Children, Youth and Families
In this article, "Roundtable on Community Engagement and Collective Impact," the participants, which included Marty Zanghi of the Muskie School, discuss why it is important to involve the community actively, how it can be done within a collective impact initiative, and the challenges and pitfalls of engaging the community. This article was published in a supplement to the fall issue of Stanford Social Innovation Review.
Collective impact efforts are often discussed in terms of organizations or sectors, such as business, nonprofit, government, and philanthropy. What is often left out of the discussion is the community itself, even though it is a critical factor in the long-term success of collective impact initiatives. The community includes the individuals, families, networks, and organizations who will be affected by the initiative and who participate in it, but who are not usually considered to have active leadership roles in creating community solutions. It includes, for example, people directly affected by the problem, as well as social service organizations that may not be initially represented on steering committees or working groups.
Barnes, M., Born, P., Harwood, R., Savner, S., Stewart, S., & Zanghi, M. (2014). Roundtable on community engagement and collective impact. Stanford Social Innovation Review, 12(4), 12-14.
"Creating Community Connections for Transition-Aged Youth in Maine"
May 14, 9:00 -1:30
~ FREE AND OPEN TO THE PUBLIC ~
REGISTRATION REQUIRED, please RSVP by May 7th to:
or Nick Curlew 207-780-5841
University of Southern Maine,
Lee Community Hall, Room 133, Wishcamper Center, Portland Campus
"Creating Community Connections for Transition-Aged Youth in Maine" is an opportunity to explore the role of community in helping youth connect and stay connected to education and employment pathways.
This half-day program and lunch includes:
- Keynote by Colby Swettberg, Executive Director of Adoption & Foster Care Mentoring, who will discuss the importance of strong and healthy adult partnerships for youth in transitions.
- Panel Discussion and Q&A about unique approaches and solutions for connecting youth to community, employment, and education.
- Viewing of the short film "A Shoestring for Mackenzie". This film, written and directed by a former Sanford High School student is about overcoming struggles with peers/family. Introduction by Carl Lakari, Co-Founder of Project Aware.
This centennial book brings together a national roster of child welfare experts from academia and practice to document the significant contributions of the Children's Bureau to U.S. policy development for children and families. Highlighting foster care developments, chapters illuminate for the reader the complexities of the system as it evolved from a tradition of 'rescue and punishment,' deeply seeped in racial inequities, to current efforts of advancing progressive policies that aim to correct systemic inequities, promote empirically based approaches that recognize the significance of culture in services planning, and affirm that the well-being of children is inextricably linked to the well-being of families and communities. The book makes an important contribution to the child welfare literature by documenting how far we have come as a nation in addressing the needs of dependent children and is an invaluable reference volume and a supplementary child welfare textbook. -Alma J. Carten, PhD, ACSW, LCSW, Associate Professor, New York University Silver School of Social Work
Cahn K, Bernotavicz F, Potter C. Workforce and Leadership Development. In: Briar-Lawson K, McCarthy M, Dickinson NS, eds. The Children's Bureau: Shaping a Century of Child Welfare Practices, Programs, and Policies. Washington, DC: NASW Press; 2013.
Article authored by Freda Bernotavicz, in Voume 7, no. 1, 2013 of Training and Development in Human Services, the journal of the National Staff Development and Training Association.
This article is based on an on-line module on Coaching Strategies for Supervisors that is part of a national training program funded by the Children’s Bureau/US DHHS/ACF under the National Child Welfare Workforce Institute (NCWWI), Award #90CT0145.This article is solely the responsibility of the NCWWI and does not necessarily represent the official views of the Children’s Bureau.