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Today, child welfare agencies widely endorse a family-centered approach to foster care casework. This approach centers on a collaborative parent-caseworker relationship as a mechanism for maintaining parents' engagement in services and presumes that continued engagement will propel parents toward reunification. However, despite the importance of engaging parents, parents of children in foster care are understudied. The existing literature offers little insight into parents' experiences of the foster care process, and even less in terms of quantitative analysis of parent engagement. The present study addresses this research gap by testing a new measure of parent engagement. The 46 parents of children in foster care in the study sample were mostly female, either black or Hispanic, and at the time of study had an average open case length of 30 months. The piloted measure showed good reliability. Results suggest that parent engagement is significantly negatively related to distance from the parent's home to the child welfare agency and length of time the parent spent working with his or her longest running caseworker. Implications for further measure development and directions for future research on parents of children in foster care are presented.

Recent concerns regarding permanence for foster children have inspired child welfare agencies to re-focus more of their efforts on biological parents as permanent resources for children in care. The social work field has responded to this situation with family-focused training for frontline staff; one such curriculum is the Family Development Credential (FDC). Tools exist for evaluating FDC trainees' retention of material and ability to integrate FDC concepts into practice. However, the transformative nature of the program (i.e., the way in which FDC training is associated with participants' family-focused attitudes towards clients) has not previously been measured. FDC-trained and non-FDC-trained child protection workers (N = 251) in one state completed a vignette study that tapped their attitudes toward the parents of children involved in child protective services. No difference in family-focused attitudes emerged between the two groups. Implications for practice and suggestions for further research are presented. (Contains 3 tables.)

In this article, we make an argument for the importance of policy education for marriage and family students as a way of promoting critical thinking and engagement in science translation or advocacy. Several relevant active pedagogical approaches to teaching about law/policy are reviewed. We then describe the objectives and assignments from a class on Child Welfare, Law, and Social Policy, including written policy briefs and amicus curiae (friend of the court) legal briefs, and subsequent oral presentations. Student feedback is presented from eight classes with undergraduates and graduate students over a five-year period. We end with some conclusions about the approach. KEYWORDS. Amicus curiae brief, family law, family policy, family studies, pedagogy, policy brief, student feedback