Development of a Child Welfare Policy Learning Collaborative for Pediatricians

Background: In 2020, the American Academy of Pediatrics (AAP) introduced the Child Welfare and Health Policy Fellowship in partnership with Casey Family Programs. While recruiting candidates for the fellowship, AAP federal affairs staff identified AAP members interested in child welfare policy, prompting the formation of the AAP Child Welfare Policy and Pediatric Learning Collaborative.

Methods: 32 AAP members were invited to participate in the collaborative. Invitees included applicants for the fellowship and individuals identified by the COFCKAC executive committee. Learning collaborative sessions occurred monthly from November of 2020 through July of 2021. Session topics and speakers were determined by the fellow and AAP staff. Sessions included hour-long webinars each with a policy area and advocacy skill focus, which are included in Table 1. Communication between learning sessions was facilitated through a closed Collaborate site including resource sharing and discussions.

Learning collaborative members were surveyed through Google forms. Fourteen responses were received for a response rate of 44%. Frequencies of multiple-choice questions were calculated and open ended responses were assessed for common themes.

Results: Respondents reported a wide variety of policy areas and advocacy skills were most helpful. Regarding policy areas, mandated reporting (25%), Family First Prevention Services Act (25%), AAP child welfare policy priorities (17%) and Child Abuse Prevention and Treatment Act (17%) were the most frequent responses. For advocacy skills, testifying (31%) and Op-ed writing (31%) were the most helpful for participants.

When asked how participation in the collaborative has changed their day-to-day work, most members indicated increased awareness of policy issues. Members also reported incorporating content into residency training and collaborating with other members. Common themes regarding their “biggest takeaway” from the collaborative were increased knowledge and deeper collaboration with colleagues. Potential improvement responses concentrated on creating smaller groups for discussion and scheduling challenges.

Finally, participants were asked how they would like to see the collaborative develop moving forward. Responses are summarized in Figure 1.

Conclusion: The learning collaborative model demonstrates an effective tool for the AAP to use to train members on topic-specific policy as well as advocacy skills. The wide range of responses regarding the most valuable policy and advocacy skills covered in the collaborative indicates variability in pediatricians' needs working with children and families in the child welfare system.

Future considerations include expanding the collaborative to all interested COFCKAC and COCAN members, developing a mentoring program, and mobilization of the collaborative on calls to action as child welfare policy reform windows develop. Additional topics planned for future collaborative meetings include federal child welfare financing, applying a policy lens to clinical encounters, building legislative relationships, and social media advocacy.