Articles and Presentations

Rao Hermon, S., Biehl, M., & Chahla, R. (2020). Views on workplace culture and climate: through the lens of retention and Title IV-E participation. In P. Leung, P. & M. Cheung (Eds.), Title IV-E child welfare education: Impact on workers, case outcomes and social work curriculum development (pp. 132-155). Routledge.

Jacquet, S. E., & Hermon, S. R. (2018). Job expectations and career goals of Title IV-E child welfare social workers with varying levels of work experience: How do they differ? Journal of Public Child Welfare, 12(1), 42-59.

Mathias, C, Gilman, E., Shin, C., & Evans, W.T. (2015). California's Title IV-E partnership: A statewide university–agency collaboration—characteristics and implications for replication. Journal of Social Work Education, 51:sup2, S252–S270.

Clark, S.J., & Grossman, B.F. (2013). The Children’s Bureau’s Influence on the social work curriculum: One state’s experience. In A. Lieberman & K. Nelson (Eds.) Women and Children First: The Contribution of the Children's Bureau to Social Work Education. Washington, D.C.: CSWE.

Clark, S.J., Smith, R.J., & Uota, K. (2013). Professional development opportunities as retention incentives in child welfare. Children and Youth Services Review, 35, 1687–1697.

Foster, G., Morris, M., & Sirojudin, S. (2013). Mental health workforce change through social work education: A California case study, Journal of Social Work Education, 49(3), 490–505.

Fitzgerald, C.S., & Clark, S.J. (2013). Work locus of control and perceptions of practice. Journal of Public Child Welfare, 7(1), 59–78.

Jacquet, S.E. (2012). Successful student recruitment for public child welfare: Results from California's Title IV-E MSW stipend program evaluation. Journal of Public Child Welfare, 6(4), 405-424.

Mathias, C., & Benton, A.D. (2011). Social Justice Through the education of a rural and tribal child welfare workforce. Journal of Public Child Welfare, 5, 282–296.

Smith, R.J., & Clark, S.J. (2011). Does job resource loss reduce burnout and job exit for professionally trained social workers in child welfare? Children and Youth Services Review, 33, 1950–1950.

Morazes, J., Benton, A., Clark, S.J., & Jacquet, S.E. (2009). Views of specially-trained child welfare social workers: A qualitative study of their motivations, perceptions, and retention. Qualitative Social Work, 9(2). 227–247. doi:10.1177/1473325009350671

Black, J., Morris, T., Harbert, A., & Mathias, C. (2008). Educational collaboration in psychiatric disability, rehabilitation, and recovery: Developing transformative solutions. Journal of Social Work in Disability & Rehabilitation, 7(3), 163–186.

Clark, S.J., Gilman, E., Jacquet, S E., Johnson, B., Mathias, C.C., & Zeitler, L. (2008). Supervisory practices and tasks in public child welfare social work. Journal of Public Child Welfare, 2(1), 3–32.

Jacquet, S. E., Clark, S. J., Morazes, J. L. Withers, R. (2008). The role of supervision in the retention of public child welfare workers. Journal of Public Child Welfare, 1(3), 27-54.

Clark, S.J. (2007). Social work students' perceptions of poverty. In M.J. Austin (Ed.), Understanding Poverty from Multiple Social Science Perspectives. Berkeley: University of California, School of Social Welfare. Also published in [Special Issue on Poverty]. (2008), Journal of Human Behavior in the Social Environment, 16(1–2).149–166.

Clark, S.J., & Gilman, E. (2007). Fairness and multicultural competence in the child welfare system. In N. Cohen, T.V. Tran, & S. Rhee (Eds.), Multicultural Approaches to Caring for Children, Youth and their Families. (pp. 35–74) Boston, MA: Allyn & Bacon.

Curry, D., Johnson, B., & Mathias, C.C. (2007). What you need to know about human services training. Policy & Practice, 64(4), 22.

Weaver, D., Chang, J., Clark, S., & Rhee, S. (2007). Keeping public child welfare workers on the job. Administration in Social Work, 31(2), 5–25.

Limb, G.E., & Organista, K. (2006). Change between entry and graduation in MSW student views on social work's traditional mission, career motivations, and practice preferences: Caucasians, Students of Color, and American Indian group comparisons. Journal of Social Work Education, 42(2), 269–290.

Mathias, C. (2006). We really should get on with it: An argument for not assuming social workers make better children welfare workers than non-social workers. Research on Social Work Practice, 16, 424–425.

Perry, R.E. (2004). Factors influencing MSW students' interest in public child welfare. Journal of Human Behavior in the Social Environment, 10(2), 1–31.

Clark, S.J. (2003). The California collaboration: A competency-based child welfare curriculum for masters’ social workers. Journal of Human Behavior in the Social Environment, 7(1-2), 135–158.

Coleman, D., & Clark, S. J. (2003). Preparing for child welfare practice: Themes, a cognitive-affective model, and implications from a qualitative study. Journal of Human Behavior in the Social Environment, 7(1–2), 83–96.

Limb, G.E., & Organista, K. (2003). Comparisons between Caucasian students, Students of Color, and American Indian students on their views on social work's traditional mission, career motivations, and practice preferences. Journal of Social Work Education, 42(2), 269–290.

Perry, R.E. (2003). Who wants to work with the poor and homeless? Journal of Social Work Education, 39(2), 321–342.

Dickinson, N., & Perry, R. (2002). Factors influencing the retention of specially educated public child welfare workers. Journal of Health and Social Policy, 15(3/4), 89–104.

Perry, R.E.(2001). The classification, intercorrelation, and dynamic nature of MSW student practice preferences. Journal of Social Work Education, 37(3), 523–544.

Clark, S.J., & McCormick, K. (2000). Linking a competency-based public child welfare curriculum with fieldwork: Achieving agreements about who is responsible for teaching what. In G. Kenyon & R. Power (Eds.), No Magic: Readings in Social Work Field Education (pp.129–147). Toronto: Canadian Scholars' Press.