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SafeGuard: enhancing psychological safety for child protection supervisors and workers in New Jersey

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SafeGuard: enhancing psychological safety for child protection supervisors and workers in New Jersey

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Content 1
DSW@USC
SafeGuard: Enhancing Psychological Safety for Child Protection Supervisors and Workers
in New Jersey
by
Tyson Moon, MA, MSW, DSW
A Capstone Project Presented to the
FACULTYOF THE USC SUZANNE DWORAK-PECK SCHOOL OF SOCIAL WORKER
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
Doctor of Social Work
August 2024

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Abstract
According to Edmondson (1999), psychological safety is the belief that one can speak up, take
risks, and express oneself without fear of punishment, crucial for fostering employee well-being
and organizational efficiency (NPCS, n.d.). However, child protection supervisors and their
workers, known as CPS teams, often experience high levels of stress, burnout, and emotional
exhaustion due to demanding work environments (Gazikova, 2023), impacting retention and job
satisfaction and ultimately compromising service quality for children and families (Haight et al.,
2017).
This project addressed psychological safety among CPS teams in New Jersey, aiming to
foster a supportive and empowering environment within child protection agencies. Guided by the
conservation of resources theory, the SafeGuard toolkit was chosen for its accessibility and
efficient distribution of resources and support. CPS teams will benefit through enhanced wellbeing, reduced burnout, and improved job satisfaction, leading to better services for children and
families.
The resources, support, and training in the toolkit were guided by feedback from CPS
supervisors and workers during prototyping and testing phases. Support included access to
mental health resources, peer support forums, and stress management strategies. To incentivize
use, the toolkit offered recognition programs, certificates of completion, and professional growth
opportunities. Its utility and effectiveness were evaluated through surveys, feedback sessions,
and performance metrics. This project bridged resource gaps, promoting workforce development
and enhancing outcomes for vulnerable children and families. It aligned with the Grand
Challenge for Social Work’s goal to Build Healthy Relationships to End Violence by fostering
supportive workplace relationships.

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Keywords: psychological safety, child protection workers, burnout, workforce
development, New Jersey, social work, organizational effectiveness

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TABLE OF CONTENTS
II. Acknowledgments...................................................................................................................... 7
III. Positionality Statement ............................................................................................................. 9
IV. Problem of Practice and Literature Review............................................................................ 10
Impact on Target Population ................................................................................................. 11
Understanding the Problem by Multiple Stakeholders.......................................................... 13
Child Protection Workers and Supervisors .................................................................... 13
Organizational Leaders and Policymakers ............................................................................ 14
The General Public and Families........................................................................................... 14
V. Conceptual/Theoretical Framework......................................................................................... 16
Conservation of Resources Theory........................................................................................ 17
Application of Theoretical Frameworks to the SafeGuard Tool ........................................... 17
Connection Between Theories and Tool Components .......................................................... 19
VI. Methodology........................................................................................................................... 19
Design Thinking .................................................................................................................... 19
Design Team Members.......................................................................................................... 21
Design Justice Principles....................................................................................................... 21
Market Analysis..................................................................................................................... 22
Additional Methods Used...................................................................................................... 23
VII. Project Description................................................................................................................ 23
Building Upon Existing Frameworks and Initiatives ............................................................ 23
Contribution to the Grand Challenge for Social Work.......................................................... 24
Design Criteria....................................................................................................................... 24

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Prototype Description ............................................................................................................ 25
Theory of Change .................................................................................................................. 26
Outcomes and Logic Model................................................................................................... 26
Ethical Considerations........................................................................................................... 28
Likelihood of Success............................................................................................................ 28
VIII. Implementation Plan ............................................................................................................ 29
Project Implementation Readiness ........................................................................................ 29
Context for Testing, Piloting, and Implementation ........................................................ 29
Potential and Existing Partners/Collaborators................................................................ 29
Line-Item Budget................................................................................................................... 29
Fund Development Plan ........................................................................................................ 30
Marketing and Brand Plan..................................................................................................... 30
Examples of Strategies .......................................................................................................... 30
IX. Evaluation Plan....................................................................................................................... 31
Formative Evaluation............................................................................................................. 31
Summative Evaluation........................................................................................................... 31
Data Analysis......................................................................................................................... 32
Reporting and Dissemination ................................................................................................ 32
Ethical Considerations........................................................................................................... 32
X. Challenges/Limitations ............................................................................................................ 33
XI. Conclusion and Implications .................................................................................................. 34
Lessons Learned .................................................................................................................... 34
Implications for Practice and Future Use .............................................................................. 34

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Action Plan ............................................................................................................................ 35
Conclusion ............................................................................................................................. 36
References..................................................................................................................................... 37
Appendix A Insert Name of Appendix Here ................................................................................ 41
Appendix B Insert Name of Appendix Here................................................................................. 42
Appendix C Insert Name of Appendix Here................................................................................. 43
Appendix D Insert Name of Appendix Here ................................................................................ 44
Appendix E Insert Name of Appendix Here................................................................................. 45
Appendix F Insert Name of Appendix Here ................................................................................. 46
Appendix G Logic Model Template ............................................................................................. 47
Appendix H Budget ...................................................................................................................... 48
Appendix I Insert Name of Appendix Here.................................................................................. 49
Appendix J Insert Name of Appendix Here.................................................................................. 50

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II. Acknowledgments
I would like to extend my deepest gratitude to several individuals whose support and
guidance have been instrumental in the completion of this capstone project. First and foremost, I
want to thank my Faculty Reviewer, Dr. Sara Schwartz, for inspiring my topic and guiding the
direction of my capstone. Dr. Schwartz’s insightful feedback and unwavering support provided
the motivation I needed to explore the complexities of psychological safety among child
protection workers. Her dedication to fostering critical thinking and her passion for social justice
have profoundly influenced my approach to this project. During my time as a student in her
class, Dr. Schwartz’s encouragement and mentorship were pivotal in shaping my vision and
commitment to this important work.
I am also deeply grateful to my External Partner, Steven Little, who has been an unsaid
mentor throughout this journey. Steven’s expertise and guidance have been invaluable in refining
my vision and ensuring that my capstone project effectively addresses the needs of child
protection workers. His thoughtful advice and constructive feedback have provided the clarity
and direction necessary to move forward with confidence. Steven’s mentorship has been a
cornerstone of this project’s development, and his belief in my work has been both humbling and
motivating.
Lastly, I want to give a special thanks to my wife, Tysha, and my children, Nasai, Nyia,
Nemani, and Neeko. Their unwavering support and encouragement have been my anchor
throughout this process. Tysha, your patience, understanding, and constant words of
encouragement have kept me grounded and focused. Nasai, Nyia, Nemani, and Neeko, your love
and belief in me have been a source of strength and inspiration. I am deeply grateful for your
sacrifices and support, which have made this achievement possible. To all who have contributed

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to this journey, your support has been instrumental in the realization of this project. Thank you
for believing in me and for helping to make this vision a reality.

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III. Positionality Statement
As a Doctor of Social Work student at the University of Southern California, my
positionality shapes the SafeGuard New Jersey (NJ) project. With over two decades in NJ Child
Protective Services (CPS), I offer firsthand insights into child advocacy and supporting families
affected by drug addiction. My roles, from frontline worker to leadership, have given me a
comprehensive understanding of child protection work. My background in social justice and
advocacy stems from years of service to vulnerable populations. Working with families impacted
by the disproportionality of Black children in child welfare, I have witnessed systemic issues
such as poverty, racial disparities, and intergenerational trauma. These experiences highlight the
need for transformative change within the child protection system. As a Black male, I bring a
unique perspective to this project. My identity as part of a historically marginalized community
informs my understanding of systemic barriers in CPS. This perspective drives my commitment
to advocacy and equity, challenging institutional norms and amplifying marginalized voices.
Central to my positionality is critical race theory (CRT), which guided the SafeGuard NJ project.
CRT examines race, power, and privilege within CPS, highlighting structural inequities that
undermine psychological safety. By centering CRT, I aimed to dismantle oppressive systems and
promote antiracist practices within child protection agencies. In collaborating with NJ CPS
supervisors and stakeholders, I prioritized transparency, reflexivity, and cultural humility. My
positionality ensured the perspectives of marginalized communities informed the research and
design process. The SafeGuard NJ project enhanced psychological safety for CPS supervisors,
fostering a supportive environment that improves well-being and effectiveness. By integrating
CRT, the project addressed systemic issues, contributing to better outcomes for children and
families in NJ.

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IV. Problem of Practice and Literature Review
The Grand Challenge of Social Work’s initiative to Build Healthy Relationships to End
Violence underscores the necessity of fostering environments where psychological safety is
paramount, particularly within child protection services (Teixeira et al., 2021). This paper
addressed the context of NJ’s CPS, focusing on the psychological safety of supervisors and its
impact on decision making with their workers. Psychological safety, defined as a shared belief
that the work environment is safe for interpersonal risk taking, is crucial for effective decision
making and overall job satisfaction among child protection supervisors and workers
(Edmondson, 1999).
To address these needs, the SafeGuard toolkit was developed to enhance team
performance through the cultivation of psychological safety. In this context, teams are defined as
CPS supervisors and their subordinate workers. The toolkit is a structured guide designed to help
CPS supervisors assess baseline psychological safety levels, identify areas for improvement, and
implement targeted actions to enhance team dynamics. The SafeGuard prototype includes tools
such as the Psychological Safety Survey (see Appendix A), Values and Behaviors Workshop
(see Appendix B), and Team Performance Workshop (see Appendix C), all aimed at facilitating
self-reflection, open dialogue, and collaborative problem solving within teams.
SafeGuard underwent rigorous testing and refinement to ensure its effectiveness. The
mixed-methods approach used in testing involved usability testing, surveys, interviews, and
feedback sessions with CPS supervisors and workers. This process provided valuable insights,
leading to the refinement of the toolkit and highlighting the importance of fostering open
communication, mutual respect, and psychological safety within teams to drive performance and
innovation.

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Impact on Target Population
Child protection supervisors and workers, collectively referred to as CPS teams, are the
primary target population affected by issues of psychological safety. These professionals are on
the front lines of assessing and addressing child welfare concerns, often under high-stress
conditions. Research by Conrad and Kellar-Guenther (2006) discussed the prevalence of
compassion fatigue and burnout among child protection workers, which can significantly impair
their ability to perform effectively. By most standards in the CPS field, performing effectively
means making better child protection decisions. For example, Conrad and Kellar-Guenther found
approximately 54% of child protection workers reported high levels of emotional exhaustion.
High stress levels and lack of psychological safety can lead to high turnover rates, as noted by
Chung and Choo (2019), with turnover rates in child welfare agencies ranging from 20% to 40%
annually.
The demanding nature of child protection work often leads to severe mental health issues
among workers, including anxiety, depression, and secondary traumatic stress (Conrad & KellarGuenther, 2006). Studies have shown these psychological challenges not only affect the wellbeing of the workers but also impair their decision-making abilities and job performance
(Aguiniga et al., 2013). This makes matters worse for the child protection system, making the
workforce unpredictable and having a detrimental effect on the standard of care given to families
and children in need.
Surveys conducted with 40 CPS workers in NJ revealed that 70% of the workers often
felt unable to speak up about concerns due to not feeling psychologically safe (see Appendix D).
Supervisors were also surveyed, revealing similar outcomes. This significant percentage
highlighted the pervasive nature of psychological safety issues within the organization and

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aligned with existing literature emphasizing the crucial role of psychological safety in effective
team functioning and job satisfaction (Edmondson, 1999).
Furthermore, understanding the broader dimensions of social workers’ well-being, as
highlighted in recent studies, is crucial. Mseba (2021) noted social workers’ well-being
encompasses achieving their valued aspirations, which include effective helping, professional
growth, personal growth, and material achievements. Their work environment shapes their
aspirations and impacts their capacity to achieve these objectives. Poor working conditions, high
caseloads, and lack of supportive supervision were identified as significant barriers to achieving
well-being (Mseba, 2021).
When employees are not performing at their peak levels, the quality of care and support
they provide declines, indirectly impacting the children and families these professionals assist. A
study by the National Child Welfare Workforce Institute (2020) indicated high turnover rates and
low psychological safety levels were associated with poorer outcomes for children, including
longer times in foster care and lower rates of reunification. For instance, children in foster care
who experience frequent changes in caseworkers are more likely to face disruptions in their
placements and delays in achieving permanency (Flower et al., 2005).
In NJ, the Department of Children and Families reported that in 2022, approximately
30% of children in foster care were reunified with their families within 12 months, which is
below the national standard of 40.5% set by the Children’s Bureau (NJ Department of Children
and Families [NJDCF], 2023). This highlighted the critical need for improving psychological
safety among child protection teams to enhance decision making and ultimately improve
outcomes for children and families in NJ.

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Understanding the Problem by Multiple Stakeholders
Understanding the problem of psychological safety requires insights from all
stakeholders. Now, let's focus more closely on those most directly affected: our child protection
workers and supervisors. Their day-to-day experiences and challenges are pivotal in
understanding how psychological safety—or its absence—impacts their capacity to effectively
safeguard our children.
Child Protection Workers and Supervisors
Child protection workers and supervisors are directly impacted by psychological safety
issues in their daily work environment. Workers often view psychological safety through the lens
of their immediate work conditions and personal well-being. They experience the pressures of
high caseloads, emotional exhaustion, and the fear of making mistakes without a supportive
environment to discuss their concerns. Surveys conducted with 40 CPS supervisors in NJ
revealed that 70% often felt unable to speak up about concerns due to not feeling psychologically
safe. To make well-informed and prompt judgments for child welfare, open communication and
successful teamwork are hampered by this lack of psychological safety (Edmondson, 1999;
Wilkins et al., 2016).
Supervisors understand the need for providing supportive supervision that offers both
emotional and managerial assistance. Effective supervision practices can help mitigate the
adverse effects of job stress and reduce burnout among workers (Kim & Stoner, 2008; Mor
Barak et al., 2001). Supervisors who foster an environment of trust and openness can
significantly enhance the psychological safety of their teams, leading to better decision making
and job satisfaction (Carmeli et al., 2010; Edmondson & Lei, 2014).

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Organizational Leaders and Policymakers
In NJ, the CPS operates under the Department of Children and Families (DCF). The
organizational structure typically includes a hierarchical system comprising frontline workers,
supervisors, local office managers, and Area (i.e., county) Directors who report to the
Commissioner of the NJ DCF.
Leaders in child protection agencies are responsible for setting the tone and culture of the
organization. They must prioritize psychological safety by implementing policies and practices
that promote open communication, continuous training on trauma-informed care, and adequate
resources to manage caseloads effectively. Adopting frameworks that support workers’
psychological safety through frequent mental health check-ins, professional development
opportunities, and training in supportive leadership techniques are ways policymakers should
encourage integrating safety into child welfare practice. By addressing these structural and
systemic issues, organizational leaders and policymakers can create a work environment that
enhances psychological safety and overall effectiveness (Carmeli et al., 2010; Edmondson & Lei,
2014; O’Donovan & McAuliffe, 2020;).
The General Public and Families
The general public and families involved in child protection cases may not fully grasp the
internal challenges faced by workers but are primarily concerned with the outcomes of child
welfare interventions. Public perception often focuses on the results of child protection efforts
(e.g., the safety and well-being of children) rather than the well-being of the workers themselves.
However, the effectiveness of child protection services is closely linked to the psychological
safety and well-being of the workers who provide these services (Glisson & Green, 2011).

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When child protection workers operate in an environment where they feel
psychologically safe, they are better able to engage in thorough and thoughtful decision-making
processes. This is critical because the quality of decisions made by child protection workers
directly impacts the outcomes for children and families. Research has indicated a lack of
psychological safety among child protection workers can lead to increased errors, higher
turnover rates, and decreased job satisfaction, all of which can negatively affect the consistency
and quality of care provided to children and families (Kim & Stoner, 2008; Mor Barak et al.,
2001).
High turnover rates among child protection workers can disrupt the continuity of care,
leading to poorer outcomes for children. For instance, children who experience frequent changes
in their caseworkers are more likely to face delays in achieving permanency, which can include
longer stays in foster care and lower rates of reunification with their families (Flower et al.,
2005). Consistent and stable relationships with caseworkers are crucial for the emotional and
psychological well-being of children in the child welfare system (National Child Welfare
Workforce Institute, 2020).
Families involved in child protection cases have a vested interest in the quality of
services provided. When workers feel psychologically safe, they are more likely to engage in
effective communication with families, build stronger relationships, and implement more
thoughtful and comprehensive care plans. Moreover, the public’s perception of the child
protection system can influence policy decisions and funding allocations. Public support for
child protection agencies often hinges on the perceived effectiveness of these agencies in
safeguarding children. A workforce perceived as overburdened and unsupported may lead to a
loss of public trust and confidence, resulting in decreased funding and support for necessary

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resources (Faller et al., 2010). Therefore, it is essential for the public and families to understand
the critical role that psychological safety plays in the overall effectiveness of child protection
services. By fostering a supportive work environment for child protection workers, agencies can
improve their ability to serve children and families, thereby enhancing public trust and ensuring
better outcomes for those involved in the child welfare system.
Understanding the problem of psychological safety for CPS teams in child protection
from multiple stakeholders’ perspectives is essential for developing comprehensive solutions. By
addressing the concerns of supervisors, their teams, organizational leaders, policymakers, and the
public, NJ CPS can create a more supportive and effective environment. Prioritizing the
psychological safety of supervisors is crucial as it enhances their ability to make sound decisions,
provide effective support to their teams, and foster a culture of trust and openness. This holistic
approach ensures supervisors are well equipped to handle the challenges of their role, leading to
improved job satisfaction, reduced burnout, and better retention rates.
The SafeGuard toolkit, developed as part of this Capstone Project, aimed to address these
issues by providing a structured guide for NJ CPS supervisors to assess and enhance
psychological safety within their teams. By implementing the SafeGuard toolkit, NJ CPS can
systematically improve the work environment for supervisors, thereby enhancing the overall
effectiveness of child protection services. Ultimately, this leads to better outcomes for children
and families involved in the child welfare system, highlighting the critical need for innovative
solutions like the SafeGuard toolkit to foster psychological safety and drive positive change in
NJ CPS.
V. Conceptual/Theoretical Framework

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The conceptual and theoretical frameworks guiding this Capstone Project are the
Conservation of Resources (COR) theory and the principles of psychological safety. These
frameworks provide a foundation for understanding the challenges faced by child protection
supervisors and the strategies required to enhance psychological safety and decision making
within NJ’s Child Protection Services (CPS).
Conservation of Resources Theory
The conservation of resources (COR) theory, developed by Hobfoll (1989), posits that
individuals strive to obtain, retain, and protect their valued resources, including personal, social,
and organizational resources. Personal resources encompass psychological safety, emotional
resilience, and self-efficacy. Social resources include support from peers, subordinates, and
leadership. Organizational resources involve training and development opportunities, a
supportive work environment, and effective organizational policies (Halbesleben et al., 2014;
Hobfoll, 1989). When these resources are threatened or lost, individuals experience stress,
leading to burnout and diminished performance.
To support the application of the COR theory in this project, surveys were administered
to 40 CPS workers in NJ during the development of the High-Fidelity Prototype for the
SafeGuard tool. These surveys aimed to evaluate initial levels of psychological safety and
pinpoint specific areas where workers felt their resources were at risk. About 70% of the workers
felt discouraged from voicing their concerns due to a lack of psychological safety, aligning with
the COR theory’s focus on protecting resources to prevent stress and burnout.
Application of Theoretical Frameworks to the SafeGuard Tool
The SafeGuard tool was designed to enhance team performance through the cultivation of
psychological safety, guided by the principles of the COR theory and psychological safety. It

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includes components such as the Psychological Safety Survey, Values and Behaviors Workshop,
Team Performance Workshop, Fear Conversation Exercise, and Team Retrospective Templates.
Each component facilitates self-reflection, open dialogue, and collaborative problem solving,
aligning with the theoretical foundations of COR and psychological safety.
The Psychological Safety Survey helps supervisors assess baseline levels of
psychological safety within their teams, identifying areas of improvement and aligning with the
COR theory’s emphasis on protecting psychological resources. The Values and Behaviors
Workshop and Fear Conversation Exercise promote open communication and trust, fostering an
environment where team members feel safe to take interpersonal risks, consistent with
Edmondson’s principles of psychological safety (Edmondson, 1999; Edmondson & Lei, 2014).
This support helps team members feel less isolated, conserving their psychological resources
(Carmeli et al., 2010).
The Team Performance Workshop and Team Retrospective Templates provide structured
opportunities for teams to reflect on their performance, identify challenges, and develop action
plans. This iterative process of reflection and improvement supports the COR theory by
enhancing the team’s ability to retain and build resources (Hobfoll, 1989). By continuously
assessing and addressing team performance, supervisors can ensure resources are used
efficiently, and team members feel valued and supported (Halbesleben et al., 2014).
The SafeGuard tool is adaptable to the unique cultural and organizational contexts of
different CPS units. Providing additional resources for customization ensures the tool is relevant
and effective across diverse teams, aligning with the COR theory’s focus on resource
conservation and psychological safety principles.

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Connection Between Theories and Tool Components
The COR theory and psychological safety principles are interconnected in the SafeGuard
tool through their mutual focus on preserving and enhancing psychological resources. The COR
theory provides a broader framework for understanding the importance of resource conservation
in preventing burnout and promoting well-being, whereas psychological safety offers a specific
strategy for creating a supportive environment where these resources can be protected.
The SafeGuard tool operationalizes these concepts by providing practical tools and
strategies that supervisors can use to assess and improve psychological safety within their teams.
By aligning with the COR theory, the tool ensures efforts focus on preserving and enhancing
psychological resources critical for effective team performance and decision making.
Integrating the COR theory and psychological safety principles into the SafeGuard tool
provided a comprehensive framework for enhancing team performance and decision making
within NJ’s CPS. Grounding the SafeGuard tool in these theoretical foundations and supported
by real-world data from the conducted surveys, the project aimed to create a supportive and
empowering work environment that promotes the well-being and effectiveness of child
protection supervisors and workers.
VI. Methodology
Design Thinking
The development of the SafeGuard tool employed Design Thinking (see Appendix E), a
human-centered approach to innovation that integrates the needs of people, the possibilities of
technology, and the requirements for business success (Brown, 2008). The Design Thinking
process involves five key stages: Empathize, Define, Ideate, Prototype, and Test (d.school, n.d.).

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This methodology was crucial for understanding the challenges faced by NJ CPS supervisors and
for developing practical, user-friendly solutions.
In the Empathize stage, insights into the experiences, challenges, and needs of NJ CPS
supervisors were gathered through ongoing diversity, equity, and belonging presentations.
During these sessions, psychological safety was a central topic, and participants were asked to
share their perspectives and experiences. This approach provided valuable qualitative data that
informed the subsequent stages of the design process.
During the Define stage, problem statements were articulated based on surveys conducted
with 40 CPS workers and supervisors in NJ. These surveys provided both qualitative and
quantitative data on psychological safety levels and highlighted specific areas needing
improvement. A significant finding from the surveys was that 70% of workers felt unable to
voice their concerns due to a lack of psychological safety. Other highlighted areas needing
improvement included inadequate support from leadership, high caseloads, and insufficient
resources for managing stress and burnout. These data helped clearly define the problem and set
the focus for developing targeted interventions.
In the Ideate stage, the design team conducted multiple brainstorming sessions to
generate ideas for tools and interventions that could enhance psychological safety. These
sessions leveraged the diverse expertise of team members, including an assistant director of case
practice for NJ CPS, a University of Southern California professor specializing in burnout among
child welfare workers, and current and past NJ CPS supervisors and workers. Each member
contributed valuable insights, ensuring the solutions were grounded in real-world experiences
and needs.

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The Prototype stage involved developing high-fidelity prototypes of the SafeGuard
toolkit, which included the Psychological Safety Survey, Values and Behaviors Workshop, and
Team Performance Workshop. These prototypes were shared with CPS supervisors and their
teams for feedback. The user feedback obtained was instrumental in refining the designs, making
them more effective and user friendly.
Finally, in the Test stage, the refined prototypes were tested in real-world settings within
CPS units. Supervisors used the SafeGuard tool over several weeks, and their experiences were
documented through follow-up surveys and interviews. This pilot testing phase provided
practical insights into the tool’s effectiveness and usability, leading to further refinements.
Design Team Members
The design team comprised of individuals with diverse expertise to ensure a
comprehensive approach. The team included an assistant director of case practice for NJ CPS,
who provided practical insights and guidance based on extensive experience in case practice; a
professor from the University of Southern California specializing in burnout among child welfare
workers; and current and past NJ CPS supervisors and workers who offered firsthand
experiences and feedback. Each member brought valuable perspectives and skills essential for
the successful development of the SafeGuard tool.
Design Justice Principles
Design justice principles, which emphasize equity and inclusion in the design process,
were integral to the project. These principles guided the project to ensure voices of marginalized
and underserved communities were heard and prioritized. The SafeGuard tool was developed
with a commitment to community-led design, involving supervisors and frontline workers at
every stage to ensure their needs and insights shaped the tool. This involvement was facilitated

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through inclusive workshops and feedback sessions, where participants could openly discuss
their experiences and needs. The tool was designed to benefit all supervisors and workers,
particularly those in under-resourced CPS units, ensuring equitable distribution of benefits.
Recognizing community knowledge was a key principle, as the expertise and lived experiences
of CPS supervisors and workers were valued and integrated into the design process.
Additionally, the SafeGuard tool was developed to be accessible and easy to use, considering the
varying levels of technological proficiency among CPS workers. The tool can be conducted
online and/or printed out as a PDF file and distributed, ensuring broad accessibility and usability.
Market Analysis
A thorough analysis of the current landscape and potential competitors was conducted to
assess the market for the SafeGuard tool. The surveys conducted during the Empathize phase
highlighted a significant need for tools that enhance psychological safety within CPS units. High
levels of stress, burnout, and turnover among supervisors and workers indicate a critical demand
for solutions like SafeGuard. The human services department and the NJ CPS commissioner
have acknowledged the issue of high turnover rates, further underscoring the need for effective
interventions. The competitive landscape revealed that whereas workshops are available through
the NJ Office of Training and Professional Development (www.nj.gov/dcf/contact), few
specifically focus on psychological safety and are as comprehensive for supervisors as the
SafeGuard tool.
SafeGuard’s integration of the COR theory and psychological safety principles,
combined with its user-centered design, sets it apart from other solutions. Its adaptability to
different cultural and organizational contexts further enhances its market appeal. Given the high
levels of stress and burnout in CPS units, there is a strong likelihood agencies will adopt the

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SafeGuard tool. Initial feedback from pilot testing has indicated positive reception and a
willingness to integrate the tool into regular supervisory practices.
Additional Methods Used
In addition to Design Thinking, other methodologies were employed to support the
development of the SafeGuard tool. A quantitative research approach was used to gather data
through surveys, providing measurable insights into the psychological safety levels of CPS
supervisors. The development process was iterative, with continuous feedback loops from users
to refine and improve the prototypes. Usability testing was conducted to ensure the tool was user
friendly and met the needs of the supervisors effectively.
VII. Project Description
Building Upon Existing Frameworks and Initiatives
The SafeGuard toolkit built upon existing frameworks and initiatives within child
protection services, integrating best practices and innovative approaches to enhance
psychological safety among supervisors and their teams. Leveraging principles from the COR
theory and psychological safety, the toolkit fosters a supportive environment conducive to
effective decision making and team performance. It complements existing training programs
offered by the NJ Office of Training and Professional Development, the department that provides
most of its training to NJ CPS supervisors and workers, by specifically addressing psychological
safety, an area often overlooked in traditional training. Additionally, it aligns with the Child
Welfare Workforce Institute’s mission to improve outcomes for children and families through a
well-prepared, supported, and high-performing workforce. By incorporating trauma-informed
principles, SafeGuard ensures supervisors feel safe, supported, and capable of addressing the
complex needs of children and families. Furthermore, it built on the work of Edmondson (1999)

24
and subsequent research, providing structured interventions to foster open communication and
trust within teams.
Contribution to the Grand Challenge for Social Work
The SafeGuard toolkit contributes to the Grand Challenge to Build Healthy Relationships
to End Violence by fostering psychological safety, which is crucial for building trust and healthy
relationships within child protection services. By creating a supportive environment where
supervisors and their teams can voice their concerns and collaborate effectively, the toolkit helps
reduce stress, burnout, and turnover, thereby enhancing the overall effectiveness of child
protection services.
Design Criteria
The design criteria (see Appendix F) for the SafeGuard toolkit were developed based on
insights from the literature review and feedback from CPS supervisors and workers. The primary
design goal was to develop a comprehensive tool that enhances psychological safety among CPS
supervisors and their teams, leading to improved team dynamics, decision making, and better
outcomes for children and families. CPS supervisors face high levels of stress and burnout,
negatively affecting their decision making and job satisfaction due to a lack of psychological
safety (Gazikova, 2023). The tool fulfills several needs: functionally, it provides easy access to
resources and support mechanisms; emotionally, it should offer a sense of support and
understanding within the supervisory team; psychologically, it should reduce stress, improve
well-being, and enhance decision-making capabilities; and socially, it has the ability to improve
team dynamics and communication.
Strategically, the toolkit was created to be user friendly and accessible, incorporating
evidence-based practices and providing ongoing support and feedback mechanisms. SafeGuard

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was designed to be crucial for the well-being of CPS supervisors and their teams, directly
addressing their psychological safety, decision making, and job satisfaction. Ease of use means
the tool should have an intuitive interface, a minimal learning curve, and be accessible both
online and offline. Physically, the solution needs to capture, store, and transmit information
about usage to track progress and provide feedback, and it should be flexible enough for use in
various CPS office settings, considering any bandwidth and connectivity issues. Functionally, the
design needs to accommodate specific user-case scenarios and address compatibility issues or
field-specific standards. Constraints include limited budget and resources, a high-stress work
environment, and data privacy and confidentiality concerns.
Prototype Description
The SafeGuard prototype consists of several components designed to address the
identified problem of low psychological safety among CPS supervisors and their teams. These
components include the Psychological Safety Survey, which assesses baseline levels of
psychological safety within teams and identifies areas needing improvement; the Values and
Behaviors Workshop, which facilitates open discussions about team values and behaviors,
promoting mutual understanding and respect; the Team Performance Workshop, which provides
a structured approach for teams to reflect on their performance, identify challenges, and develop
action plans; the Fear Conversation (see Appendix J) Exercise, which encourages team members
to openly discuss their fears and concerns, fostering an environment of trust and support; and the
Team Retrospective Templates, which guide teams in regular reflections on their progress,
successes, and areas for improvement. The prototype is available online and can be printed as a
PDF file, ensuring accessibility and ease of use. Detailed instructions for each component are
provided to ensure effective implementation.

26
Theory of Change
The theory of change for the SafeGuard toolkit is based on the premise that enhancing
psychological safety among CPS supervisors will lead to improved decision making, reduced
burnout, and better outcomes for children and families. The proposed solution aims to enhance
psychological safety among CPS supervisors by fostering an environment of open
communication and trust. This, in turn, is expected to lead to better outcomes for children and
families served by CPS. The goals of the proposed solution are realistic and achievable, as
empirical evidence supports the effectiveness of interventions designed to enhance psychological
safety. Initial feedback from pilot testing has shown positive reception, indicating the toolkit’s
goals are attainable within the existing structure of CPS units. The SafeGuard toolkit works
through a series of structured interventions that target psychological safety. These include the
Psychological Safety Survey, the Values and Behaviors Workshop, the Team Performance
Workshop, the Fear Conversation Exercise, and the Team Retrospective Templates. The toolkit
aligns with best practices in organizational development, trauma-informed care, and workforce
support. It is grounded in the COR theory and principles of psychological safety, both of which
are well supported by literature. The toolkit’s design incorporates continuous feedback from end
users, ensuring it meets the specific needs of CPS supervisors.
Outcomes and Logic Model
The short-term outcomes of the SafeGuard toolkit include increased awareness of
psychological safety principles among CPS supervisors, enhanced team communication and trust
within CPS units, and the identification of specific areas needing improvement through surveys
and workshops. The midterm outcomes include improved job satisfaction and well-being among
CPS supervisors, reduced stress and burnout levels among supervisors, and enhanced
supervisory practices and better support for their teams. The long-term outcomes include
sustainable improvements in organizational culture within CPS units, increased effectiveness of
child protection interventions, and better outcomes for children and families through a more
effective and supportive CPS workforce.

27
The revised logic model details the resources, activities, outputs, outcomes, and impacts
of the SafeGuard project (see Appendix G). The inputs include financial resources for
development and implementation, time and effort invested in research, design, and testing,
access to technology and tools for prototype development, and CPS supervisors and
collaborators. The activities include conducting research on psychological safety in child
protection supervisors, developing training support resources and interactive features, testing the
prototype with CPS supervisors, designing the platform prototype, and refining the prototype
based on user feedback and testing results. The outputs include the development of the
SafeGuard virtual platform prototype, the collection and analysis of user feedback and testing
results, and the implementation of training modules, support resources, and interactive features.
The short-term outcomes include increased awareness of psychological safety among CPS
supervisors, enhanced engagement and satisfaction with the SafeGuard platform, and improved
access to resources and support for addressing psychological safety. The midterm outcomes
include improved job satisfaction and well-being among CPS supervisors, enhanced
collaboration and communication within CPS units, and a reduction in burnout and turnover rates
among CPS supervisors. The long-term outcomes include sustainable improvements in
organizational culture and practices, increased effectiveness of child protection interventions,
and better outcomes for vulnerable children and families served by child protection agencies.
The impact of the SafeGuard project includes contributing to the Grand Challenge of Social
Work: Build Healthy Relationships to End Violence, advancing knowledge and understanding of
psychological safety in the child protection workforce, promoting equity and inclusion through
the design and implementation of the SafeGuard platform, and empowering CPS supervisors and
enhancing their capacity to support vulnerable populations.

28
Ethical Considerations
The development and implementation of the SafeGuard toolkit have carefully considered
ethical concerns and possible negative consequences. Key ethical considerations include
ensuring all feedback and data collected from surveys and workshops are kept confidential and
used solely for improvement purposes. Participants are fully informed about the purpose of the
toolkit and how their data will be used. The toolkit does not cause harm to participants by
creating an environment that may increase stress or anxiety. Additionally, the toolkit was
designed to be accessible to all CPS supervisors, regardless of their technological proficiency or
resource availability.
Likelihood of Success
Success for the SafeGuard project is defined by increased psychological safety among
CPS supervisors, leading to reduced burnout and improved decision making. The toolkit is
designed to be sustainable, with its adaptability and user-centered design ensuring it can be
effectively integrated into various organizational contexts. The positive feedback from pilot
testing and the strong theoretical foundation further supports the likelihood of success.
The SafeGuard toolkit represents a significant innovation in enhancing psychological
safety within child protection services. By building on existing frameworks and integrating best
practices, it offers a comprehensive solution that addresses the critical needs of CPS supervisors
and their teams. The project’s alignment with the Grand Challenge for Social Work and its
thorough consideration of ethical principles ensure it not only meets immediate needs but also
contributes to long-term improvements in child welfare outcomes.

29
VIII. Implementation Plan
Project Implementation Readiness
The SafeGuard project is ready for implementation, having completed development and
pilot testing with positive feedback from CPS supervisors. The refined prototype ensures it meets
supervisors’ specific needs, preparing it for full implementation with continuous engagement.
Context for Testing, Piloting, and Implementation
SafeGuard will be tested, piloted, and implemented within the NJ Child Protection
Services (CPS) framework. The initial focus is on diverse CPS supervisors and their units,
consisting of up to five CPS workers with varying work experience levels.
Potential and Existing Partners/Collaborators
Key partners include the NJ Office of Training and Professional Development, which
provides training for NJ CPS and Human Services staff, and the Office of Diversity, Equity, and
Belonging, promoting equitable outcomes for children and families of color (NJ Department of
Children and Families, 2024). Current and former CPS supervisors and workers will provide
ongoing feedback.
Line-Item Budget
• Platform Development and Maintenance: $8,600 (Paperturn subscription: $360
annually; development/design: $5,000; maintenance: $3,240).
• Training and Support: $7,000 (facility rentals/materials: $4,000; user support:
$3,000).
• Marketing and Outreach: $5,000 (materials: $2,000; campaigns: $3,000).
• Operational Costs: $3,000 (hosting: $1,500; printing/distribution: $1,500) (see
Appendix H).

30
Fund Development Plan
Funding strategies include grant applications to foundations focused on child welfare and
mental health, partnerships with public and
private sector organizations, and corporate sponsorships from companies in healthcare,
education, and technology sectors.
Marketing and Brand Plan
The marketing plan for SafeGuard will create awareness, build trust, and drive adoption
among CPS supervisors. Key strategies include:
• Brand positioning: Establish SafeGuard as the premier tool for enhancing
psychological safety.
• Digital marketing: Utilize social media, email marketing, and SEO.
• Content marketing: Develop blog posts, case studies, and testimonials.
• Workshops and webinars: Demonstrate toolkit features and effectiveness.
• Promotional materials: Create brochures, infographics, flyers, and video tutorials.
Examples of Strategies
A social media campaign with testimonials from CPS supervisors will be launched, with
targeted ads on platforms like Facebook and LinkedIn. Workshops and webinars will be
organized with the NJ Office of Training and Professional Development, offering live
demonstrations and Q&A sessions. Blog posts on the SafeGuard virtual platform will cover
topics such as psychological safety, burnout prevention, and best practices for CPS supervisors,
shared on social media and in industry newsletters. Infographics will promote SafeGuard,
highlighting key features, benefits, and user testimonials. By following this comprehensive
implementation plan, the SafeGuard project aims to achieve widespread adoption and

31
significantly enhance psychological safety among CPS supervisors, leading to better outcomes
for children and families.
IX. Evaluation Plan
The evaluation plan for the SafeGuard project aims to assess the effectiveness and impact
of the tool on enhancing psychological safety among CPS supervisors. Both formative and
summative assessments will provide comprehensive insights into the project’s implementation
and outcomes. Formative assessments will occur during the implementation phase to offer
ongoing feedback and improvements, whereas summative assessments will be conducted
postimplementation to evaluate the overall impact of the SafeGuard tool.
Formative Evaluation
Formative evaluation will monitor the implementation process to ensure the SafeGuard
tool is used as intended and to identify areas for improvement. Regular feedback from CPS
supervisors will be gathered through surveys and focus groups, enabling real-time adjustments.
Implementation fidelity will be assessed using observations and checklists to ensure adherence to
the planned process and allow for corrective actions.
Summative Evaluation
Summative evaluation will assess the overall impact of the SafeGuard tool on
psychological safety, job satisfaction, and burnout levels among CPS supervisors. Pre- and postimplementation surveys will measure these changes using validated instruments (e.g., the
Psychological Safety Index, the Maslach Burnout Inventory). In-depth focus groups and
interviews with CPS supervisors and stakeholders will gather qualitative data on the tool’s
impact, exploring participants’ experiences, perceived benefits, and challenges. Key performance

32
indicators (KPIs) will be tracked to assess organizational outcomes, including staff turnover
rates, employee engagement scores, and decision-making quality within CPS units.
Data Analysis
Data collected from surveys, focus groups, and performance metrics will be analyzed to
identify trends and measure the impact of the SafeGuard tool. Surveys will provide numerical
data on changes in psychological safety and job satisfaction, whereas focus groups and
interviews will offer detailed feedback on the tool’s practical application. Performance metrics
will provide evidence of changes in organizational outcomes such as staff turnover and decisionmaking quality.
Reporting and Dissemination
Findings from the evaluation will be compiled into a comprehensive report shared with
key stakeholders, including CPS supervisors and the NJ Office of Training and Professional
Development. The report will include recommendations for future implementation and scale-up
of the SafeGuard tool. Additionally, findings will be presented at conferences and published in
relevant academic and professional journals.
Ethical Considerations
The evaluation will adhere to ethical guidelines to protect participants’ confidentiality
and data integrity. Data will be anonymized to protect identities, and the evaluation process will
be transparent, informing participants about data usage and potential benefits. Any risks
associated with participation will be minimized, ensuring the process is conducted with respect
and fairness.
The evaluation plan for the SafeGuard project is designed to provide comprehensive and
actionable insights into the tool’s implementation and impact. By using both formative and

33
summative assessment methods, the evaluation will ensure continuous improvement and provide
robust evidence of the tool’s effectiveness in enhancing psychological safety among CPS
supervisors.
X. Challenges/Limitations
The SafeGuard project is anticipated to face several challenges during testing, piloting,
and implementation phases. These include resistance to change, maintaining supervisors’
attention and interest, and limited resources. One primary challenge is potential resistance to
change among CPS supervisors and staff, who may be hesitant to adopt new practices. To
mitigate this, orientation sessions will highlight the SafeGuard tool’s benefits and alignment with
current practices. Engaging early adopters within the organization to advocate for the tool can
also help ease the transition and build support among peers.
Maintaining the attention and interest of supervisors is another significant challenge.
Given their demanding roles, supervisors may struggle to consistently engage with the tool. To
address this, the project will attempt to make the tool as engaging as possible. Regular check-ins
and feedback sessions will help to keep supervisors motivated and engaged. Resource
limitations, including time, funding, and personnel, may also pose obstacles. The fund
development plan, which includes grant applications, partnerships, and corporate sponsorships,
aims to address these financial challenges. The project team will prioritize tasks and use a phased
implementation approach to manage resources effectively.
If these challenges prove significant, alternative plans will be implemented. For
resistance to change, strategies such as one-on-one meetings and feedback loops will address
concerns and build trust. To maintain attention and interest, engaging content formats and
motivational check-ins will be used. If resource limitations persist, the project scope may be

34
adjusted to focus on critical components. Proactive strategies and alternative plans have been
developed to address anticipated challenges, ensuring the successful adoption and impact of the
SafeGuard tool among CPS supervisors.
XI. Conclusion and Implications
Lessons Learned
The SafeGuard project represents an innovative approach to enhancing psychological
safety among CPS supervisors, with the potential to make a significant positive social impact. By
integrating a comprehensive toolkit designed to address the unique challenges faced by CPS
supervisors, this project promotes a healthier work environment and contributes to the overall
effectiveness of child protection services.
Throughout the collaborative problem solving and design thinking process, several key
lessons were learned. The importance of stakeholder engagement was reaffirmed, with NJ CPS
supervisors’ involvement in the design and testing phases providing invaluable insights and
ensuring the SafeGuard toolkit was tailored to their specific needs. Their feedback highlighted
practical challenges and preferences, guiding the development of a more effective tool.
Additionally, the iterative nature of the design thinking process proved essential, allowing for
continual feedback and refinement to develop a user-friendly tool that addresses real-world
issues faced by supervisors.
Implications for Practice and Future Use
The SafeGuard project has significant implications for practice and the broader
ecosystem of child protection services. By improving psychological safety, the toolkit helps CPS
supervisors feel more supported, leading to better decision making and reduced burnout. This
can enhance the overall quality of child protection services, benefiting children and families. The

35
project’s emphasis on psychological safety can serve as a model for other high-stress
professions, demonstrating the importance of creating supportive work environments to improve
employee well-being and performance. Future use of the SafeGuard toolkit can extend beyond
CPS supervisors to other roles within child protection services, such as caseworkers and support
staff. The principles and methodologies applied in this project can inform the development of
similar tools for other sectors, particularly those involving high-stress and high-responsibility
roles.
Action Plan
To advance the next steps and implement the SafeGuard project, a concrete action plan
has been developed. Based on the feedback from the pilot phase, necessary adjustments will be
made to the SafeGuard toolkit to ensure its effectiveness and user friendliness. Comprehensive
orientation sessions for CPS supervisors and other stakeholders will familiarize them with the
toolkit and its benefits. The SafeGuard (see Appendix I) toolkit will be rolled out across all CPS
units in NJ, ensuring all supervisors have access to the toolkit and the necessary resources to use
it effectively. A support system will be established to assist supervisors with any issues they may
encounter while using the toolkit, and regular monitoring and evaluation will be conducted to
assess the toolkit’s impact and identify areas for improvement. Opportunities to expand the use
of the SafeGuard toolkit to other roles within child protection services and adapt the toolkit for
use in other high-stress professions will be explored, including seeking partnerships and funding
to support these expansions. The findings and successes of the SafeGuard project will be shared
through presentations at conferences, publications in academic and professional journals, and
advocacy efforts, helping to raise awareness of the importance of psychological safety and
encouraging the adoption of similar initiatives in other sectors.

36
Conclusion
The SafeGuard project offers a pioneering solution to the pressing issue of psychological
safety among CPS supervisors. By fostering a supportive and open work environment, the
project aims to enhance supervisors’ well-being and effectiveness, leading to improved outcomes
for children and families. The thorough involvement of NJ CPS supervisors, the iterative
development process, and the strategic action plan set a strong foundation for the SafeGuard
toolkit’s successful implementation and broader application. This initiative not only addressed
immediate needs within child protection services but also set a precedent for integrating
psychological safety into other high-stress professions, potentially transforming workplace
cultures and practices across various sectors.

37
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Appendix A
Insert Name of Appendix Here

42
Appendix B
Insert Name of Appendix Here

43
Appendix C
Insert Name of Appendix Here

44
Appendix D
Insert Name of Appendix Here

45
Appendix E
Insert Name of Appendix Here
DESIGN
THINKING
Empathize
Needs gathered through ongoing
Diversity, Equity, and Belonging
presentations. Psychological safety
was a central topic. Shared
perspectives and experiences.
Surveys with 40 CPS supervisors in New Jersey.
Data on the supervisors' levels of psychological
safety and highlighted areas needing improvement.
Supervisors felt unable to voice their concerns
due to a lack of psychological safety.
Brainstorming sessions to generate ideas for tools and
interventions that could enhance psychological safety.
expertise in burnout among child welfare workers, and current
and past NJ CPS supervisors and workers.
SafeGuard toolkit - Psychological Safety Survey, Values and
Behaviors Workshop, and Team Performance Workshop. This
prototype was then shared with CPS supervisors and their
teams for feedback.
Refined prototype were tested with CPS units. Supervisors
used the SafeGuard tool over several weeks, and their
experiences were documented through follow-up surveys and
interviews.
Define
Ideate
Prototype
Test
The lack of psychological safety
in NJ CPS Supervisors

46
Appendix F
Design Criteria

47
Appendix G
Logic Model Template
•Financial resources for
development and
implementation
•Time and effort invested
in research, design, and
testing
•Access to technology
and tools for prototype
development
Long-Term
Outcomes
Mid-Term
Outcomes Inputs Activities Outputs Short-Term
Outcomes
•CPS Supervisors and CPS
collaborators
What resources will
be used to support
the project?
What are the main
things the project will
do/provide?
How many and what
sort of observable/
tangible results will be
achieved?
What will occur as a
direct result of the
activities & outputs?
(typically, changes in
knowledge, skills,
attitudes)
What results should
follow from the initial
outcomes? (typically
changes in behavior,
policies, practice)
What results should
follow from the initial
outcomes (typically,
changes in broader
conditions)
Logic Model Template for Capstone Projects All parts of this document are editable/deletable. To
import the final version into another program, (1) Select
All, (2) Copy, and (3) Paste into the destination file.
•Conducting research
on psychological
safety in child
protection workers
•Developing training,
support resources, and
interactive features
Testing the
prototype with child
protection workers
Designing the platform
prototype
•Refining the
prototype based on
user feedback and
testing results
•SafeGuard virtual
platform prototype
developed
•User feedback and
testing results
collected and
analyzed
•Refined prototype
with improved
usability and
effectiveness
•Training modules,
support resources,
and interactive
features implemented
•Increased
awareness of
psychological
safety among child
protection workers
•Enhanced
engagement and
satisfaction with
the SafeGuard
platform
•Improved access to
resources and
support for
addressing
psychological safety
•Improved job
satisfaction and wellbeing among child
protection
Supervisors and their
worker
•Enhanced
collaboration and
communication
within child
protection
agencies
•Reduction in burnout
and turnover rates
and better decision
making among child
protection Supervisors
and workers
•Sustainable
improvements in
organizational
culture and
practices
•Increased
effectiveness of
child protection
interventions
•Better outcomes
for vulnerable
children and
families served by
child protection
agencies
Impact
•Contribution to addressing
the Grand Challenge of Social
Work: Build Healthy
Relationships to End Violence
•Advancement of knowledge
and understanding of
psychological safety in the
child protection workforce
•Promotion of equity and
inclusion through the design
and implementation of the
SafeGuard platform
•Empowerment of child
protection workers and
enhancement of their capacity to
support vulnerable populations

48
Appendix H
Budget
SafeGuard Line Item Budget
BUDGET ACTUAL UNDER/OVER
$ 22,360.00 $ - $ 22,360.00
TASK HRS RATE UNITS $/UNIT
Platform Development and Maintenance
Platform Subscription monthly $ 30.00 $ 360.00 $ 360.00 $ - $ (360.00)
Development and Design $ - $ -
Initial setup and design of the online
curriculum platform $ 5,000.00 $ 5,000.00 $ (5,000.00)
Ongoing maintenance and updates $ 2,000.00 $ 2,000.00 $ (2,000.00)
$ - $ -
$ 7,360.00
Training, Support and Marketing
Training Sessions $ 3,000.00 $ 3,000.00 $ (3,000.00)
Facility Rentals $ 2,000.00 $ 2,000.00 $ (2,000.00)
User Support and Consultation $ 2,000.00 $ 2,000.00 $ (2,000.00)
Marketing Materials $ 2,000.00 $ 2,000.00 $ (2,000.00)
Outreach Campaigns $ 3,000.00 $ 3,000.00 $ (3,000.00)
$ 12,000.00 $ -
Operational Costs
Server Hosting Fees $ 1,500.00 $ 1,500.00 $ (1,500.00)
Printing and Distribution $ 1,500.00 $ 1,500.00 $ (1,500.00)
$ - $ -
$ - $ -
$ - $ -
$ 3,000.00 $ -
TOTAL $ 22,360.00 $ -
CLICK HERE TO CREATE IN SMARTSHEET
FIXED COST BUDGET ACTUAL UNDER/OVER LABOR MATERIALS
BUDGET, $22,360.00
ACTUAL, $-

49
Appendix I
SafeGuard NJ platform
Scan QR Code for full version

50
Appendix J
The Fear Conversation

Abstract (if available)

Abstract According to Edmondson (1999), psychological safety is the belief that one can speak up, take risks, and express oneself without fear of punishment, crucial for fostering employee well-being and organizational efficiency (NPCS, n.d.). However, child protection supervisors and their workers, known as CPS teams, often experience high levels of stress, burnout, and emotional exhaustion due to demanding work environments (Gazikova, 2023), impacting retention and job satisfaction and ultimately compromising service quality for children and families (Haight et al., 2017).
This project addressed psychological safety among CPS teams in New Jersey, aiming to foster a supportive and empowering environment within child protection agencies. Guided by the conservation of resources theory, the SafeGuard toolkit was chosen for its accessibility and efficient distribution of resources and support. CPS teams will benefit through enhanced well-being, reduced burnout, and improved job satisfaction, leading to better services for children and families.
The resources, support, and training in the toolkit were guided by feedback from CPS supervisors and workers during prototyping and testing phases. Support included access to mental health resources, peer support forums, and stress management strategies. To incentivize use, the toolkit offered recognition programs, certificates of completion, and professional growth opportunities. Its utility and effectiveness were evaluated through surveys, feedback sessions, and performance metrics. This project bridged resource gaps, promoting workforce development and enhancing outcomes for vulnerable children and families. It aligned with the Grand Challenge for Social Work’s goal to Build Healthy Relationships to End Violence by fostering supportive workplace relationships.

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Asset Metadata

Creator Moon, Tyson (author)

Core Title SafeGuard: enhancing psychological safety for child protection supervisors and workers in New Jersey

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2024-08

Publication Date 08/31/2024

Defense Date 07/30/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag burnout,child protection workers,New Jersey,organizational effectiveness,psychological safety,Social work,workforce development

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Smith-Maddox, Renee (committee chair), Little, Steven (committee member), Schwartz, Sara Laura (committee member)

Creator Email tysonmoo@usc.edu,tysontmoon@yahoo.com

Unique identifier UC11399A0AE

Identifier etd-MoonTyson-13461.pdf (filename)

Legacy Identifier etd-MoonTyson-13461

Document Type Capstone project

Format theses (aat)

Rights Moon, Tyson

Internet Media Type application/pdf

Type texts

Source 20240831-usctheses-batch-1205 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu