- | Report
This report summarizes the data collected by the MIECHV program independent statewide evaluation. In the fall of 2015, the University of South Florida evaluation team conducted a series of on-site focus groups with 82 MIECHV staff members and collected their demographic information by questionnaire. The purpose of the focus groups was to discuss the strategies MIECHV programs use to meet the needs of its families, including organizational factors and community collaboration networks. This year the focus was on mental health. This report describes various aspects of the Florida MIECHV program from the perspectives of program administrators, supervisors, and home visitors. (author summary)
- | Brief
In this brief, we provide evidence on the Early Head Start home visiting workforce’s mental health, work stress, perception of organizational climate and personal safety, and supervisory and coaching opportunities. We then present findings from a multivariate regression analysis showing how factors associated with job demands—including recent home visitor turnover, work stress, and personal safety in the field—and job supports—including the capacity to offer virtual visits, coaching, supervision, and organizational climate—relate to job satisfaction. As covariates in our analysis, we include characteristics of home visitors and their programs that were found to be important in past research. These findings offer important insights on key correlates of home visitor job satisfaction. The brief provides policymakers and practitioners with evidence about factors associated with reduced burnout in the home visiting workforce. (author summary)
- | Article
Early childhood home visiting is a complex profession that requires knowledge, skills, and passion for working with families experiencing multiple challenges. Research on workforce satisfaction and retention relies primarily on data collected by current home visitors or supervisors of former employees and lacks depth. This current study was developed to better understand motivators that influence home visitors’ satisfaction and aid in workforce retention. Drawing on social exchange theory, a phenomenological approach was used to understand the home visiting experience and the intersection of relevant motivators for current and former home visitors in a midwestern state located in the United States of America. Findings indicated that home visitor satisfaction was heavily influenced by a mixture of positive and negative motivators that were intrinsic or extrinsic. Further, results identified three major themes related to job satisfaction, including a desire to help people, family efforts, and family needs, which intersected with each other and other motivators to impact decisions about staying or leaving the field. These intersections highlighted the importance of understanding unrealized passion, caseload considerations, relationships with coworkers and supervisors, and mindset. Implications for supporting home visitor well-being, job satisfaction, and home visitor retention are discussed. (author abstract)
- | Article
This article explores how staff turnover is a major challenge in early childhood home visiting programs. With this study, we assessed what drivers and dimensions of home visitor professional well-being relate to staff turnover in home visiting. We used survey data from all home visitors in one Northeastern U.S. state (n = 176) and program administrative data. We used survival analysis to determine which drivers and dimensions of home visitor professional well-being were related to staff turnover over a 5.5-year observation period. Home visitors who reported higher program functionality (opportunities for growth and achievement, role clarity and cooperation among colleagues) were more likely to remain at their organization. Home visitors with more prior experience in home visiting were more likely to remain, while those with greater intent to leave were more likely to leave their organization. Home visiting leadership may promote staff retention in their programs by enhancing opportunities for growth and achievement, role clarity and cooperation among colleagues in their programs. (author abstract)
- | Brief
This learning brief provides important information to understand and explore well-being for home visitors in Oregon. First, we share information about home visitors’ well-being across several dimensions, including 1) job-related well-being (job satisfaction, feelings of emotional/physical safety on the job, work-related stress, and job burnout); 2) personal well-being (financial strain, depression and anxiety); and 3) risk of staff turnover.
Second, we explore whether there are differences in these aspects of well-being for home visitors who have different backgrounds and life experiences. We then ask the question, “What things can organizations, programs and supervisors do to influence well-being?” and describe the workplace supports and stressors that relate to worker well-being and risk of staff turnover. Fourth and finally, we describe the level of these workplace supports and stressors experienced by home visitors, and whether these differ for home visitors with different backgrounds. (author summary)
- | Brief
The purpose of this learning brief is to share results from a follow-up study designed to learn about specific home visiting policies and practices being used to support home visitor well-being. This learning brief provides examples from qualitative interviews that illustrate how organization and program leaders (i.e., program managers and directors), home visiting supervisors, and home visitors can support the well-being of Oregon’s home visiting workforce. Findings are organized to highlight the role that program leaders, supervisors, and home visitors play in creating a supportive work environment that can contribute to worker well-being. (author summary)
- | Planning Tool
This resource is a combination of two items related to trauma informed supervision. The first section has strategies for “tuning” in as a supervisor and the following section has questions you can use to assess how trauma informed the supervision is. This is not an exhaustive list but it can be helpful in doing a personal assessment. (author summary)
- | Planning Tool
This resource includes ideas and questions to help supervisors implement Trauma Informed Care (TIC) in supervision.(author summary)
- | Fact/Tip Sheet
This resource highlights supervisor staff support strategies, including ways to show appreciation, promote self-care and prepare for supervision sessions.
- | Webinar
Explore how breathing and movement exercises can help you manage stress. Discover ways to use mindful movements to contribute to your self-care practices. Working to manage your own stress can make a big difference in your work with children, families, and colleagues. (author summary)