e o r e t i c a l Framework  Summary Statement o f t h e Problem Reason f o r C h o i c e o f C r i t e r i o n used S e l e c t i o n o f Tasks . C o l l e c t i o n o f O r i g i n a l Data Hypothesesto be t e s t e d  Chapter 1 1 :  S e l e c t i o n o f Judges and Task Rankings T e s t o f Hypotheses  S e l e c t i o n o f Judges Task Rankings I n s t r u c t i o n s t o Judges.. I n s t r u c t i o n s to' t h o s e a d m i n i s t e r i n g Ranking Hypotheses T e s t  Chapter 1 1 1 :  P. 1 P. 1 P. 2 P. ' 4 P. 5  Data  Rating  Scale  P. P. P. P. P. P.  6 7 7 8 8 8  P. P.  10 10  P.  12  Analysis  Reliability Hypotheses T e s t s  Bibliography  Appendices A.  I n s t r u c t i o n s f o r Judges  P.  13  B. C. D. E. F.  I n s t r u c t i o n s t o those Administering Rating Scale... Form u s e d i n Data C o l l e c t i o n Form used i n Ranking L i s t o f Tasks Judged C a t e g o r i e s o f Tasks f o r Autonomy u s i n g t h e t h r e e P o i n t r a t i n g s c a l e f o r each l e v e l o f Agreement T a b l e - P e r Cent Agreement H i s t o g r a m - P e r Cent Agreement  P. P. P. P.  14 15 16 17  P. P. P.  24 25 25  G. H.  • ..  ACKNOWLEDGEMENTS  We w o u l d l i k e t o a c k n o w l e d g e t h e c o - o p e r a t i o n the  fifteen  t h e w o r k o f t h e Adams e t . a l . t h e s i s .  s e tt h e background f o r o u r p r o j e c t .  h a v e i n some w a y s u p p o r t e d t h e i r f i n e  us  This  We h o p e t h a t o u r e f f o r t s  work.  S p e c i a l t h a n k s must go t o Mr. L o u i s R e i m e r a n d t o M i s s Skelton  from  judges.  We a l s o a p p r e c i a t e thesis  we r e c e i v e d  Sheilah  o f t h e C h i l d r e n ' s A i d S o c i e t y o f V a n c o u v e r who c e r t a i n l y  meet o u r d e a d l i n e .  helped  PROFESSIONAL AUTONOMY AS A CRITERION FOR CLASSIFICATION OF SOCIAL WORK TASKS IN A CHILD WELFARE SETTING  1  CHAPTER 1  . 'THEORETICAL FRAMEWORK  The  C h i l d r e n ' s A i d S o c i e t y o f Vancouver was  r e c e n t l y awarded a  f e d e r a l g r a n t t o be used i n t h e i n i t i a l p l a n n i n g s t a g e s o f a manpower u t i l i z a t i o n s t u d y w i t h i n t h a t agency. concerned expected  t h i s study i s p r i m a r i l y  w i t h t h e optimum u t i l i z a t i o n o f w e l f a r e a i d e s , t h e study i s t o y i e l d more g e n e r a l i z e d i n f o r m a t i o n about u t i l i z a t i o n o f  workers i n s o c i a l In a p i l o t et.  Although  a l . , i t was  agencies. study (phase l ) completed i n t h e s p r i n g o f 1 9 6 7 by Adams,  shown t h a t s o c i a l work t a s k s i n t h e ' C h i l d i n Care' U n i t  c o u l d be u s e f u l l y ranked u s i n g 2 c r i t e r i a , " t a s k c o m p l e x i t y " autonomy"; u t i l i z i n g Our  social  a p a n e l o f s o c i a l work  and  "worker  judges.  p r o j e c t (phase 2 ) p l a n s t o rank a l l r e m a i n i n g  s o c i a l work t a s k s  w i t h i n a c h i l d w e l f a r e s e t t i n g a c c o r d i n g t o t h e d e g r e e o f p r o f e s s i o n a l worker autonomy r e q u i r e d i n t h e performance o f t h e t a s k s . in  One  o f the important  t h i s i n s t r u m e n t a t i o n phase i s t o t e s t t h e r e l i a b i l i t y o f r a n k i n g  work t a s k s .  steps  social  .  Adams, e t . a l . found a h i g h r e l a t i o n s h i p between t h e c r i t e r i a "worker autonomy" and " t a s k c o m p l e x i t y " .  We  t h e Adams, e t . a l . recommendation ( l ,  chose t o use "worker autonomy" and p.ii).  Reworking o f t h e s o c i a l work t a s k s and d e c i s i o n s c o n c e r n i n g t h e of  judges were d e a l t  REASONS FOR  adopted  panel  w i t h s i m u l t a n e o u s l y by 2 members o f our group.  CHOICE OF CRITERION USED  From r e v i e w i n g t h e l i t e r a t u r e , t h e worker autonomy dimension  has many  possibilities. Worker autonomy as d e f i n e d , by R i c h a n i s " t h e degree to which  the  worker i s c a l l e d upon t o f u n c t i o n autonomously depending on professional controls" ( 6 , p . i i ) . has  3 sub-variables  and  non-professional.  As d e s c r i b e d by B r i g g s , worker autonomy  o p e r a t i n g which c o u l d i n c l u d e use  of the p r o f e s s i o n a l  I f t h e s e r v i c e t o be rendered i s s e t out w i t h  g u i d e s i n the form o f manuals and be used.  concrete  specific  p r o c e d u r e s , t h e non-MSW c o u l d  I f the s e r v i c e t o be performed i s done i n a not v e r y v i s i b l e  u a t i o n , t h e n t h e MSW  would be used.  "Too,  i f any  agency has  v a l u e s which adhere t o p r o f e s s i o n a l s o c i a l work g o a l s and s a f e r t o use t h e n o n - p r o f e s s i o n a l Task c o m p l e x i t y  person".  sit-  and  values, then i t i s  (2, p.39). short  A serious d e f i c i e n c y of t h i s c r i t e r i a i s that  t a s k s do not remain s t a t i c , never v a r y i n g i n complexity. performance o f t a s k s , t h e y do not appear i s o l a t e d , but  In the a c t u a l  often i n clusters.  some o f t h e s e c l u s t e r s , c o n t a i n t a s k s r a t e d as complex and  the question  goals  as a b a s i s f o r d i f f e r e n t i a l deployment f a l l s  o f b e i n g t h e answer needed.  If  built-in  a r i s e s as t o who  performs them.  p o i n t i n t h i s approach i s t h a t i t would t e n d  Briggs  o t h e r s not  so,  s t a t e s t h a t the weakest  t o be r e p r e s s i v e and  One"important c o n s i d e r a t i o n f o r us i n c h o o s i n g  7  more r i g i d .  w o r k e r autonomy*  was  t h a t i t c o u l d be d e f i n e d more c l e a r l y a n d A l e s s ambiquity t h a n . * t a s k comp l e x i t y * and  t h a t t h e r e would be a g r e a t e r p o s s i b i l i t y o f t h e judges  a u n i f i e d concept o f t h i s d e f i n i t i o n . the  judge*s a b i l i t y t o c o n c e p t u a l i z e  As a r e s u l t o f p e r s o n a l can be hampered.  g u i d i n g them away f r o m t h i n k i n g i n terms o f "who SELECTION OF  clearly  be h e l p e d  w i l l do a p a r t i c u l a r  by task".  TASKS  A sequence o f a c t i v i t i e s was Aid Society.  experience,  I f t h e judges  u n d e r s t a n d our c r i t e r i o n , t h e i r a b i l i t y t o c o n c e p t u a l i z e may  having  In reviewing  recorded  from each department a t C h i l d r e n  the t a s k s , s p e c i a l c o n s i d e r a t i o n was  d u p l i c a t i o n s , a m b i q u i t y o f wording and  given to  avoid  most important t o a v o i d " l e a d i n g words"  3 e..g. " i n t e n s i v e " , " h e l p s o c i a l Worker".  We r e c o g n i z e t h a t t a s k s v a r y i n  a g e n c i e s , s p e c i a l e f f o r t was made t o word t h e s e t a s k s as g e n e r i c a l l y as possible.  From o v e r 4 0 0 t a s k s , we combined some, checked  concluded with 2 2 6 task items.  redundancies and  Each t a s k was t y p e d on a c a r d , t h e reasons  f o r which w i l l be d i s c u s s e d under i n s t r u m e n t a t i o n . A t t h e same time, we were concerned  about  s e l e c t i o n o f judges.  We  d e c i d e d t o u s e a p a n e l o f judges c u r r e n t l y i n v o l v e d i n o r h a v i n g had cons i d e r a b l e experience i n the f i e l d o f c h i l d welfare. for  One o f t h e main reasons  c h o o s i n g t h e s e p e o p l e i s t h a t t h e y would a l l be f a m i l i a r w i t h t h e t a s k s  t h a t t h e y would be asked t o e v a l u a t e .  I t i s hoped, t h e r e f o r e , t h a t t h e con-  c e p t s used w i l l be c o m p a t i b l e w i t h t h e u n d e r s t a n d i n g and e x p e r i e n c e o f t h e judges.  I t has been found t h a t t h e h i g h e r degree o f i n f e r e n c e and t h e h i g h e r  l e v e l o f a b s t r a c t i o n r e q u i r e d by t h e i t e m t o be judged, t h e g r e a t e r t h e i n t r u s i o n o f t h e judge i n t o t h e s i t u a t i o n .  I t was most i m p o r t a n t t h a t t h i s be  kept t o a minimum i n o r d e r t o d e c r e a s e s u b j e c t i v i t y and i n c r e a s e r e l i a b i l i t y .  ( 8 , pp. 4 6 - 4 7 ) . I t i s hoped t h a t a p r o f e s s i o n a l p e r s o n w i l l have s u f f i c i e n t  objectivity  and p r o f e s s i o n a l s k i l l t o keep d i s t o r t i o n t o a minimum when %he m a t e r i a l i s s c r e e n e d through h i s p e r s o n a l v a l u e  system.  B i a s w i l l i n e v i t a b l y - be apparent,  and i t i s p r e c i s e l y t h a t  which we wish t o know f o r i t w i l l be encountered  entity  d u r i n g t h e implementation  stage. The q u e s t i o n a r i s e s " t o what degree "To what degree does t h e sample resemble  i s o u r sample r e p r e s e n t a t i v e ? " .  t h e p o p u l a t i o n out o f which i t has  been drawn?". S i n c e we do have a b a l a n c e among a d m i n i s t r a t o r s , s u p e r v i s o r s and l i n e workers,  we may be a b l e t o o b t a i n c o r r e l a t i o n w i t h i n t h e 3 d i v i s i o n s .  Cer-  t a i n l y , i f we  have c o n t a c t e d t h e wrong p e o p l e ,  t h e study w i l l be  distorted.  COLLECTING ORIGINAL DATA C o n s i d e r a b l e thought was Polansky  g i v e n t o t h e management o f d a t e ^ c o l l e c t i o n .  s t a t e s t h a t , i f j u d g i n g i s o v e r l y l o n g , t h e r e i s a normal amount  of d i g r e s s i o n .  One  hour seems t o be an a c c e p t a b l e time  I t i s a l s o mentioned t h a t a p l a c e conducive  span f o r a d u l t s .  t o c o n c e n t r a t i o n be  utilized,  ( 5, pp. H 5 - 1 4 6 ) . Concerning  t h e matter o f p r e - t e s t i n g , i t i s o f t e n a g r e a t temp-  t a t i o n to. have over c o n f i d e n c e i n t h e d e v i c e one has t u n a t e l y , we  constructed.  p r e - t e s t e d o n l y w i t h i n our r e s e a r c h group and  Unfor-  so d i d not r e -  a l i z e the value of o b j e c t i v e c r i t i c i s m . One  o f t h e key i s s u e s throughout  cept c o n c e r n i n g t h e c r i t e r i o n be h e l d .  t h i s p r o j e c t i s that a u n i f i e d To ensure r e a s o n a b l e  similarity,  p r e s i d i n g r e s e a r c h e r s were s c h o o l e d i n t h e manner i n which q u e s t i o n s be answered and how  p o s s i b l e problem a r e a s c o u l d be handled  con-  without  the  should con-  v e y i n g too much i n f o r m a t i o n . I n o r d e r t o h e l p c l a r i f y t h e judges* judges" was  given considerable a t t e n t i o n .  d u t i e s , t h e ' i n s t r u c t i o n to the  There was  t h a t the i n s t r u c t i o n s used i n t h e Adams study was a v o i d t h i s , we  o p i n i o n i n our group  confusing.  t r i e d t o make t h e i n s t r u c t i o n s as s u c c i n c t and  In order to clear  as  possible. INSTRUMENTATION  •  A f t e r h a v i n g compiled s e t t i n g , we t h e r e may  a list  of various tasks i n a c h i l d  proposed t o have each t a s k typed on a s t u r d y c a r d .  welfare Perhaps  be p s y c h o l o g i c a l f a c t o r s a t p l a y i n t h a t t h i s i s a n o v e l i d e a .  i n d i v i d u a l c a r d a s s u r e s t h a t t h e t a s k i s i s o l a t e d p h y s i c a l l y from t h e and perhaps may  Th  others  be b e n e f i c i a l i n h e l p i n g the judge t o c o n c e n t r a t e s o l e l y  t h e t a s k i n hand. S h u f f l i n g o f t h e s e c a r d s a s s u r e s us o f o b t a i n i n g a random o r d e r .  on  One o f t h e foremost t h e management  reasons  f o r u t i l i z i n g t h e s e cards i s t o f a c i l i t a t e  of forced choice.  HYPOTHESES TO BE TESTED The  f o l l o w i n g hypotheses were chosen by t h e p r o j e c t team i n  s p e c u l a t i n g about p o s s i b l e v a r i a t i o n s i n t a s k  rankings:  HYPOTHESIS # 1 There i s no s i g n i f i c a n t d i f f e r e n c e i n t h e degree o f autonomy * a s c r i b e d t o c h i l d w e l f a r e t a s k s by l i n e workers, and t h e degree o f autonomy by t h e o t h e r judges ( A d m i n i s t r a t o r s and S u p e r v i s o r s ) . HYPOTHESIS  #2  There i s no s i g n i f i c a n t d i f f e r e n c e i n t h e degree o f autonomy a s c r i b e d t o t h e a d o p t i o n t a s k s by judges w i t h 2 o r more y e a r s exp e r i e n c e i n a d o p t i o n work, and t h e degree o f autonomy by judges who have h o t had such  *  experience.  Degree o f autonomy r e f e r s t o t h e p r o p o r t i o n o f t a s k s p l a c e d i n t h e low o r h i g h autonomy c a t e g o r y .  6 CHAPTER 2 SELECTION OF JUDGES AND  TASK RANKINGS - TEST OF HYPOTHESES  SELECTION OF JUDGES The f o l l o w i n g c r i t e r i a were agreed upon: 1.  Eligibility  o f membership i n B.C.  A s s o c i a t i o n o f S o c i a l workers.  2.  A minimum o f two y e a r s e x p e r i e n c e i n c h i l d w e l f a r e .  3.  An e q u a l number o f judges  ( 5 ) i n each o f t h e t h r e e l e v e l s o f S o c i a l  work p r a c t i c e ( a d m i n i s t r a t i o n , s u p e r v i s i o n , l i n e work). 4.  At each l e v e l o f p r a c t i c e , t h e r e s h o u l d be i n c l u d e d workers w i t h t e n s i v e c h i l d w e l f a r e e x p e r i e n c e and t h o s e w i t h a v a r i e d  ex-  experience  i n c l u d i n g two y e a r s i n c h i l d w e l f a r e . The of  f o c u s i n c h o o s i n g t h e s e c r i t e r i a was  the t a s k r a t i n g s .  I t was  t o enhance t h e  reliability  deemed e s s e n t i a l f o r a l l judges t o be p r o f e s -  s i o n a l S o c i a l workers and t o t h i s end the frame o f r e f e r e n c e d e c i d e d upon was  e l i g i b i l i t y f o r membership i n the p r o f e s s i o n a l a s s o c i a t i o n .  I t was  felt  t h a t o n l y t h o s e persons vrith c h i l d w e l f a r e e x p e r i e n c e would be f a m i l i a r w i t h t h e t a s k d e s c r i p t i o n s and t h a t i t was  essential to include t h i s  requirement.  To o b t a i n as wide an o p i n i o n as p o s s i b l e , i t seemed d e s i r a b l e t o i n c l u d e a l l l e v e l s o f p r a c t i c e , and f u r t h e r i n c l u d e S o c i a l workers who in  have p r a c t i c e d  o t h e r f i e l d s o f S o c i a l Work. The  suggested  number o f f i f t e e n judges was  divided equally into  three  groups o f f i v e t o m a i n t a i n a b a l a n c e between t h e l e v e l s o f p r a c t i c e . Names were suggested by members o f t h e group and checked w i t h A s s o c i a t i o n o f S o c i a l workers membership l i s t s .  B.C.  D u r i n g t h i s p r o c e s s , as i n -  t e r e s t i n g f a c t came t o l i g h t i n t h a t an i n s u f f i c i e n t number o f l i n e workers were a c t i v e members and t h e l i s t  had t o be completed  from the p e r s o n a l  7 .knowledge o f t h e p r o j e c t , group members about t h e e l i g i b i l i t y f o r members h i p i n t h e B.C. A s s o c i a t i o n o f S o c i a l workers. TASK RANKINGS. . 290 cards Aid  representing  s o c i a l work t a s k s performed a t t h e C h i l d r e n * s  S o c i e t y ( o r i g i n a l l y used i n t h e Adams' study) were r e v i s e d and d u p l i c a t i o n s  eliminated.  Of t h e r e m a i n i n g 2 2 6 t a s k s , a p p r o x i m a t e l y 50% o f t h e s e were r e -  worded t o a v o i d a m b i g u i t y and a l l t h e t a s k s were p r e - t e s t e d b y two members o f t h e Research group, two s o c i a l workers, and a s o c i a l work student. was f e l t  It  t h a t c l a r i t y i n t h e wording o f t h e s e t a s k s was e s s e n t i a l and p o s s i b l y  t h i s was a c h i e v e d reliability  t o some degree s i n c e t h e r e was a f a i r l y  i n the f i n a l  cerned t h e compilation to vary according  r e s u l t s o f t h e study.  h i g h degree o f  One o b s e r v a t i o n  made c o n -  o f t h e s e t a s k s i n t h a t t h e o r i g i n a l wording tended  t o t h e p o s i t i o n o f t h e s t a f f member p r e p a r i n g  the task i . e . ,  s u p e r v i s o r s tended t o u s e " i n t e r p r e t " w h i l e l i n e workers would u s e t h e term "explain". INSTRUCTIONS  TO JUDGES  T h i s form, based on a s i m i l a r one c o n t a i n e d simplified  i n t h e Adams' study, was  and t h e d e f i n i t i o n o f worker autonomy changed t o p r e v e n t  on t h e p a r t o f t h e judges. a s o c i a l welfare  confusion  Examples o f t h e v a r i o u s r a t i n g s were drawn from  agency s e t t i n g .  I n s t r u c t i o n s were g i v e n i n w r i t t e n form t o t h e judges b u t no mention was made o f t h e f o r c e d c h o i c e as i t was f e l t t h i s would p r e j u d i c e t h e judges in  their i n i t i a l  choice.  No mention was made o f c a s e a i d s o r s o c i a l workers s i n c e i t was f e l t t h a t t h e s e terms would t e n d t o make t h e judges t h i n k i n terms o f t a s k s which c o u l d be done b y c a s e a i d s r a t h e r t h a n u s e t h e d e f i n i t i o n o f worker autonomy.  A t h r e e p o i n t r a t i n g s c a l e was used as i t was f e l t t h a t t h e f i v e p o i n t one used i n t h e Adams* study c o u l d be s i m p l i f i e d to  s i n c e judges  tend  i g n o r e b o t h t h e h i g h and medium c a t e g o r i e s i n a f i v e p o i n t r a t i n g We f e l t  t h a t i f the i n s t r u c t i o n s f o r t h e judges were  scale.  sufficiently  c l e a r t h e r e would be l e s s c a l l on t h o s e a d m i n i s t e r i n g t h e t e s t s .  In t h i s  way we hope t o a v o i d h a v i n g t h e a t t i t u d e o r p o s s i b l e p r e j u d i c e s o f t h e t e s t administrator a f f e c t the judging o f the tasks. INSTRUCTIONS  TO THOSE ADMINISTERING  THE RATING SCALE  S i n c e t h e judges were t o be t e s t e d by a l l members o f t h e group, i t was agreed  t h a t a u n i f o r m method o f h a n d l i n g p o s s i b l e problems would be o u t -  lined i n writing. of  These d i r e c t i o n s were made q u i t e e x p l i c i t and each member  t h e Research p r o j e c t had p a r t i c i p a t e d i n a t r i a l run-through  so t h a t t h e r e  was. v e r y l i t t l e p o s s i b i l i t y o f s i g n i f i c a n t v a r i a t i o n s i n t h e method o f adminis t e r i n g the r a t i n g  scale.  RANKINGA l l members o f t h e p r o j e c t team were i n v o l v e d i n t h e a d m i n i s t e r i n g of t h e p r o j e c t ; each member b e i n g r e s p o n s i b l e f o r t h r e e judges. f i n i s h e d t h e i r f i r s t "run-through"  by s o r t i n g t h e c a r d s i n t o t h r e e  p i l e s , a c c o r d i n g t o w r i t t e n i n s t r u c t i o n s (appendix to  h e l p t a b u l a t e t h e i r responses  j u s t ranked,  ( s e e appendix C ) .  with the "forced choice". p r e v i o u s responses B).  When t h e judges  A ) , t h e y were then  asked  by n o t i n g t h e number o f each c a r d t h e y had Then t h e second phase o f t h e j u d g i n g began  Here, t h e judges were asked  to d i s t r i b u t e  by h a v i n g t h e same number o f c a r d s i n . each p i l e  Once a g a i n , t h e i r d e c i s i o n s were noted on t h e work sheet.  time spent i n r a n k i n g a l l 226 t a s k s averaged Each t a s k was ranked  separate  their (appendix  The t o t a l  on hour and t h i r t y minutes.  i n d i v i d u a l l y on s e p a r a t e work sheets by c l e r i c a l  p r o v i d e d by t h e C h i l d r e n ' s A i d S o c i e t y .  help  9 In o r d e r t o t e s t t h e hypotheses p o s t u l a t e d i n t h i s study, t h e Mann-Whitney U t e s t  ( 7 ) was used t o determine t h e s i g n i f i c a n c e o f v a r i -  a t i o n s i n t h e degrees o f autonomy a s c r i b e d by d i f f e r e n t groups o f judges to the d i f f e r e n t tasks.  Because o f time l i m i t a t i o n s , a random sample o f  t h e t a s k s were chosen. Thus, i n t e s t i n g h y p o t h e s i s # 1 , d e a l i n g w i t h t h e r e l a t i v e autonomy a s c r i b e d t o a l l t a s k s by a d m i n i s t r a t i v e and s u p e r v i s o r y p e r s o n n e l , and by l i n e workers, a random sample o f 5 0 t a s k s were chosen from t h e t o t a l o f 2 2 6 by means o f a t a b l e o f random numbers. S i m i l a r l y , i n t e s t i n g hypothesis # 2 , i n v o l v i n g the 3 5 tasks d e a l i n g with adoption procedures,  a random sample o f 2 0 was chosen.  Composite s c o r e s f o r each ijudge on a l l t a s k s i n t h e sample were c a l c u l a t e d , u s i n g t h e i n i t i a l c h o i c e i n i n s t a n c e s where f o r c e d c h o i c e had p r o duced a change i n t h e autonomy r a t i n g .  Then, f o r each h y p o t h e s i s , t h e s c o r e s  o f b o t h groups b e i n g compared were ranked,  t h e lowest n u m e r i c a l l y , ( i . e . t h e  h i g h e s t i n autonomy) b e i n g a s s i g n e d a rank o f 1 . The Mann-Whitney t e s t i n v o l v e s t h e u s e o f t h e f o l l o w i n g f o r m u l a t o c a l c u l a t e t h e s t a t i s t i c U:  • U = n, n + n , ( n  1 2  where n^ t h e number o f judges n^ t h e number o f judges  '2  . 2  l)  -  R  2  i n t h e s m a l l e r group i n t h e l a r g e r group  R^ t h e sum o f t h e ranks o f t h e l a r g e r group The v a l u e o f U c a l c u l a t e d i n each case was compared w i t h t h e c r i t i c a l o f U as i n d i c a t e d i n t a b l e K ( 7 , p. 2 7 7 ) , r e j e c t e d on t h i s b a s i s .  value  and t h e hypotheses were a c c e p t e d o r  10  • CHAPTER 3  DATA ANALYSIS'  RELIABILITY  ,  '  '  We a r b i t r a r i l y c l a s s i f i e d t h o s e t a s k s which had above 75$ l e v e l o f agreement as h a v i n g a h i g h l e v e l o f agreement, t h o s e between 60 - 70$ as h a v i n g a medium l e v e l o f agreement and t h o s e below 60$ as h a v i n g a low l e v e l of was  agreement.  When t h e t a b u l a t i o n was completed we d i s c o v e r e d t h a t t h e r e  a h i g h l e v e l agreement between t h e judges - o n l y 18$ o f t h e t a s k s  rankings obtained l e s s  than 60$ agreement (See appendix F & G ) .  HYPOTHESES TESTS HYPOTHESIS #1: F o r h y p o t h e s i s #1, i n v o l v i n g l i n e workers and t h e o t h e r judges, t h e U v a l u e was c a l c u l a t e d as 16.5.  For a l e v e l of significance  o f 0.05,  (two t a i l e d t e s t ) , t h i s U v a l u e was c o n s i d e r a b l y h i g h e r than t h e c r i t i c a l * v a l u e of. '6 i n d i c a t e d i n T a b l e K; t h e r e f o r e t h e n u l l h y p o t h e s i s was a c c e p t e d . Because t h e U v a l u e was much h i g h e r than t h e c r i t i c a l decided not t o apply the t e s t  at a higher l e v e l of  v a l u e g i v e n , i t was  significance.  HYPOTHESIS #2 F o r t h i s h y p o t h e s i s , i n v o l v i n g workers w i t h a d o p t i o n e x p e r i e n c e , a U v a l u e o f 38.5 was c a l c u l a t e d .  Thus, as w i t h h y p o t h e s i s #1, t h e n u l l  h y p o t h e s i s was a c c e p t e d , and a g a i n , we d i d n o t t e s t f o r a h i g h e r l e v e l o f significance. COMMENTS ON HYPOTHESES TESTED I n d i s c u s s i n g t h e judges* was  reactions to the testing,  of the opinion that the administrators i n particular  t h e r e s e a r c h group  viewed t h e t a s k s as  a l i n e worker would.  Comments c o n c e r n i n g t h e w e l l - b e i n g o f t h e c l i e n t  were more f r e q u e n t than thoughts o f d e c i s i o n I n c h o o s i n g a p a n e l o f judges, perhaps  and p o l i c y making. i t i s n o t e s s e n t i a l t o have  a b a l a n c e among t h e v a r i o u s r o l e s i n d i v i d u a l s have i n an agency, as t h e y may t e n d i n t h e i r judgements t o a l i g n themselves w i t h t h e c l i e n t , t h e s e judgements b e i n g independent  o f agency f u n c t i o n  or role.  B I B L I O G R A P H Y  1.  Adams, e t . a l .  " U t i l i z a t i o n o f Manpower a t C h i l d r e n ' s A i d S o c i e t y " . MSW T h e s i s , U.B.C. 1967.  2.  Barker, Briggs.  " U t i l i z a t i o n o f S o c i a l Work P e r s o n n e l i n Mental H o s p i t a l Project". NASW, 2 Park Avenue, New York, N.Y., 1966.  3.  Heyman, Margaret M.  "A Study o f E f f e c t i v e U t i l i z a t i o n o f S o c i a l Works i n a H o s p i t a l S e t t i n g " , NASW, V o l . 6, No. 2, A p r i l , 1961, pp.  36-43 4.  National Association of S o c i a l Workers (Southern M i n n e s o t a Chapter)  "An approach t o E v a l u a t i n g S o c i a l Work Tasks, 1964.  5.  P o l a n s k y , Norman A.  S o c i a l Work R e s e a r c h , ( E d i t o r ) . P r e s s , I960.  6.  Richan, W i l l i a m C ,  "A T h e o r e t i c a l Scheme f o r D e t e r m i n i n g R o l e s o f P r o f e s s i o n a l and N o n - P r o f e s s i o n a l P e r s o n n e l " , Social.Work. V o l . 6, No. 4, October, 1961  7.  S e i g e l , Sidney.  Nonparametric S t a t i s t i c s f o r t h e B e h a v i o r a l S c i e n c e s . McGraw-Hill Book Co., I n c . , New  York, N.Y., 1956.  pp. 116-125-  Chicago  .  8.  Shyne, Anne W.  "Use o f Judgements as Data i n S o c i a l Work, R e s e a r c h " . NASW, 2 Park Avenue, New York, N.Y., 1959. •  9.  Schwartz, Edward E .  "A S t r a t e g y o f Research on t h e Manpower Problem". Manpower i n S o c i a l W e l f a r e . Edward E . Schwartz. ( E d i t o r ) , New York, N a t i o n a l A s s o c i a t i o n o f S o c i a l Workers,  pp. 145-158  APPENDIX A INSTRUCTIONS  FOR JUDGES  Cards w i l l be g i v e n t o you r e p r e s e n t i n g t a s k s performed i n a c h i l d setting.  welfare  These t a s k s a r e t o be judged b y one c r i t e r i o n ; t h a t o f worker autonomy. D e f i n i t i o n o f Worker Autonomy - R e f e r s t o t h e degree, t o which a worker, i n a g i v e n s i t u a t i o n , must use h i s i n n e r p r o f e s s i o n a l knowledge, e t h i c s and c o n t r o l s . F o r each t a s k we want your o p i n i o n as t o t h e degree o f xrorker autonomy r e q u i r e d by t h e worker i n p e r f o r m i n g t h e task.- The f o l l o w i n g r a t i n g s c a l e w i l l be used:  1) 2)  3)  High Medium Low  P l e a s e s o r t t h e c a r d s g i v e n you i n t o t h r e e p i l e s d e s i g n a t e d and Low.  High, Medium  F u r t h e r i n s t r u c t i o n s w i l l be g i v e n v e r b a l l y . H y p o t h e t i c a l examples o f t h e v a r i o u s degrees o f autonomy a r e : 1) High Autonomy - recommend committal institution  of c h i l d to correctional  2) Medium Autonomy - a s s i s t c l i e n t i n d e t e r m i n i n g r e c r e a t i o n a l resources  need f o r s u i t a b l  3 ) Low Autonomy - n o t i f y c l i e n t o f change i n appointment time f o r interview  14  APPENDIX B INSTRUCTIONS TO THOSE ADMINSTERING RATING SCALE  Judges s h o u l d not be t o l d t h a t we a r e i n t e r e s t e d i n e v a l u a t i n g t a s k s f o r purpose o f u t i l i z i n g case a i d s . I f e x p l a n a t i o n r e q u i r e d s t u d y can be d e s c r i b e d as A- "Manpower Research P r o j e c t " . Cards s h o u l d be t h o r o u g h l y s h u f f l e d each time b e f o r e b e i n g g i v e n t o j u d g e s . Each judge s h o u l d be g i v e n t h r e e boxes marked 1. H i g h 2. Medium 3» Low. give w r i t t e n i n s t r u c t i o n s to judges.  Then  E x p l a n a t i o n o f t a s k a m b i g u i t i e s s h o u l d be a v o i d e d as much as p o s s i b l e . At c o n c l u s i o n o f i n i t i a l s o r t i n g , t h e c a r d s s h o u l d be t a l l i e d on forms p r o v i d e d , g i v i n g numbers o f c a r d a s s i g n e d t o each p i l e . T o t a l number o f cards i n each p i l e s h o u l d be added. V e r b a l i n s t r u c t i o n s t o judges their original selection.  a r e then g i v e n on t h e b a s i s o f t h e format o f  There a r e t h r e e p o s s i b i l i t i e s w i l l probably occur:  although i n p r a c t i c e a v a r i e t y o f these  examples  A) Centre p i l e i s h i g h e s t B) End p i l e i s h i g h e r t h a n c e n t r e C) • •. One end h i g h e s t , o p p o s i t e end n e x t , c e n t r e p i l e  lowest  A) Have judge go through p i l e 2 a g a i n , p i c k i n g out enough c a r d s t o complete r e q u i r e d numbers i n p i l e s 1 and 3. B) Have judge go through p i l e 1, s e l e c t i n g enough c a r d s t o p l a c e i n p i l e 2 s o t h a t o n l y r e q u i r e d number o f c a r d s a r e l e f t i n 1. Have judge go t h r o u g h p i l e 2 and p l a c e s u f f i c i e n t number o f cards i n p i l e 3> C) Have judge p i c k out excess numbers o f c a r d s i n p i l e s 1 and 3 and add t o p i l e 2. Note numbers o f c a r d s s e l e c t e d on f o r c e d c h o i c e and e n t e r on t a l l y s h e e t s i n red pen.  APPENDIX  C  15  TASK  APPENDIX  NO.  D  RANKING  1 1 . , 2  3  4 5 6  7  JUDGE  8 9 10  11 12 . 13  14 15  2  APPENDIX E  17  1.  I n t e r v i e w t r a n s i e n t under 13 and a s s i s t with plans.  17.  Interview f o s t e r parent o r adoption home r e f e r e n c e s .  2.  D e a l w i t h emergency c a l l s r e g a r d i n g a c t i v e CAS cases when workers i n v o l v e d a r e not available.  13.  I n t e r v i e w former wards o f CAS a n s weriig questions ( r e status, b i r t h i n f o r m a t i o n and p r o v i d i n g background i n f o r m a t i o n as a p p r o p r i a t e .  J•  Make d e c i s i o n t o p l a c e under-age mother i n non-ward care.  19.  Discuss plans f o r s p e c i a l care f o r . c h i l d w i t h m e d i c a l d o c t o r , agency o r non-agency p s y c h i a t r i s t .  20.  D i s c u s s i o n w i t h m a t e r n a l grandparents, p u t a t i v e f a t h e r , o r any o t h e r p r i m a r y p e o p l e who have investment i n mother's plan.  Prepare s o c i a l h i s t o r y ( r e p o r t ) f o r s p e c i a l counsellors at child's school.  21.  D i s c u s s i o n s w i t h unmarried mother around h e r own f u t u r e p l a n s .  D i s c u s s f o s t e r home placement w i t h parents.  22.  O b t a i n r e l i g i o u s r e l e a s e s from u n m a r r i e d mother r e a d o p t i o n o f h e r c h i l e  23.  Determine need f o r s p e c i a l centre f o r c h i l d .  Arrange t o take under-age unmarried mother i n t o non-ward c a r e , o b t a i n i n g m a t e r n a l grandparent's consent,, s u p e r i n t e n d a n t o f C h i l d Welfare's non-ward consent.  24.  Complete w r i t t e n r e p o r t on p r o g r e s s of c h i l d i n i n s t i t u t i o n .  25-  D i s c u s s cases w i t h p r o b a t i o n o f f i c e r .  10.  Help unmarried mother p r e p a r e f o r t h e emotional impact o f c h i l d b i r t h .  26.  Record comments on i n t a k e s l i p s f o l l o w i n g f o s t e r p a r e n t meeting.  11.  Prepare evidence f o r c o u r t i n apprehension cases.  27.  C o r r e l a t e r e p l i e s t o f o s t e r parent a d v e r t i s e m e n t s and p u b l i c i t y .  12.  C l a r i f y Agency's r o l e i n a s s i s t i n g unm a r r i e d mother.  28.  F i l e f o s t e r parent i n q u i r i e s i n a l p h a b e t i c a l index.  13.  O b t a i n maternal grandparent's c o o p e r a t i o n , notifying police for possible action against putative father.  29.  14.  Begin a c t i o n to o b t a i n p u t a t i v e f a t h e r ' s f i n a n c i a l contribution.  unmarried  Assess home s i t u a t i o n o f c h i l d f o r Supreme Court Custody r e p o r t s . I n t e r p r e t d e c i s i o n s o f c o u r t . t o c h i l d and/ o r f a m i l i e s and s i b l i n g s .  foster  P a r t i c i p a t e i n u n i t meetings t o d i s c u s s c h i l d r e n needing placement and placement policy. 9.  9  15.  Determine placement needs o f unmarried mother.  16.  A s s i s t with post-release planning o f c h i l d r e n i n i n s t i t u t i o n s , determine needs and e v a l u a t e q u a l i t y o f c h i l d ' s own p l a n n i n g .  treatment  D i s c u s s i o n o f m e d i c a l problems o f a d o p t i n g and f o s t e r home a p p l i c a n t s itfith a p p l i c a n t s d o c t o r and s t a f f :••.. c o n s u l t a n t s .  30.  P a r t i c i p a t e i n adoption o r f o s t e r Home c o n f e r e n c e s w i t h o t h e r a g e n c i e s and s o c i a l workers.  31.  O b t a i n admission o f p a t e r n i t y .  32.  O b t a i n agreement from p u t a t i v e * f a t h e r t o support mother d u r i n g confinement and/or c h i l d a f t e r b i r t h by Three P a r t y agreement.  18 33-  Request a p p r o v a l from s o c i a l VJelfare branch t o i n t e r v i e w p u t a t i v e f a t h e r , when n o n - r e s i d e n t .  34-  J o i n t i n t e r v i e w s w i t h unmarried and p u t a t i v e f a t h e r  35-  Casework with p u t a t i v e f a t h e r  36.  Mote d i s p o s i t i o n o f f o s t e r p a r e n t i n q u i r i e s i n i n q u i r y c a r d s and i n t a k e s l i p  37.  O b t a i n i n g i n f o r m a t i o n from o t h e r workers 5 7 . I n t e r p r e t c h i l d ' s and f a m i l y ' s r e a c t i o n r e g a r d i n g c h i l d r e n ' committed t o c o r r e c t i o n a l to v i s i t w i t h n a t u r a l p a r e n t s , t o agency I n s t i t u t i o n s , i . e . reason f o r committal, personnel. f a m i l y h i s t o r y , school record. Supervise f o s t e r c h i l d v i s i t with 53. n a t u r a l parents. Arrange t o pay r e n t when c h i l d moves out o f group home. 59R e c r e a t i o n o r i e n t a t e d group s e s s i o n s witr. Arrange t o i s s u e f o o d vouchers when c h i l d members o f group home. moves out o f group home.  38.  39.  40.  41.  mother  54.  D i s c u s s h e a l t h and housekeeping problems v d t h f a m i l y s e r v i c e c l i e n t .  55.  O f f e r h e l p t o f a m i l y towards a l l e v i a t i n g problems g i v i n g r i s e t o n e g l e c t o r abuse complaints.  56.  Make d e c i s i o n s r e g a r d i n g type and amount of spending o f Agency p r e v e n t i v e funds f o r emergency funds, i . e . b a s i c e s s e n t i a l s , homemaicing service.  60. A l l o c a t e money t o youth i n group home f o r bus t r a n s p o r t a t i o n . 61. Arrange f o r payment o f spending t o c h i l d o u t s i d e o f group home  allowance  42.  T r a n s f e r c h i l d and p e r s o n a l  43.  Drive c h i l d to v i s i t with n a t u r a l parents.  44.  Discuss r e c r e a t i o n a l a c t i v i t i e s with  45.  Advise unmarried mother o f h e r c h i l d ' s placement, g i v i n g i n f o r m a t i o n t o mother about a d o p t i v e f a m i l y .  46.  A s s e s s need f o r s u p e r v i s i o n o f under-age unmarried mother a f t e r h o s p i t a l confinement  47.  Decide on whether t h e c h i l d o f an unmarried mother i s t o be a ward o r non-ward based on a c o n f e r e n c e on mother.  43.  Apprehension  49.  E n r o l c h i l d i n o r g a n i z a t i o n s (Cubs e t c . )  50.  Contact camp r e s o u r s e p e r s o n n e l on b e h a l f of f o s t e r c h i l d . •  51.  A s s i s t c l i e n t i n course t r a i n i n g  52.  Assess need f o r homemaking s e r v i c e s o r p r e v e n t i v e funds.  53.  P r o v i d e Homemaker  services.  pplice.  O b t a i n and/or p r o c e s s c o u r t documents (affadavits, advertising, v i t a l s t a t i s t i c  62.  Send o r serve n o t i c e o f h e a r i n g t o n a t u r a l parents.  63.  P r o v i d e s u b s t i t u t e p a r e n t s (group home, f o s t e r ) w i t h i n f o r m a t i o n r e background of c h i l d t o be p l a c e d .  64.  Observation of c h i l d ' s r e l a t i o n s h i p to s u b s t i t u t e p a r e n t s (C-ropp, f o s t e r ) and siblings.  65.  Pre-placement v i s i t t o e v a l u a t e home ( a d o p t i o n , f o s t e r o r group) and p o t e n t i a l relationships f o r specific child.  effects.  o f c h i l d o f unmarried  Discuss f o s t e r c h i l d with  child  Arrange and s u p e r v i s e v i s i t s between p r o s p e c t i v e p a r e n t s and a.doptive c h i l d 67.  Follow-up c o n s u l t a t i o n s v d t h a view t o h e l p i n g a d o p t i n g p a r e n t s who have g i v e n up c h i l d .  68.  E v a l u a t e need f o r p s y c h i a t r i c of c l i e n t .  69.  W r i t e summary o f f i l e .  70.  R e f e r r a l o f unmarried Planning C l i n i c .  mother.  enrolment.  treatment  mother t o f a m i l y  19 . Advise p u t a t i v e f a t h e r o f l e g a l i m p l i c a t i o n s of i n t e r v i e w r e a d m i s s i o n o f p a t e r n i t y .  91.  Help c h i l d o b t a i n employment.  92. R e f e r r a l o f c h i l d i n group home t o o t h e r a g e n c i e s (e.g. Burnaby I-lental H e a l t h , Youth C o u n s e l l i n g )  Arrange  f o r funerals.  Submit n o t i c e t o Homefinder, o u t l i n i n g s p e c i a l needs o f c h i l d i n need o f home. .  Arranging n a t u r a l f a m i l y to v i s i t foster child.  93-  Handle r e q u e s t s f o r i n f o r m a t i o n . f r o m a g e n c i e s r e movement o f a d o p t i n g p a r e n t s i n and out o f a r e a .  94.  Refer adoption a p p l i c a n t s t o other s o c i a l a g e n c i e s when a p p l i c a n t s move b e f o r e a d o p t i o n i s completed.  R e f e r case t o P r o v i n c i a l Government f o r U.P.A. Court a c t i o n .  95.  Arrange admission v i s i t s t o p u b l i c o r p r i v a t e schools with c h i l d .  R e f e r unmarried mother t o Agency group o f unmarried mothers keeping c h i l d r e n .  96.  I n t e r p r e t apprehension and g u a r d i a n s h i p t o unmarried mother.  A s s i s t unmarried mother i n completing r e g i s t r a t i o n f o r her c h i l d .  97-  Determine s p e c i a l needs o f c h i l d o f unmarried mother.  BS.  A s s i s t f o s t e r o r houseparents c h i l d f s school enrollment.  99.  D i s c u s s i o n with prospective adoption p a r e n t s r e g a r d i n g d e c i s i o n t o adopt a specific child.  CAS l i a s o n w i t h i n s t i t u t i o n i n d i v i d u a l problems)' Prepare  court notices f o r  Acquaint unmarried facilities.  (e.g. p o l i c y ,  apprehension  mother w i t h  birth  residential  Assess unmarried mother's m e d i c a l and h o s p i t a l coverage. Make arrangements f o r a work home placement f o r unmarried mother, u s i n g Agency i n d e x . Arrange accomodation f o r -unmarried a t m a t e r n i t y home.  mother  Assess mother' p l a n f o r me±Lcal coverage and m e d i c a l c a r e f o l l o w i n g h o s p i t a l i z a t i o n . A s s i s t i n a r r a n g i n g h o u s i n g o r day c a r e f o r unmarried mother and baby. A s s i s t i n plans f o r care of previous c h i l d r e n o f unmarried mother d u r i n g confinement N o t i f y h o s p i t a l s o c i a l worker o f p l a n f o r baby o f unmarried  mother.  with  1 0 0 . Arrange f o r c h i l d t o a t t e n d o r c o n t i n u i i n school 1 0 1 . Report p r o g r e s s o f ' c h i l d i n i n s t i t u t i o i t o o t h e r agency p e r s o n n e l . 1 0 2 . Read and assess_ new f o s t e r home a p p l i c a t i o n b e f o r e making i n i t i a l d e c i s i o n t o proceed. 1 0 3 . C o n f e r w i t h treatment, s t a f f , i . e . d o c t o r s , workers, nurses, r e g a r d i n g c l i e n t i n mental h o s p i t a l s o r p r i s o n s . 1 0 4 . P a r t i c i p a t e i n conferences with other s o c i a l agencies-regarding c l i e n t problems.  Make arrangements (time, m a i l i n g i n v i t a t i o n s ) • 1 0 5 . 1 n t e r v i e v a n g w i t h c h i l d r e n i n c o r r e c t o r e g u l a r group meetings o f p r o s p e c t i v e t i o n a l i n s t i t u t i o n s regarding psychoa d o p t i o n o r f o s t e r home a p p l i c a n t s . s o c i a l needs.' Read and a s s e s s r e p o r t from I n s p e c t o r o f E n v i r o n m e n t a l S a n i t a t i o n r e f o s t e r home applicants.  1 0 6 . P l a n f o r placement c f c h i l d i n tempora home. 1 0 7 . M e e t i n g p h y s i c a l and p s y c h o - s o c i a l nee  y.end f o r m l e t t e ruot o-i-nsp Inm„ + -rr ±n -tor o f E n v i r o n m e n t a l ec  S a n i t a t i o n r e f o s t e r home a p p l i c a n t s .  o f c h i l d i n group home o r i n s t i t u t i o n .  108.  109.  A s s i s t unmarried mother i n making a p p l i c a t i o n to court f o r return of guardianship. P a r t i c i p a t e i n community c o n f e r e n c e s t o unmarried mothers.  Consult w i t h - h o s p i t a l s o c i a l worker r e g a r d i n g unmarried moth e r ' s , c h i l d ' s p r o g r e s s i n h o s p i t a l .  111.  Assess f i n a n c i a l s i t u a t i o n o f unmarried 'keeping c h i l d . .  112.  G i v e i n i t i a l i n f o r m a t i o n and d i r e c t i o n t o a d o p t i o n and f o s t e r home a p p l i c a n t s i n q u i r i n g at the o f f i c e .  113.  Job c o u n s e l l i n g  115.  116.  Teifrphone c a l l s t o o t h e r p r o f e s s i o n a l s o r a g e n c i e s asking for c o n f i d e n t i a l information.  129.  C o n s u l t a t i o n s with school nurse and/or t e a c h e r , r e g a r d i n g t h e adjustment o f o t h e r c h i l d r e n i n prospective adopting f a m i l y .  130.  Compose l e t t e r s t o o t h e r a g e n c i i and prepare s p e c i a l r e p o r t s t o C h i l d W e l f a r e D i v i s i o n where w a i v i n g o f p a r e n t * s consent t o adoption i s necessary.  131.  Compose l e t t e r s o f r e f e r e n c e o f a.doptive ; c h i l d r e n t o s p e c i a l treatment c e n t r e s .  132.  Prepare form r e p o r t f o r Exe c u t i v e o f CAS, r e q u e s t i n g s p e c i a l consent t o a d o p t i o n f o r wards o f t h e s o c i e t y .  133.  R e c o r d i n g c l o s i n g and/or t r a n s f e r of f i l e .  pertaining  110.  114.  128.  mother  . G i v e i n f o r m a t i o n and d i r e c t i o n i n r e p l y t o t e l e p h o n e i n q u i r i e s from p r o s p e c t i v e a d o p t i o n and f o s t e r home a p p l i c a n t s . Arrange f o r f o s t e r mother t o a i d unmarried mother i n c h i l d c a r e d u r i n g i n f a n t ' s temporary s t a y i n c a r e . Confer w i t h a d o p t i o n workers, a d v i s i n g o f c h i l d ' s development, p r e s e n t i n g p i c t u r e s and/ o r baby a t c o n f e r e n c e .  134.  statistics.  135.  Explain clothing policy to c h i l d i n care.  136..  V i s i t child i n hospital to maintain contact.  1 1 7 ; • Ongoing c o n t a c t w i t h temporary f o s t e r home by telephone o r v i s i t . 11S.  Complete a o n t h l y  Give i n f o r m a t i o n about agency p o l i c y and procedures r e l a t i n g t o f o s t e r c h i l d r e n t o public.  137.  119.  D e c i s i o n t o d i s c h a r g e c h i l d from c a r e .  138.  120k  .Read and Assess m e d i c a l r e p o r t s o f p r o s p e c t i v e a d o p t i o n o r f o s t e r home p a r e n t s .  O b t a i n medical, h i s t o r y from n a t u r a l o r houseparents, p u b l i c h e a l t h Department, f a m i l y doctor  139. 121.  A s s i s t c l i e n t i n o b t a i n i n g s p e c i a l funds f o r emergent needs, e.g. home r e p a i r s , s c h o o l f e e s .  P l a c e a d o p t i v e c h i l d i n temp o r a r y foster, home w i t h ongoing i n t e r p r e t a t i o n o f placement plan to f o s t e r parents.  122.  A s s i s t c l i e n t i n home b u d g e t i n g . 140.  123.  E x p l a i n Youth and F a m i l y Allowance parents.  Arrange d e t a i l s o f a d o p t i o n placement w i t h o t h e r workers involved.  124.  D i s c u s s f o s t e r home r a t e s and payment w i t h f o s t e r parents.  125.  Arrange f o r s p e c i a l l e s s o n s and courses f o r c h i l d i n care.  126.  Complete s c h o o l forms f o r c h i l d i n c a r e .  127.  Compose l e t t e r s ' t o o t h e r p r o f e s s i o n a l s o r agencies asking f o r c o n f i d e n t i a l information.  to foster  141.  142.  Compile s o c i a l  history.  Receive incoming r o u t i n e c a l l s . f o r p r o f e s s i o n a l s t a f f , when c a l l e r does not know whom t o ask f o r a.nd r e f e r t o a p p r o p r i a t e -agency p e r s o n n e l . O b t a i n a d o p t i o n o r f o s t e r home references.  21  143-  A s s i s t f o s t e r parents with c h i l d ' school enrollment.  1 4 4 . Take c h i l d shopping. 1 4 5 . Prepare consents f o r unmarried mother and putative father. . 1 4 6 . A s s i s t mother who i s keeping baby t o obtain b i r t h c e r t i f i c a t e and Family Allowance. 147.  A s s i s t unmarried mother i n care t o obtain necessary c l o t h i n g and personal items.  148. Arrange f o r admission of c h i l d t o v o c a t i o n a l school. 149- Prepare advertisements f o r n a t u r a l parents (so c h i l d r e n to be placed f o r adoption) with whom contact has been lost..-  1 6 2 . I n t e r p r e t medical information to other agency personnel. 1 6 3 . Prepare and forward placement s l i p s and documents of adoption placement to V i c t o r i a . 1 6 4 . Obtain permission t o marry (prepare statement and p a r t i c i p a t e i n Youth Conference. 1 6 5 . Delivery,'by hand, of l e t t e r s concerning Federal Government ' r u l i n g s on c h i l d r e n with Indian status. 1 6 6 . Assess future s i t u a t i o n i n home where c h i l d t o be adopted has been r e l i n q u i s h e d , regarding other c h i l d r e n that could be i n the home.  1 5 0 . Contact community resources t o obtain a d d i t i o n a l help f o r c l i e n t .  167.  151.  1 6 8 . Send Adaption consents and supporti n g papers t o C h i l d Welfare D i v i s i c  Refer c l i e n t to l e g a l aid.•  1 5 2 . Discuss camp with f o s t e r , house, or n a t u r a l parents. 1 5 3 . Discuss camp with c h i l d .  Assist client i n obtaining housing,.  1 6 9 . Obtain c h i l d ' s care schedule (feedings, sleeping) and d e s c r i p t i c . of s p e c i a l needs from f o s t e r mothei  154.  P a r t i c i p a t e with other s t a f f i n i n c r e a s i n g f o s t e r home r a t e or recommending household help allowance.  1 7 0 . Obtain information from 111t i t u t i o n a l s t a f f about c h i l d ' s program and post-release planning.  155.  A s s i s t c l i e n t i n l a y i n g charges at court.  171.  Send background summary of c h i l d to adoption u n i t , when c h i l d a v a i l a b l e f o r adoption.  172.  Assist i n obtaining clothing and baby f u r n i t u r e f o r unmarried • mother keeping c h i l d .  173.  N o t i f y adoption workers of c h i l d b i r t h and b i r t h h i s t o r y .  174.  Consultation with medical department or p r i v a t e doctor/ h o s p i t a l concerning medical report on selected c h i l d f o r adoption, f o s t e r or group home.  175-  Arrange w i t h unmarried mother's worker f o r medical discharge examination f o r adoptive c h i l d  156. Read and assess f o s t e r home or adoption home references. 157.  Receive and assess mail (incoming) c o n s t i t u t i n g requests f o r service.  158. Teletype or phone B..C. S o c i a l Welfare o f f i c e r e presence i n town of t r a n s i e n t under 18 years and ask that parent or guardian t o be interviewed re plans and r e p a t r i a t i o n . 159.  Interpret unmarried mother's planning with mother's physician.  160.  O f f e r temporary non-ward care f o r mother (unmarried) and c h i l d , w h i l e mother prepares home.  161.  E x p l a i n c h i l d ' s symptoms t o doctor.  22 176.  O b t a i n maternal grandparents a d o p t i o n consents, f o r g i r l under IS y e a r s .  177.  O b t a i n p u t a t i v e f a t h e r ' a background history  196.  O b t a i n and f o r w a r d f a c t u a l i n f o r m a t i o n t o lawyer r e c h i l d t o be placed i n p r i v a t e adoption.  197.  Complete and submit r e p o r t t o V i c t o r i a concerning completion o f p r i v a t e adoption.  193.  Determine p h y s i c a l needs o f c h i l d i n f o s t e r home a v a i l a b l e f o r adoption.  ISO.Explore p o s s i b i l i t y o f unmarried mother s e e i n g c h i l d and/or f e e d i n g baby i n hospital.  199.  Participate i n (or chair) regular group meetings w i t h a d o p t i o n o r f o s t e r heme a p p l i c a n t s .  131.  Take unmarried mother's non-ward and i n t e r p r e t i m p l i c a t i o n s .  200.  182.  P l a c e c h i l d i n a d o p t i o n home, t r a n s f e r r i n g r e s p o n s i b i l i t y t o new worker.  S e c u r i n g c l i e n t s consent t o r e l e a s e of c o n f i d e n t i a l information t o another agency.  201.  Determine type o f placement r e q u i r e d f o r c h i l d b e i n g taken i n t o c a r e .  Preparing natural family f o r "child's r e t u r n from o t h e r placement.  202.  I n t e r p r e t medical i n f o r m a t i o n r e c h i l d to natural parents, r e l a t i v e s , house p a r e n t s , a d o p t i n g o r f o s t e r parents.  203.  P r e p a r e evidence when p a r e n t s a r e applying f o r return of c h i l d .  17S.  V i s i t c l i e n t i n mental prisons.  179.  Record f o s t e r home o r a d o p t i o n home study.  133.  hospitals/  consents  134.  D e c i s i o n t o take c h i l d i n t o c a r e f o r reasons o f n e g l e c t o r abuse.  185.  Evaluate s e v e r i t y of neglect/abuse i n family situation.  136. M a r i t a l  counselling  137.  V i s i t unmarried  mother i n h o s p i t a l  188.  V i s i t c h i l d t o assess s u i t a b i l i t y f o r a proposed home ( f o s t e r , adoption,group)  189.  E v a l u a t e s t r e n g t h s and weaknesses o f f a m i l y r e l a t i o n s h i p s . i n f a m i l y s e r v i c e case.  190.  C l a r i f y ' n a t u r e o f n e g l e c t o r abuse complaint w i t h p a r e n t s about whoever c o m p l a i n t has been made.  191.  C l a r i f y and s u b s t a n t i a t e n a t u r e o f n e g l e c t o r abuse complaint w i t h complainant.  1 9 2 . -A company mother and i n f a n t . t o Court f o r unmarried mother's i d e n t i f i c a t i o n o f c h i l d .  204. 'Obtain: a d o p t i o n consents/' 205.  Prepare Supreme Court Custody r e p o r t s  206.  D i s c u s s i n g w i t h o t h e r workers p o s t r e l e a s e plans of c h i l d r e n i n i n stitutions, child's psychosocial needs, and p l a n s t o f a c i l i t a t e p l a c e ment .  207.  A s s i s t unmarried mother i n formu l a t i n g p l a n f o r expected baby.  208.  P r e p a r a t i o n o f c h i l d upon l e a v i n g group home.  209.  A s s i s t i n g f a m i l y t o prepare f o r court concerning r e t u r n o f t h e i r child.  193.  V i s i t c h i l d a t J u v e n i l e D e t e n t i o n home i n v o l v i n g casework' and p o l i c y i n t e r p r e t a t i o n .  210.  Ongoing assessment- o f f o s t e r family's a b i l i t y to care f o r c h i l d .  194.  Prepare d e s c r i p t i o n o f propsed a d o p t i o n home f o r unmarried p a r e n t s worker.  211.  D i s c u s s i o n o f c h i l d ' s background with prospective adopting parents.  195.  Arrange and s u p e r v i s e v i s i t s w i t h p r o s p e c t i v e p a r e n t s t o see a d o p t i n g c h i l d i n hospital.  212.  P r e p a r e statement f o r c o u r t on b e h a l f of c h i l d .  213-  C l a r i f y a d o p t i o n procedure f o r p u t a t i v e f a t h e r , and i n t e r p r e t Agency's r o l e .  214.  -Accompany p u t a t i v e f a t h e r t o h o s p i t a l to see unmarried mother and/or c h i l d .  215.  P a r t i c i p a t e i n d e c i s i o n t o accept o r r e j e c t a d o p t i o n o r f o s t e r home.  216.  Interview prospective adoption or f o s t e r home a p p l i c a n t s t o e v a l u a t e s u i t a b i l i t y o f home.  217.  Decision to release confidential information c o n c e r n i n g a c l i e n t t o another agency.  21S.  Study o f backgrounds, i . e . b i r t h i n f o r m a t i o n medical h i s t o r y , o f c h i l d r e n f r e e f o r •adoption.  219. P r o b a t i o n v i s i t s t o a d o p t i o n home t o e v a l u a t e adjustment and development o f c h i l d and r e l a t i o n s h i p i n t h e home. 220.  ..Counselling w i t h .-adopting p a r e n t s d u r i n g p r o b a t i o n p e r i o d r e problems and needs, i . e . c h i l d development.  221.  Casework Recording.}  222.  Read s o c i a l a n d ' p s y c h o l o g i c a l r e p o r t s on c h i l d to assess s u i t a b i l i t y of c h i l d f o r group, f o s t e r , . a d o p t i o n home.  223.  D e c i s i o n t o p l a c e c h i l d i n group home.  224..  A r r a n g i n g f o r and removal o f c h i l d ' a d o p t i v e home.  from  225.  C o n s u l t a t i o n s w i t h o t h e r agency s t a f f and medical consultants concerning p o s s i b l e harmful e f f e c t on c h i l d r e n r e j e c t e d by adopting parents.  226.  P a r t i c i p a t e w i t h o t h e r agency p e r s o n n e l , i n decision to place a c h i l d i n a specific home ( f o s t e r , group, a d o p t i o n ) .  APPENDIX F CATEGORIES OF TASKS FOR AUTONOMY USING THE THREE POINT RATING SCALE FOR EACH LEVEL OF AGREEMENTLEVELS OF AGREEMENT  LEVELS OF AUTONOMY High  low  Medium  12,54,139  4,5,10,11,16 18,23,34,47,55 65,66,69,68,97  27,28,33,36,38  39,40,41,49,61 76,80,81,87,88  75  99,105,109,113,119  90,98,125,134,143  126,166,183,184,185 186,188,189,190,193 201,203,206,209,211 215,216,223  144,146,147,148,149 158,163,165,167,168 169,172,173,175  2,3,7,8,9  1,13,20,22,24  15,19,21,29,31  25,35,52,59,63 70,74,77,78,84 86,108,111,115,116 117,120,122,128,129 131,136,138,140,150 152,154,155,157,159 160,161,162,164,176 178,180,189,194,195  32,45,46,56,64  96,107,118,130,137  156,174,181,182,191 199,204,207,208,210 212,217,219,220,221 222,224,225  26,42,43,50,51  53,62',72,73,82  83,85,89,100,121  G  U  123,135,141,142,145  " °  157,153  198,200,202,213,214  48,102,103,104,127 133,177,192,197,205 226  67,60,71,79,92  . tied  6,14,30,57,75  37,49,58,69,94 95,132,171 tied  9,170  60  APPENDIX G TABLE # ( 1 ) P e r c e n t agreement on autonomy a) b) c)  o f Tasks u s i n g a t h r e e p o i n t r a t i n g  scale.  7 5 t a s k s ^ 7 5 $ agreement t a s k s > 6 0 $ agreement 4 1 tasks 6 0 $ agreement  110  APPENDIX H GRAPH # ( 1 ) H i s t o g r a m i l l u s t r a t i n g p e r c e n t agreement on autonomy u s i n g a t h r e e p o i n t rating scale.  100  75  50  25  > 75$  60 - 75$  PERCENT AGREEMENT  < 60$  

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