GROW Center Implementation Plan by fsuchildwelfare

The GROW Center Implementation Plan NOVEMBER 2021

IMPLEMENTATION PLAN

CONTENTS Vision 3 Florida Study of Professionals for Safe Families 4 The GROW Center (Greater Resilience of the Workforce) 5 GROW Timeline 6 Academic Innovation 7 Partnerships 8 Research Design 8

Participants – Students 9

Participants – Instructors 9

Procedures 9 Timeline 10

Academic Year 2021-2022 10

Academic Year 2022-2023 10

Academic Year 2023-2024 10

Academic Innovation Timeline 11 ALIGN (Advance, Learn, Innovate, Grow, Network) 12 Advanced Certification Program (AdCert) 13 Well-Being and Resilience through Coaching, Reflective Supervision 14 ALIGN Timeline 15 Alliance for Workforce Enhancement (AWE) 17 The AWE Program  18 Implementation and Continuing Development  19 Formative Evaluation  19

Incorporating Evaluation of Consulting Agencies  20

Development of the Leadership Academy  20

The AWE Program Timeline 21 Research and Evaluation Activities 22

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Vision Preparing and Supporting Florida’s Child Welfare Workforce from Classroom to Casework to Competent Leadership

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

Florida Study of Professionals for Safe Families Transforming child welfare in Florida into a system that prioritizes thriving children and families requires a thriving workforce. The current and significant workforce turnover rates make meaningful change to the system, and to child and family outcomes, unlikely. Meaningful change should be grounded in valid understanding of the problems as well as systematic and sustainable approaches. The Florida Study of Professionals for Safe Families (FSPSF), a longitudinal study of Florida’s child welfare workforce (2015-2020), found that 81 percent of newly hired frontline workers left their original agency within three-and-a-half years, and the majority leave within the first 18 months. Workers in the study reported they primarily departed due to job responsibilities (e.g., complex caseloads, emotional difficulty of the work, inability to utilize skills) or the agency environment (e.g., unreasonable and inconsistent expectations of workers, few opportunities for advancement). Other departure reasons included supervision challenges (e.g., lack of supervisor availability), personal reasons (e.g., lack of work/life balance), or other career opportunities (e.g., better work opportunities elsewhere). Moreover, physical and emotional well-being declined for workers over the first 12 months of employment, and particularly within the first six months. Despite most well-being measures stabilizing by 18 months, none

returned to baseline. These and other available research findings indicate the need for improved workforce support, both to ameliorate challenges within child welfare, but also minimize the impact those challenges have on the performance of related systems that comprise the child well-being ecosystem. The FSPSF findings serve as a cornerstone of the developing GROW Center. The Institute will continue to support the FSPSF principal investigators in conducting analyses to inform GROW Center operations. For example, they will do a nuanced examination of worker-reported difficult cases at different time points in workers’ careers, which can inform ALIGN content (e.g., Problem-based Learning scenarios used in the curriculum redesign, future Advanced Certification topics). Further analyses will also allow for continued dissemination of findings through Institute research briefs and peerreviewed publications and presentations, which bring visibility to the Institute as a leader in child welfare workforce reform. Finally, the principal investigators will work toward making de-identified FSPSF data publicly available to other researchers to increase the impact of the study. This will allow for more rapid analyses and increased publication of Florida-based data to continue to inform our state’s policies and practices.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

The GROW Center (Greater Resilience of the Workforce) The Institute’s GROW Center will address many of the components specified in Senate Bill 1326 and create a dynamic through-line from classroom to casework to retain workers who grow, competently, into leaders at all levels of the workforce. The three initiatives are Academic Innovation, ALIGN, and Alliance for Workforce Enhancement (AWE). Academic Innovation will begin in the classroom as instructors prepare students with robust curricula and creative learning opportunities. ALIGN will provide ongoing support for professionals as they advance in their careers. Lastly, the Alliance for Workforce Enhancement will focus on impacting and improving organizational well-being. The GROW Center will be the heart of the Institute’s professional advancement offerings and will facilitate all management and administrative tasks, curriculum development, and coordination of activities. The goal is to create a continuum of learning opportunities and ongoing support for college students, recently trained personnel, and middle and upper management positions working in child welfare agencies to enhance learning and build capacity towards meaningful and systemic change within the statewide child welfare workforce.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

GROW CENTER TIMELINE ACTIVITY

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Continue dialogue with DCF re: preservice, AdCert, prereqs, training, coaching etc. Onboard Program Director Announcement Rollout GROW, STARS and SUD Determine staff needed and write position descriptions Advertise and hire new staff Program director to meet stakeholders Develop marketing strategies and materials Marketing rollout for prereqs, STARS, SUD, HT

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Determine evaluation plan for ALIGN and AdCerts Implement evaluation plan activities Website redesign Build LMS Evaluation activities of ALIGN and AdCerts

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

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Academic Innovation

To truly professionalize the child welfare workforce, students in social work and other academic programs should be better prepared in knowledge gained but also have a better understanding of the complexities of working with child welfare-involved families. The redesign of the BSW and MSW curricula led by the FSU College of Social Work (CSW) in collaboration with other university affiliates is the initial focus of the GROW Center’s academic innovation agenda. Over the next three years, the College will develop a robust curriculum to educate students more effectively. Child welfare will be infused intentionally as components of all courses through Problem-based/Case-based

Learning (PBL/CBL), an empirically proven approach to educating professionals working in highly complex systems of care, e.g., health care, law, business. Moving to PBL/CBL pedagogy is a major and transformative re-direction of Florida university social work programs. The proposed teaching methodology is a focused effort to provide social work and other interdisciplinary students with enhanced real-life training that will better prepare them to engage with the demands of working with children and families in any social work area, but specifically in child welfare. It also seeks to improve workforce sustainability through the preparation of resilient and informed social workers.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

PARTNERSHIPS Partner collaborators will assist in the development of multidimensional content that will be used to create case studies. One of the key components of this teaching methodology, and a goal of Academic Innovation, is to build interprofessional collaborative opportunities for social work students to experience networking and real-world client problems from an interdisciplinary perspective. Our collaborative partners will assist and play a key role in developing cases that include professional components of law, medicine, child & family science, and public health. In addition, the FSU College of Motion Picture Arts and USF School of Social Work will help in the production of the case study video shorts. Although the interactive videos will be developed by a professional production company, case study video shorts that students view as part of in-class activities each week, will be developed as well. These video shorts will be case/family specific that can be utilized across the curriculum.

RESEARCH DESIGN The study is a prospective comparative evaluation of student and faculty attitudes toward PBL/CBL lecture format as compared to traditional lecture formats, pre-post comparative faculty knowledge after CBL training, and evaluation of student learning outcomes between PBL/CBL and traditional lecture modalities. Several scales and tools will be used to measure faculty members’ PBL/CBL pedagogical confidence and skill in teaching the model as well as satisfaction. Students will be measured on their: • perception of their learning outcomes in terms of social work competence and values • learning motives and strategies • multicultural knowledge and awareness • advocacy behaviors toward underserved populations • empathy • social desirability • satisfaction

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

Participants – Students The participants will be FSU CSW students enrolled in the generalist practice curriculum courses in the BSW and MSW programs across three academic years: 2022-2023, 2023-2024, and 2024-2025. Students will be enrolled into either a PBL/CBL section of the course or the traditional offering of the course based on self-enrollment (i.e., the class they choose to register for during regular registration periods). Students will not be aware of which courses will be redesigned or usual offerings.; they will register for classes as usual. Additional student participants enrolled in selected courses from our partner social work programs will also be included in the project study in academic years 2023-2024 and 2024-2025.

Participants – Instructors FSU faculty who regularly teach or are interested in teaching the three identified courses will be invited to receive PBL/CBL training in Spring 2022 and participate in the study for all three years. Instructors from our partner programs will receive the PBL/CBL training and be included in the study in academic years 2023-2024 and 2024-2025.

Procedures In preparation for the study, several social work interdisciplinary topics will be identified (health, law, child welfare, immigration, human trafficking, etc). Learning objectives will then be written for each topic. Both topics and learning objectives will be extracted from the Council on Social Work Education, 2022 Educational Policy and Accreditation Standard Competencies. Based on the content expertise provided by partner faculty members from selected disciplines and input from expert practitioners working in various fields of practice, the clinical cases will be written for each topic. Project investigators include both internal College of Social Work faculty and each of the interdisciplinary fields of law, criminology, medicine, and child and family sciences.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

TIMELINE Academic Year 2021-2022 The research team will redesign three foundation and practice skill-based bachelor’s and master’s courses (BSW – SOW 4341 Social Work Practice with Individuals and Families; MSW – SOW 5308 Social Work Practice I; BSW SOW 4650/MSW SOW 5656 Child Welfare Practice) with the PBL/CBL teaching methodology. This restructure equates to approximately 20 class sections per year (including face-to-face and online) and will involve over 600 students. The methodology’s implications for student learning in those classes will be assessed throughout the academic year. External partnerships have already been fostered with the FAMU Department of Social Work and the USF School of Social Work. In addition, conversations with FSU colleagues from the Colleges of Medicine, Law, and Criminology, and the School of Film have been initiated to explore collaborations for ways to integrate social work curricula.

Academic Year 2022-2023 The redesigned courses will be implemented in the fall semester of 2022 and a pre-test / posttest comparison with traditional didactic teaching of the same courses will be conducted using the selected measurement tools and scales. Six additional courses from the generalist, specialist clinical, and selected leadership social work curricula at the BSW and MSW levels will be redesigned. During this time, other Florida social work program faculty instructors and additional FSU faculty will be recruited and trained in the design and use of PBL/CBL teaching methodologies.

Academic Year 2023-2024 Based on the evaluation findings of the outcomes for the first three courses, modifications will be made to the curricula. The final three redesigned and evaluated social work course packages (course content, cases, and videos) will be shared with partner social work programs for them to implement with technical assistance provided by FSU. Ongoing research and evaluation using both internal and external evaluators to assess the effectiveness of the PBL/CBL Model (training and implementation) on student learning outcomes will continue in all nine courses. It is anticipated that the nine redesigned and evaluation social work course packages will be available for dissemination by spring 2026.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

ACADEMIC INNOVATION TIMELINE ACTIVITY

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Finalize contract Hire new project personnel Recruit faculty to participate Develop cases and video scripts Contract with FCIM for video production Identify collaborators Design evaluation Develop course activities Contract for PBL 101 Training and support Notice of award with external affiliates Develop course rubrics Hold PBL training and support sessions Recruit early adopters Identify outside evaluator and contract Implement 3 redesigned courses Invite students to participate in evaluation Evaluation of redesigned courses Develop student case booklets Create case study video shorts Create interactive videos Work with early adopters at other universities

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

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ALIGN (Advance, Learn, Innovate, Grow, Network)

ALIGN is a learning community that offers holistic support for child welfare professionals and advancement opportunities throughout their career. Joining this community includes support through training and onboarding, opportunities for specialization through Advanced Certification courses (AdCert), as well as ongoing mentoring and coaching. The ALIGN community will offer myriad specialty areas for the child welfare professional to take courses, learn about relevant issues, and gain experience in problem solving to become more confident in their approach and feel supported throughout their learning pathway.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

ADVANCED CERTIFICATION PROGRAM (ADCERT) The Advanced Certifications will facilitate the implementation of a cohesive and progressive path of professional development that meaningfully connects to their pre-service training. The program will provide to DCF a university-led, evidencebased, trauma-informed, engaging training that will increase workers’ preparation and self-efficacy to handle the complexity of their caseload. This ongoing program will engage child welfare workers and give them new knowledge, technical assistance, and support throughout their advancement up the career ladder. This will allow them to build expertise and specialize, ideally resulting in both improved worker job satisfaction and advanced and diverse competencies within the workforce. Currently, there are three professional certification pathways under development. Research is clear that substance use disorders, domestic violence, mental health, and the concomitant trauma are often the leading reasons that families enter the child welfare system. The field is also recognizing that while there are adverse childhood experiences, there are also positive experiences that can be identified as strengths. We now understand that it is important to be not only traumainformed but also trauma-responsive. The first three AdCert topics 1) Resilience and Trauma (Strength, Trauma, and Resilience Studies - STARS); 2) Domestic Violence; and 3) Understanding Substance Use Disorder, will serve as the foundation

of all future professional certification options. Forthcoming content areas will be focused on effectively partnering with families living in poverty, how to strengthen families using a racial equity lens, and the dynamics of human trafficking. Our subject matter experts meet regularly with our DCF and CBC partners to ensure that the preservice curricula serve as the foundation for the prerequisite courses, and the prerequisite courses prepare the learner to be successful in the advanced certification courses. The development of content for the first certification pathways is guided by this collaboration. Listening sessions with workforce professionals (case managers, supervisors, investigators, etc.) are planned to gain their insight into training and career advancement activities. The FSU Institute for Family Violence Studies (IFVS) began development of the Strength, Trauma, and Resilience Studies (STARS) Certification. This advanced certification course is designed to be a 30-35-hour interactive course, with checkpoints for advancement after each in-person training. The course material will address trauma prevention for children and families, how trauma affects parenting, as well as how trauma affects each stage of child development, intergenerational trauma, improving parenting skills, building protective factors, building coping mechanisms, stress management, and secondary trauma and resilience for staff. The course will include two face-to-face trainings and offer access to the trainers for coaching and mentoring on the Institute’s ALIGN platform. This course provides rigorous training essential to all child welfare career professionals and will be offered in the child welfare professionals’ first year.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

The Domestic Violence and Child Welfare Professional Certification will be implemented on a highly interactive platform, with 30-35 hours of content taken over the course of one year. In-person trainings, which will be required for certification, will reinforce course materials and assist with transferring of skills. The Center for the Study and Promotion of Communities, Families, and Children is developing a similarly designed AdCert for understanding substance use disorders. This course will be availble in Fall 2022. An advanced certification for human trafficking will begin development in early 2022 as will two more certifications in topics to be determined in consultation with DCF and stakeholders. This will allow for five advanced certification courses and the STARS foundational course to be offered by calendar year 2023. The Institute will either develop the prerequisites for each of the advanced certification courses or collaborate with other entities to ensure current training courses meet the minimum criteria to serve as a foundational course for the appropriate AdCert program. The Institute will evaluate all AdCert programs to assess for increased competencies in specialty topics. Longer-term evaluation strategies will also be implemented to explore AdCert’s impact on both the worker

(e.g., increased job satisfaction and more career opportunities) and workforce (e.g., changes to processes and outcomes based on worker specializations). The Institute will lead evaluation efforts.

WELL-BEING AND RESILIENCE THROUGH COACHING, REFLECTIVE SUPERVISION Coaching is a leading component for success when implementing training and professional development activities. Coaching has been shown to have positive benefits for supervisors who participate and can assist in mitigating the vicarious trauma that can occur for case managers, CPIs, and respective supervisors working with families in Florida’s child welfare system. Coaching will be integrated into the training opportunities and certification pathways for the workforce. The Institute convened a workgroup that will design a regular and ongoing coaching/reflective supervision initiative that meets the unique needs of workforce in each of the circuits or regions. Evaluation will be conducted to assess both the processes and short-term outcomes.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

ALIGN TIMELINE FY 2021-2023 ACTIVITY

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COACHING Workgroup to determine current coaching initiatives Develop plan for integrated and cohesive statewide coaching program Determine locations/ entities to initiate new coaching activities or strengthen current initiatives Identify, obtain, and or develop materials/ curricula for coaching Identify and hire coaches Implement coaching as specified in plan TRAINING INITIATIVES Work with DCF on preservice curricula and initial prerequisites for career ladder Identify current training courses offered, identify gaps, determine plan Development of training courses Offer trainings courses

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

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ALIGN TIMELINE FY 2021-2023 (CONTINUED) ACTIVITY

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Development of STARS AdCert STARS available Development of Domestic Violence AdCert Development of SUD AdCert SUD AdCert available Identify entity to create Human Trafficking (HT) AdCert Negotiate contract for HT AdCert Development of HT AdCert HT AdCert available Identify, obtain, modify, and or develop prerequisites for AdCert courses Offer prerequisites Identify entity to create AdCert A (leadership) Negotiate contract for AdCert A Development of AdCert A AdCert A available Identify entity to create AdCert B Negotiate contract for AdCert B Development of AdCert B

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

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Alliance for Workforce Enhancement (AWE)

The goal of the AWE initiative is to enhance workforce well-being through specialized leadership development and adaptive technical assistance at the organizational level. Informed by implementation science and the National Child Welfare Workforce Institute’s (NCWWI) Workforce Development Framework,i selected AWE organizations will participate in a three-year initiative, which includes a comprehensive assessment to determine organizational strengths and challenges, co-creation of a plan to address a challenge identified through assessment, guided implementation activities, project evaluation, and sustainability planning.

These tailored growth opportunities are supported by well-being and resiliency activities and leadership development training. Led by Dr. Jessica Pryce, Institute staff and affiliates have been developing the AWE since Fall 2020. The team engaged national experts at Casey Family Programs and the NCWWI and solicited feedback from Florida stakeholders, including DCF and CBC representatives. The result is a robust program that integrates tangible resources for the workforce with experiential learning opportunities to promote internal capacity building within agencies.

National Child Welfare Workforce Institute. (n.d.). The workforce development framework. Retrieved November 1, 2021, from https://www.ncwwi.org/index.php/the-workforce-development-framework

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

THE AWE PROGRAM The first year of the AWE initiative focuses on establishing a well-being baseline, both for the organization as a whole as well as for individual workers. It includes organizational health assessment, identification of change initiatives, and well-being and resiliency support. Following a period of rapport-building, the AWE Design Team will begin the evaluation by collecting data using the Alliance for Workforce Enhancement Inventory (AWE-I). Modeled after NCWWI’s Comprehensive Organizational Health Assessment, the AWE-I will assess organizations on four domains of well-being: 1) Organizational (e.g., leadership, bias, readiness for change, support) 2) Unit (e.g., team cohesion, shared vision, critical thinking) 3) Worker (e.g., background, work/life balance, job satisfaction, self-efficacy) 4) Inter-organizational (e.g., collaboration, community resources) This thorough assessment will both identify areas for organizational change efforts and serve as baseline data for evaluation purposes. Follow-up interviews or focus groups will be conducted to provide context to the issues illuminated through the AWE-I. These data will inform the collaborative development of a change plan between the AWE Design Team and the site’s teams.

Throughout this planning process, the AWE will provide voluntary well-being support through qualified consultants to every member of participating sites from frontline staff to leadership. The purpose of this front-end intervention is to establish baseline interpersonal support and resources that they need to embark on a new change process.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

The second year of the AWE initiative focuses on implementation of the change plan. Given that the well-being of an organization is often contingent on leadership capacity, year two also includes a robust Leadership Academy for directors, supervisors, and managers. In addition, voluntary well-being and resiliency support activities will continue for all site participants through the initial months of change plan implementation. The AWE Design Team will assess processes and outcomes of all programming at several time points throughout year two. This comprehensive monitoring of the change process incorporates rapid cycle methods to facilitate timely mid-course corrections during the implementation. The third year focuses on sustainability planning and equipping the agency to continue the work they started with the AWE Design team. In addition, the AWE Design Team will complete a final, third-year assessment to both evaluate if and how the AWE program assisted sites in meeting their goals and inform plans for sustainability and continued growth.

IMPLEMENTATION AND CONTINUING DEVELOPMENT The continued development of the AWE program will be informed through implementation with two demonstration sites. This process will be led by Dr. Pryce and two faculty affiliates, Drs. Dina Wilke and Karen Randolph, with support from the Institute Program Directors of GROW and Science & Research. Site one will begin January 2022 and site two will begin in July 2022. In addition to participating in the AWE program, these sites are considered partners in the continued development and refinement of the AWE program through the formative evaluation.

Formative Evaluation As a new program, it is imperative to evaluate the AWE for efficiency and effectiveness in addressing workforce challenges and building agency capacity to initiate and sustain change efforts. As such, alongside site-specific assessment and evaluation, the Institute will engage in an internal formative evaluation of the AWE at the programmatic level. The formative evaluation will be conducted for the full duration of the AWE programming with the first two selected sites. The staggered onboarding of these two sites allows for data from organization one to inform changes to implementation with organization two. To reduce burden on

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

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participants, the formative evaluator will collaborate with the AWE Design Team evaluator in the collection of data when possible. In the future, once the AWE program is firmly established, the Institute intends to select organizations through a competitive application process. This is tentatively planned for July 2023.

Incorporating Evaluation of Consulting Agencies While the AWE Design Team will be responsible for guiding sites through the change process, the AWE program relies on the use of expert consultants to provide tangible services to the partnering sites. For example, well-being and resiliency support will be a standard offering for every site in year one, though the providers and the specific services they provide could vary. For the two demonstration sites, the Institute secured a commitment from Alia Innovations to provide monthly well-being and resiliency groups and microlearning opportunities. The AWE Design team will work with Alia Innovations to develop a sound evaluation plan of this component of the AWE, as both a standalone element as well as its connection to broader processes and outcomes of the AWE program. Similarly, in year two, when agencies implement their individualized change plans, the AWE Design Team will be responsible for collaborating with consultants to develop evaluation measures and incorporate them into the overall evaluation of the site’s process and progress.

Development of the Leadership Academy Modeled after the NCWWI Leadership Academy, the AWE Leadership Academy is intended to enhance existing leadership capacity through training, support, and coaching. The hybrid Academy will offer both in-person and online learning and coaching opportunities to agency leadership, including directors, managers, and supervisors. GROW Center training specialists will be responsible for the development of the Leadership Academy during FY21-22 and the first half of FY22-23. The Leadership Academy will launch in January 2023 when the first demonstration site enters year two of the AWE program. The AWE Design Team is responsible for developing the evaluation plan for the Leadership Academy and integrating the plan into overarching evaluation efforts.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

IMPLEMENTATION PLAN

THE AWE PROGAM TIMELINE ACTIVITY

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Formative evaluation Finalize evaluation plans Finalize AWE documentation (e.g., request for proposals, informational packet) Onboarding meeting with site 1 Contract with Alia Innovations for well-being and resiliency activities Site 1 Technical Assistance Hire leadership training specialist Develop Leadership Academy Hire leadership trainers and coaches Onboarding meeting with site 2 Site 2 Technical Assistance Contract with specialized consultants for site 1 Launch Leadership Academy Contract with specialized consultants for site 2

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE

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Research and Evaluation Activities As the activities of the GROW Center are data-driven, the Institute aims to remain informed of emerging needs and solutions relevant to workforce resiliency. To begin these efforts, the Institute’s 2022-2023 Priority Research Awards will be dedicated to innovations in workforce resilience. A competitive request for proposals was released during November 2021 for research proposals that can inform the GROW Center activities and intended outcomes. At least two awards will be given to projects that demonstrate clear linkages to GROW Center inputs, activities, or outcomes and potential for translation into policy or practice.

THE GROW CENTER AT THE FLORIDA INSTITUTE FOR CHILD WELFARE