Culturally Responsive Child Welfare Practice

Center for Advanced Studies School of Social Work in Child Welfare

a comprehensiveCW look at a360 prevalent child welfare issue

Safety Permanency Well-Being Culturally Responsive Child Welfare Practice Winter 2015 From the Editors research, andoutreach intheregion, witha communities through social work education, of children by strengthening familiesand our missionistoadvance thewell-being Work attheUniversity ofMinnesota Duluth, effective cross culturalpractice. examplesof andwonderful is important into whyculturallyresponsive practice who have provided uswithuniqueinsights levels ofpractice.Many thankstotheauthors communities inwhichwe work cutsacross all to theneedsofindividuals,families,and able tounderstandandeffectively respond CASCW onthiseditionof Welfare Studies with ispleasedtopartner The CenterforRegional and Tribal Child From theCenter for Regional andTribal ChildWelfare Studies (CRTCW) atthe University ofMinnesota– Center forRegional and Tribal Child Welfare these challenges,we partnered withthe families withinaculturalcontext. To address American andIndian children and to consistentlymeettheneedsofAfrican of years, reflecting professionals’ struggles unchanged,foranumber persisted, virtually rates. at disproportionate These rateshave consistently beeninvolved inchildwelfare CW although notexclusively. In Minnesota, where Indian andAfricanAmericanfamilies, culturally responsive practicewithAmerican CASCW staffdeveloped thecurrent issue. and disproportionality. It isinthisvein that changeindisparity practice, we willseetrue believe thatthrough culturallyresponsive approaches we employ.intervention We work andintegratethatknowledge intothe and practicesofeachfamilywithwhomwe nurture theuniqueculturalstrengths, beliefs, welfare professionals needtoidentifyand responsiveness of childwelfare we usetheterm our work with culture canbeusedtomakeadifference in the fieldmove beyond this toexaminehow field toaddress; we believe itiscriticalthat orchallengeforour is framedasastruggle Most oftenthediscussionaround culture racism todisparityanddisproportionality. cultural competenceandinstitutional conceptualized inanumberofways,from welfare practicehasbeenconsidered and The intersectionofculture andchild From theEditors 2

Housed ofSocial withintheDepartment This issueisprimarilyfocusedon 360° isproduced, thesecommunitieshave CW 360 toreflect theideathatchild o all

Culturally Responsive ChildWelfare Practice families. Within thefield Executive Editor, Center forAdvanced Studies inChild Welfare Executive Director, Traci PhD LaLiberte, CW 360°. Being cultural CW

360 o awarded aNational Child Welfare Workforce with tribesinMinnesota. In 2014,we were recognizing ofworking theimportance Welfare Studies wasfoundedin2005, The CenterforRegional and Tribal Child 1997) through ourIV-E Scholarsprograms. have hadalong-standingrelationship (since welfare practice.Our Center andCASCW profits toimprove American Indian child in Minnesota, countyagencies,andnon- asaresourcestrives toserve fortribeslocated with AmericanIndian families. The Center welfare inworking practitioners,particularly work studentstobecomeeffective child prepare undergraduateandgraduatesocial with AmericanIndian tribes.Our programs special emphasisonworking inpartnership impact ofaddressing culture inourwork. practice implementationandthepersonal from childwelfarearticles stakeholderson practices. The perspectives sectionpresents on innovative, communitydeveloped features anexpandedpracticesectionfocusing to culturallyinformedpractice. This issue cultural responsiveness andconceptsrelated perspectives. sectionexploresThe overview three sections:overview, practice,and disproportionality. aid inturningthetideofracialdisparityand dialogueaboutsolutionsthatwill meaningful in moving usbeyond rhetoric andinto we hope thatthispublicationsucceeds Duluth todevelop this publication. Together, http://z.umn.edu/culturecw http://z.umn.edu/culturecw For more information andto register, please follow thislink: questions duringtheprogram. Off-site participantsare encouraged to email,Tweet, orFacebook personal computer, or bygroup web stream atanoff-site location. Attend theconference inperson, byindividualweb stream ata Registration available through Monday, April20,2015 ‘M’ ClubRoom,TCF BankStadium, University ofMinnesota April 28,2015:10AM–4:30PM Culturally Responsive ChildWelfare Practice in ChildWelfare’s 16thannualfree childwelfare conference Registration isnow openfor theCenter for Advanced Studies Each issueof Managing Editor, Center forAdvanced Studies inChild Welfare Director ofOutreach, Tracy MSW Crudo, CW • Winter 2015 360° isdividedinto CW 360°

to help start discussionsatyourto helpstart agency. settings. the conceptspresented here toyour own work tools andinformationthatwillhelpyou apply work of serving children andfamilies. work ofserving practicalas we allgoaboutthe find thearticles We hopeyou enjoy thisissueofCW360°and systems changeandworkforce development. the childwelfare systeminMinnesota through ofAmericanIndiandisportionality children in County andregional tribestoaddress thehigh Initiative withSt. granttopartner Louis http://z.umn.edu/culturecw. 2015. For more information,visit responsive childwelfare practiceonApril 28, for ourfull-dayconference onculturally Holguin andAnnette Semanchin Jones and CW360°contributorsLisaMerkel- http://z.umn.edu/2015cw360 the integratedbibliographyhere: for additionalcontent. You canfind the printededitionsof We have removed thereference sectionfrom Throughout thispublicationthere are We invitereaders tojoinCASCWstaff University ofMinnesota Duluth for Regional and Tribal Child Welfare Studies Chair,Department Social Work andDirector, Center Priscilla A.Day, MSW, Ed.D. Managing Editor, Center forAdvanced Studies inChild Welfare Outreach Coordinator, Heidi Ombisa Skallet, MSW, LISW Please refer tothediscussion guide CW 360° CW

360° tomakespace

Table of Contents

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...... Monitoring of Indian Child Welfare Act Cases of Indian Child Welfare Monitoring JD Kathryn Fort, Guide Agency Discussion Resources African American Children American African PhD Denby, Ramona W. Perspective Perspective Youth a Foster From of Culture The Importance interviewed Kayee, by Lucina MSW, LISW Heidi Ombisa Skallet, Earth Nation Adoption at White Customary JD, MPA Anita Fineday, Is Not Enough Love LGSW Rachel Banks Kupcho, MPA, in Indian Child Welfare Healing, & Reconciliation Truth, Sandy Hawk White Support, of Resiliency, The Importance Story: Shannon’s Identity and Cultural Heidi MALP, interviewed by Okorafor, Shannon Geshick & Paula MSW, LISW Ombisa Skallet, of Hope The Color SelivanoffShrounda & Alise Hegle Education Experiential Learning in Child Welfare Snyder, MSW, LISW Elizabeth Courtroom Observation: Through Changing Systems Minnesota Indian Women’s Resource Center: Life Skills Life Center: Resource Women’s Indian Minnesota Indian Parenting and the Positive Program Parenting of Raising Ways Traditional Parents Teaches Curriculum Healthy Children Angela Dalbec Urban Model for Practice An Evidence-Informed Services Indian Child Welfare PhD, LCSW Nancy M. Lucero, and Latino Children Needs of the Trauma-Related Addressing System Welfare in the Child Involved Families Lisa Conradi, PsyD Community Responsive as a Culturally Serves Initiative and Care Foster and Recruitment Model for Outreach Communities Heritage Adoption with African MPA Deborah Brown, Pudding of Rice The Importance LMSW Flavin, Melanie Scheetz & Gayle for Intervention Responsive A Culturally Kinship Care: Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 4 6 8 19 12 13 14 15 16 17 18 10 11

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Family Group Decision Making as a Culturally Responsive Responsive Decision Making as a Culturally Group Family Practice Child Welfare MSW Lisa Merkel-Holguin, Differential Response: A Racial Equity Analysis Differential SemanchinAnnette Jones, PhD Tribal, and County Partnership Tribal, Initiative Institute Workforce Child Welfare A National MSW, EdD Priscilla Day, Gary R. Anderson & Cheryl Williams-Hecksel A University, the Children): Dabinoochiwag (For Practice Practice Workforce Child Welfare the Strengthening Creating a Tribally Based Child Welfare Practice Model Practice Based Child Welfare a Tribally Creating Curriculum Training and Workforce EdD A. Day, & Priscilla MSW, Vicki White, Bussey, Bree Tribal Child Welfare Financing: Child Welfare Tribal Practice Responsive Component of Culturally A Critical Dumas, JD & Tanya JD, MPA, Anita Fineday, Historical and Multigenerational Trauma and Child Welfare Trauma Multigenerational and Historical MSW, LISW Heidi Ombisa Skallet, Culturally Responsive Data Collection Collection Data Responsive Culturally Families and With Children Erin Geary, MSW Evidence-Based Practice: Implications for for Implications Practice: Evidence-Based and Child Welfare Communities of Color PhD, & Caitlin Donald, MSW Rountree, Jennifer Competent Social Workers Could Transform Child Welfare Could Transform Social Workers Competent PhD, LCSW, Anna R. McPhatter, Wilson, MSW, LCSW & Dana Burdnell In Supporting Culturally Responsive Practices Responsive In Supporting Culturally Shoshone) Gina Jackson, MSW (Western Culturally How Is it Still Important? Competence: Cultural Reiko Boyd, MSW Boyd, Reiko in Child Welfare Sovereignty Tribal Understanding Alan J. Dettlaff, PhD American African for Framework A Conceptual Welfare and Disparity in Child Disproportionality Overview Disparities in the and Racial Disproportionality System Child Welfare Table of Contents Table 4 CW360o Culturally Responsive Child Welfare Practice • Winter 2015 Racial Disproportionality and Disparities in the Child Welfare System Alan J. Dettlaff, PhD

The overrepresentation of children of color in the child welfare system has been observed for more than 40 years, yet persists as a national concern. Commonly referred to as disproportionality, this phenomenon has most significantly affected African American children, with data from 2012 indicating that African American children represented 25.7% of children in foster care, although they represented only 14% of children in the general population (Wood & Summers, 2014). Disproportionality has also been observed among Native American/Alaska Native children at the national level, with data indicating that Native American/Alaska Native children represent 2.1% of children in foster care, although they represent only 0.9% of children in the general population (Wood & Summers, 2014). And although Latino children have historically been slightly underrepresented in foster care at the national level, there is growing awareness of differences in representation at the state level. In 2012, Latino children were overrepresented in six states, with the greatest overrepresentation occurring in Maine, where they were represented in foster care at a rate of six times their proportion in the general population (Wood & Summers, 2014). The persistent presence of disproportionality has led to important questions regarding the fairness of child welfare policies and practices and whether those policies and practices unfairly disadvantage children of color.

Defining and Identifying Disproportionality and Disparities The initial use of the term disproportionality as applied to the child welfare system was intended to raise awareness of the need to better understand why children of different races were represented in child welfare at different rates. As awareness of this describes a condition that exists when the care, although they represent only 14% of phenomenon grew, the concept of racial proportion of one group in the child welfare children in the general population, for a disparity began to emerge as another useful population (i.e., children in foster care) is disproportionality ratio of 1.8. This represents indicator in identifying and understanding proportionately larger (overrepresented) a decrease in disproportionality since 2000 racial differences in the child welfare system. Although these terms are sometimes used interchangeably, they measure racial The persistent presence of disproportionality has led to important differences in distinct ways. Understanding questions regarding the fairness of child welfare policies and practices these differences and what these concepts mean for child welfare systems is an important and whether those policies and practices unfairly disadvantage component in developing an appropriate children of color. response to address them.

Disproportionality than the proportion of the same group in when African American children represented The term disproportionality refers to the state the general child population. As indicated 38% of children in foster care and 16% of the of being out of proportion. In the context of previously, African American children child population, a ratio of 2.5 (Summers,

Overview the child welfare system, disproportionality represent 25.7% of children in foster Wood, & Russell, 2012). Overview

aland@uic. Winter 2015 Winter • . Professor at the University at Illinois at of Professor Social of Jane Addams College Chicago, at reached be He can Work. edu context, including neighborhood effects such context, including neighborhood effects such on maltreatment as concentrated poverty rates, and other community contextual factors rates of that may contribute to differential or placement outcomes (Fluke, maltreatment 2011). & Ruehrdanz, Jenkins, Harden, Conclusion While it can be debated which factors contribute most to racial disproportionality is to holistic approach and disparities, a more contribution of each the relative acknowledge and to support the continued exploration and understanding of these phenomena. Efforts disproportionality and disparities to address the complexity of factors that need to address contribute to their existence, including racial and disproportionate need. In bias, poverty, systems need to work doing so, child welfare with communities affected by collaboratively disproportionality and disparities to ensure culturally responsive. that these efforts are necessaryThese community collaborations are systems changes that to facilitate broader their of color, outcomes for children improve families, and communities. Alan J. Dettlaff, PhD, is Associate by the Center for the Study of Social Policy Policy Social of the Study Center for the by found four explanatoryin 2011, which to disproportionalityfactors contributing current based on the most and disparities 1) disproportionate evidence: available to risk due differential from need resulting the disproportionate number of children 2) in poverty; and families of color living which may racial bias and discrimination, among level at the individual be present reporters, staff and community child welfare which may as institutional racism as well and practices in the policies be inherent 3) child welfare agencies; of child welfare a lack of resources system factors, including needs of children the to adequately address and 4) geographical and families of color, Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW Thus, the most recent research indicates research Thus, the most recent Yet while findings from the NIS-4 and while findings from Yet Efforts to address disproportionality and disparities need to address the the address disparities need to and disproportionality address to Efforts including racial their existence, to that contribute of factors complexity need. and disproportionate bias, poverty, in the extensive review and analysis of the review in the extensive on racial disproportionality body of research conducted and disparities in child welfare, examined the decision to remove a child from a child from examined the decision to remove in-home services, home in lieu of providing and risk, and found for poverty controlling 77% were that African American children and placed into likely to be removed more services in lieu of receiving in their foster care White children. to home compared findings on racial that despite new research and the role in maltreatment differences racial disproportionality and of poverty, complex phenomena that disparities are multiple factors that likely caused by are each warrant attention and consideration This is confirmed systems. child welfare by to disproportionality and disparities, they do not completely explain away the possibility of in their existence. A racial bias playing a role has begun emerging body of research recently decision child welfare to examine various for family income points, while controlling in attempts to as risk of maltreatment, as well isolate the effects of race and its contribution These studies have to observed disparities. for both after controlling found that even a significant and risk, race remains poverty decision- of disparities at various predictor et al., 2011; Rivaux making points (Dettlaff et al. example, Rivaux et al., 2008). For is not a significant factor in observed racial et al., 2011; Laskey et (e.g., Drake differences King, Needell, al., 2012; Putnam-Hornstein, 2013). & Johnson-Motoyama, supportedsubsequent studies have the need contributing likelihood of differential et al., 2010). In supplemental analyses of analyses of supplemental In et al., 2010). the authors concluded these race differences, of greater the result were that these differences as an estimates, as well of the NIS-4 precision Black between disparity in income increased families since the prior version White and McPherson, of the study in 1993 (Sedlak, of the the publication 2010). Since & Das, also studies have additional NIS-4, several and poverty between a relationship shown American among African maltreatment when found that families, and have race of poverty, for the effects controlling rates of maltreatment for African American American for African maltreatment rates of those significantly higher than were children in several children White or Hispanic for Mettenburg, categories (Sedlak, maltreatment racial/ethnic group in the in the racial/ethnic group same racial/ethnic group (in contrast, (in contrast, racial/ethnic group

Recent critiques of efforts to address critiques of efforts to address Recent another Study of Child Abuse and Neglect (NIS- and Neglect of Child Abuse Study that 4), published in 2010, which showed attempts to reduce racial bias are misguided. racial bias are attempts to reduce pointed to findings These critiques have Incidence National the most recent from disproportionality and disparities have disproportionality and disparities have and differential suggested that poverty explanatory likely stronger risk are factors suggested that than racial bias, and have points, resulting in differential outcomes that in differential points, resulting of color. affect children negatively connote a phenomenon that, given equivalent equivalent connote a phenomenon that, given more of color are of risk, children levels to enter the child White children likely than decision-making system at various welfare children and families of color or from a form and families of color or from children systems. In of racial bias within child welfare is used to bias” this context, the term “racial responses and shape policy. An issue that has and shape policy. responses is whether the years been debated in recent observed disproportionality and disparities of need among differing levels from result field are the explanatoryfield are factors that underlie the issues that must be them, as these are appropriate to develop understood in order Disproportionality and Disparities Disproportionality of disproportionality Although the presence system and disparities in the child welfare documented, of concern to the has been well understanding disproportionality. understanding disproportionality. to Contributing Factors from the system produce disproportionality. disproportionality. the system produce from disparities exist Thus, understanding where occurring is essential to and why they are home care (Rivaux et al., 2008; Wulczyn & Wulczyn et al., 2008; (Rivaux home care 2005; (Hill, care 2007), and exits from Lery, disparities that et al., 2004). Ultimately, Lu occur in both entries to the system and exits 2005), substantiation of alleged maltreatment 2005), substantiation of alleged maltreatment 2003; & Zhou, Sugrue, Malkis, Myers, (Ards, et al., 2011), placement into out-of- Dettlaff points, including the initial report of alleged report points, including the initial & Hedderson, Yuan, (Fluke, maltreatment acceptance for et al., 2004), 2003; Lu Curtis, Johnson, & Wells, (Gryzlak, investigation system, and over the past two decades a the past two system, and over identified studies have considerable number of these decision-making disparities across of one racial/ethnic group in the child welfare in the child welfare of one racial/ethnic group system to the at every can occur population). Disparities in the child welfare decision-making point by one racial/ethnic group when compared when compared group one racial/ethnic by to the proportion disproportionality compares of being out of proportion, disparity refers of proportion,of being out refers disparity the child being unequal. In to a state of used disparity is typically system, welfare unequal outcomes experienced to describe Disparity state to the While disproportionality refers Overview Conceptual Framework ofAfrican American Disproportionality andDisparityintheChild Welfare System Figure 1. African Americanfamiliesandresult in Poverty ispresumed todeleteriouslyaffect (3) communitydynamics. (2) parent, child,andfamilycharacteristics; (1) poverty; overlapping categories ofcontributingfactors: need-based explanationsintothree distinctyet welfare services. This framework organizes resulting needforchild disproportionate children from otherbackgrounds, anda of maltreatment forthemascompared to child maltreatment, ahigherincidence children toriskfactorsassociatedwith increased exposure ofAfricanAmerican anddisparitiestothe disproportionality needpathwayattributes The disproportionate Disproportionate Need (e) Policy Impact (Fig. 1). (d) Placement Dynamics;and (c) Agency-System Factors; (b) Human Decision-Making; (a) Disproportionate Need; factors intofive majorpathways: the childwelfare systemorganizes explanatory anddisparityin American disproportionality Jenkins, &Ruehrdanz, 2011). the literature (Barth, 2005;Fluke, Harden, factorsthatappearthroughout explanatory frameworks andincorporatingrelevant frameworks by bridginggapsbetween the framework buildsuponexistingconceptual disparities inchildwelfare (Boyd, 2014). The and African Americandisproportionality framework forunderstandingandaddressing a recently proposed comprehensive conceptual aimstoprovideThis article of abriefoverview Reiko Boyd, MSW and DisparityinChildWelfare A Conceptual Framework for African American Disproportionality 6

Community factors This conceptualframework ofAfrican Disproportionate Parent, childand CW family factors Individual & Structural Poverty: 360 Need

Culturally Responsive ChildWelfare Practice

decision-making Human Decision Lack ofcultural Inconsistent competence Making Bias

Merdinger, 2004;Fluke et al.,2011). for reviews seeHines, Lemon, Wyatt, & 2009; Sedlak, Mettenburg, etal.,2010; homelessness, andunemployment (Bartholet, parental incarceration, domesticviolence, include substanceabuse,mentalillness, known toberelated to maltreatment and regardless ofincome. These factorsare socioeconomic statusbutcanaffectfamilies and familyfactorsare oftenassociatedwith children undertheircare. Parent, child, increased likelihoodofmaltreating attributes thatmaycontributetoparents’ be understoodasconditions,actions,or pathway. need factors withinthedisproportionate distinguishes between eachasinfluential Accordingly, thisconceptualframework the neighborhoodorcommunitylevel. poverty,and structural whichoccursat an individual/familylevel phenomenon the criticaldistinctionbetween poverty as Mettenburg, etal.,2010). 2004; Paxson & Waldfogel, 2003;Sedlak, Jonson-Reid, 2011;Iceland, 2012;Lindsey, (Drake, Lee,&Jonson-Reid, 2009;Drake & African Americanfamiliesamongthepoor welfare system,andtheoverrepresentation of (SES) ofmostfamiliesinvolved inthechild maltreatment, thelow socioeconomicstatus relationships between poverty andchild is basedonconjointlyconsideringthe child welfare services. This lineofreasoning and neglect,theincreased needfor with maltreatment, higherratesofabuse higher exposure toriskfactorsassociated Parent, child,andfamilyfactorscan Increasingly, thefieldis recognizing Disconnect from the Institutional racism Quality ofservices Agency-System Organizational infrastructure community Factors Agency culture • Winter 2015

Barriers to adoption Kinship care Placement Placement instability Dynamics housing withinthecommunitymayaffect abuse treatment programs, andaffordable substance access tomentalhealthservices, hardship inmeeting vitalneeds.Limited functioning by increasing thefamily’s centersmayhamperfamily and service of awiderangecommunityresources child maltreatment. For example,thelack exposure tocommunity-level riskfactorsfor anddisparate a functionofdisproportional Americans inthesystemare deemedtobe families, andtheelevated numbersofAfrican have adverse affectsonAfricanAmerican both economicandsocial,are thoughtto In thissense,attributes ofcommunities, American children inthechildwelfare system. to contributethenumberofAfrican of communityfactorsthatare presumed needpathwayconsists disproportionate disparity; however, thisframework contends and that contributestodisproportionality factor of individualsasamainexplanatory Previous frameworks emphasize racialbias the race/ethnicityofparent orchild. the childwelfare systemare influenced by professionals involved invarious stagesof members, mandatedreporters, and view, thedecisionsmadeby community anddisparities.Indisproportionality this decision-making increating andsustaining This pathwayemphasizes therole of Human Decision-Making 2008; Hines et al., 2004). are scarce orunavailable (Dettlaff &Rycraft, of unmetneedinareas where suchservices bydisproportionality producing highlevels The final category withinthe The finalcategory Federal legislation federal legislation targeting children “Race-neutral” Policy Impact Funding and research of color

Overview

. Winter 2015 Winter • Overall, this framework highlights the this framework Overall, approaches may need to be as robust as the may need to be as robust approaches of levels that contribute to current forces disproportionality and disparities in the child system. welfare MSW, is a doctoral Boyd, Reiko University California, at of candidate at be reached can Reiko Berkeley. [email protected] that all causes—and solutions—fall beyond that all causes—and solutions—fall beyond purview. the system’s likelihood that each pathway accounts for disproportionality and disparities to some extent and demonstrates that it is unlikely that any one intervention can fully effective Instead, disproportionality. address Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW disparate outcomes in the child welfare context can guard against against guard can context in the child welfare outcomes disparate insufficient, to lead which can narrow, too that are conceptualizations in the field. interventions simplistic overly The framework summarized in this article demonstrates that demonstrates summarized in this article The framework and explaining understanding to approaches comprehensive simplistic interventions in the field. Such simplistic interventions in the field. against inaction can also guard an approach to the false conclusion that disparities related immutable and system are in the child welfare Conclusion in this article summarized The framework approaches demonstrates that comprehensive to understanding and explaining disparate context can outcomes in the child welfare too against conceptualizations that are guard overly which can lead to insufficient, narrow, funding to address these issues. Namely, these issues. Namely, funding to address deficient funding for state and county efforts to implement interventions and for on technical support may curtail progress hindering agencies’ disproportionality by ability to monitor and collect data according States 2008; United to race/ethnicity (Hill, 2007). Office, Accountability Government

In addition, this pathway emphasizes that this pathway emphasizes addition, In disproportionality and disparity continue to abound due to the absence of policy ensuring families are considered to contribute to the considered families are of African American involvement increased system. in the child welfare children a lack of measures targeting the needs of a lack of measures policies of color and “race-neutral” children affect African American that differentially that pertinent and lack policy initiatives, on significantly influencing the have thereof, in of African American children involvement this pathway, Within system. the child welfare Policy Impact Policy The policy impact pathway explains disproportionality in terms of the influence disproportionality and disparities for African in foster care. American youth manner of exit from the child welfare system. the child welfare manner of exit from dynamics inherent This pathway emphasizes barriers to adoption, and to kinship care, placement instability as explanatory for factors can exert a considerable influence on a child’s a considerable influence on a child’s can exert quality of experience length of time in care, and likelihood and while in foster care, placement-specific contexts that impact a large proportion of African American is an Placement in out-of-home care. children that it of consideration, given important area Placement Dynamics Placement The placement dynamics pathway attributes disproportionality and disparities to shaping case outcomes for African American and families. children disengagement from the community serveddisengagement from These 2005). (Lemon, D’Andrade, & Austin, aspects can affect both the quality agency-level subsequently and quantity of service delivery, agency infrastructure, institutional racism, agency infrastructure, limited availability organizational culture, of services, agency’s and the child welfare processes create and sustain the and sustain create processes of African disproportional representation of in the system. Drivers American children disproportionality and disparities include Agency-System Factors Agency-System characteristics to this pathway, According and bureaucratic agency of the child welfare have unique implications for efforts to address for efforts unique implications have to address disproportionality and disparities. involvement and outcomes for African and outcomes for African involvement These and families. American children and should be bias distinct from factors are they right because in their own considered contribute to such patterns. Notably, other such patterns. Notably, contribute to in child decision-making aspects of human lack of as inconsistencies and such welfare, system can also affect cultural competence, that bias is more accurately viewed as viewed accurately is more that bias may decision-making that one aspect of Overview country. Such anunderstandingencourages way theywouldthe leaderofanyother individuals tosee triballeadersinthesame Understanding tribal sovereignty allows fortribalmembers. educational services and provide basicsocial,medical,and sovereignty andrightsofself-governance treaties forlandcessationtoprotect tribal responsibilitya federaltrust thatisbasedon status; itisnotbasedonrace. There isalso sovereignty, tribalmembership isapolitical to understandingthisisthatduetribal country, thestates,andtribes. The key tribal membersrightsascitizens ofthe have auniquepoliticalstatusthatgives 1944). Asnationswithinnations,tribes Congress andtheSupreme (Cohen, Court special treaties andlawsby judgmentof sovereignty hasbeenlimitedover timeby government relationships andtreaties. Tribal been usedasabasisforgovernment-to- in theUnited States Constitution,andhas acknowledged uponEuropean contactand inherent sovereignty. This sovereignty was and authoritytoself-govern. Tribes have Sovereignty istheright,responsibility, is itImportant inChildWelfare? What isTribal Sovereignty andWhy co-creating more effective services. can helptransformthefieldofsocialwork by non-Western peopleandtheirworldviews Seeking theperspectives ofIndigenous, less oppressive waysofchildwelfare practice. experienced. The result isthedevelopment of effects ofcolonizationthattribalpeoplehave bringing anawareness oftheimpactand tribal sovereignty inchildwelfare whilealso be helpfulinunderstandingandsupporting can practices, utilizingpost-colonialtheory andbest As socialworkers grounded intheory the effectsofcolonization(Tamburro, 2014). ofcolonized peoplestorecoverstruggles from communities. best practicestomeettheneedsintheirown in childwelfare, more tribesare developing families best.By exercising theirsovereignty understand theneedsoftheirchildren and culturallyappropriate practices. support Tribes sovereignty inorder tobeeffective andto to have asolidunderstandingoftribal and familiesinchildwelfare itiscritical In working withNative Americanchildren Gina Jackson,MSW(Western Shoshone) In SupportingCulturally Responsive Practices Understanding Tribal Sovereignty inChildWelfare 8

Potawatomi Indians Welfare Commissioner, Pokagon Band of care ofourchildren.” J. Wesaw, Family “At ofsovereignty theheart istaking Post-colonial gives insightsintothe theory CW 360 o

Culturally Responsive ChildWelfare Practice leading thewayinchildwelfare innovation. way. What follows are twoexamplesoftribes to dothingsinamore culturallyappropriate learned from tragedy, andtribeshave resolved states. In manycasesthere have beenlessons looking tomodeltheirsystemsafterthe needs, andculture. They are nolonger welfare systemsbasedontheirown values, and turninginward to design theirchild Many tribesare exercising theirsovereignty Collaboration Welfare Innovation Through Self-governance andTribal Child for tribes’ tocare efforts fortheirown children. nations, whileproviding agreater appreciation tribes’ visionfortheirchildren andtheir respect fortriballeadersand andsupport have resolved to dothingsinamore culturally appropriate way. . Inmanycases there have beenlessons learned from tragedy, andtribes their childwelfare systems basedontheirown values, needs,andculture. Many tribesare exercising theirsovereignty andturninginward to design The IndianChildWelfare Act reflect theunique values of Indian culture, children infosteroradoptive homeswhichwill from theirfamiliesandtheplacementofsuch standards fortheremoval ofIndian children by the establishmentofminimumFederal and securityofIndian tribesandfamilies Indian children andtopromote thestability of thisNation toprotect thebestinterests of of 1978,Congress declared, In theIndian Child Welfare Act (ICWA) decades, research hasshown thatthere isan understanding ofthatera.Over thepastfew doing thebesttheycouldwith current people withgoodintentionswho were child welfare fieldatthetimewasfull of children intonon-tribalfamilies. The welfare agenciesandplacingadopting of Native Americanchildren by statechild to theextreme removal disproportionate of abusive childwelfare practicesleading basedoncongressional findings intervention 1978, 92Stat. 3069). programs” in theoperation ofchildandfamilyservice and by providing forassistancetoIndian tribes Passage oftheICWA wasan (Pub. L.95-608,§3,Nov. 8, • Winter 2015 “it isthepolicy

and accountabilityofmanyotheragencies. a largecommunitywithoutthepartnership program cannotmakeasignificantimpacton approach thatoneorganization,agency, or their own needsand values. They have an building anddesigningasystemthatreflects of their Tribe’s children from thecountyand taking theresponsibility ofchildprotection The EasternBand of Cherokee Indians is Eastern BandofCherokee Indians restorative withafocus approach toservices Families experienceoneteamand a structure foraccountabilityandmonitoring. inateamapproach, sharingdataand services thesamepopulationwithspecialized serve system inwhichmultiple,co-locatedagencies They are buildinganintegratedchildwelfare this issue). children infostercare today(seeDettlaff in forNativedisproportionality American vast improvements overall, there isclearly The datashows thatwhilethere have been a visionthathasnotbeenfullyrealized. welfare forNative Americanchildren is federal law35years agototransformchild Commission State Child Welfare Truth &Reconciliation commissioner ontheMaine Wabanaki- Sicangu Lakota(Rosebud Sioux Tribe), a families andculture.” We have suchresilience andstrength inour 1998). children andfamiliestoday(Brave Heart, adverse effectcanhave lastingimpactson Schools; deemedhistoricaltrauma,this child removal through Indian Boarding offorced policies, includingthehistory resulting from colonizationandassimilation adverse effectandmultigenerationaltrauma The visionthatCongress putinto “It isamazingthatwe have survived.

Sandy White Hawk, Overview

. Winter 2015 Winter • “The success will be of our measure valuable resource in the collaborative work, work, the collaborative in resource valuable the passage of the recent which includes Act Preservation Family Indian Michigan Court of the ICWA (2013), development and sharing of (2012), Guide Resource best practices child welfare examples of in this issue for a Fort (See and innovation. description of the court program.) monitoring linking our relationships, in strong reflected lessons of the past the peoples, learning from a better future.” to and leading our children Cavanagh Justice worksGina Jackson, MSW, improve to and neglected abused for outcomes families through and their children systems and sustaining implementing in state change and best practices welfare and child and tribal courts being mindful of agencies, while and equity as cultural differences at be reached She can a standard. [email protected] Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW and families in a culturally appropriate way. way. and families in a culturally appropriate Michael Court Justice Supreme Michigan of Potawatomi Band and Pokagon Cavanagh Petoskey Michael Court Chief Judge Tribal championed the focus on tribal children have The Michigan and families in the forum. has been a Project Court Improvement barriers. They have hosted other tribes and hosted other tribes have They barriers. support. peer-to-peer provided Collaboration Tribal-State-Federal together working tribes and states are Many Indian around and strategize to problem-solve tribal capacity and to strengthen child welfare compliance. state court ICWA to strengthen They is a newly formed example. Michigan Judicial Tribal-State-Federal their revived have relationships working to improve Forum child welfare and communication around court systems ensure priority is to issues. One children Native meeting the needs of are agencies, building strong relationships relationships strong building agencies, They made and trust, training. cross and staff, to hiring competent a commitment accept to and refusing collaboration, requiring

all child protection cases. They focused cases. all child protection co-locating their together by on working agency and Tribal police now conduct Child conduct now police Tribal agency and together Services investigations Protective decision-making and engage in collaborative their multi-disciplinarythrough team on to close system gaps, bringing a higher level a higher level to close system gaps, bringing vulnerable most of safety to the community’s The child welfare members—its children. other vulnerable victims, while honoring the other vulnerable victims, River of the Salt and traditions cultural values Through Community. Indian Pima-Maricopa worked Tribe meaningful the collaboration, of cases involving child abuse and neglect by abuse and neglect by child of cases involving multi-disciplinaryutilizing a collaborative, and further to children harm team to reduce Salt River Pima-Maricopa Indian Community Community Indian Pima-Maricopa River Salt a secure Center provides Advocacy Family for the investigation and healing environment that impact Tribal children and families. and families. children Tribal that impact Indian Pima-Maricopa Salt River Community on achieving a healthy family system. Courts family a healthy on achieving supporteddecisions in making informed are Overview addressing it. The goalof non-discrimination and maynotrealize of the importance may notbeasattunedtothistype ofpractice than theirAfricanAmericanfoster children parents from different culturalbackgrounds interactions leadtotragicoutcomes, butfoster officers duetothefrequency withwhichthese how tobehave whenapproached by police African Americanparents toteachtheirsons 2013). For example,itiscommonplacefor (Banigoin childwelfare & services Wilson, of originare stillsignificantconsiderations however, race,culture, ethnicity, andlanguage consideration ofraceinplacementdecisions; the inter-ethnicprovisions, prohibits the (MEPA) of1994,amendedin1996with differences. The Multiethnic Placement Act avoidance oftheacknowledgement ofcultural diverse backgrounds, withoutresorting toan situations withindividualsandfamiliesof knowledge andskilltoapproach dire that childwelfare professionals have the nearly three decades.It isclearlyessential social work professionals have pondered for welfare systemhasbeenachallengethat of children andyouth ofcolorinthechild number this publication,thedisproportionate competence arena. of theratherslow progress inthecultural these respectable intentionsandthereality (NASW, 2008). Yet, there isagapbetween age, religion anddisability, amongothers race, ethnicity, gender, sexualorientation, the nature ofoppression withrespect to cultural differences; andthattheyunderstand and demonstratesensitivityrespect for about theculture ofthepeopletheyserve members ofsociety;thattheybeinformed andfunctionofculturethe importance on requires thatsocialworkers understand of Social Workers CodeofEthics (NASW) (CSWE, 2008). The National Association for culturallycompetentsocialworkers encourages globallearningandunderstanding adiverse populationand them toserve students withcurriculathatprepares requires schoolsofsocialwork toprovide Education (CSWE)Accreditation Standards community. The CouncilonSocial Work has beenlargelyacceptedintheprofessional culture (McPhatter, 1997). This isatenetthat theintegrityandstrengthand support oftheir families mustbeacceptabletotheirculture providedthat theservices tochildren and the approach mustberooted inthevalue cultural competenceasachallengeandgoal, As childwelfare professionals approach Anna R.McPhatter, PhD,LCSW, &DanaBurdnell Wilson,MSW,LCSW Competent SocialWorkers CouldTransform ChildWelfare Cultural Competence: IsitStillImportant? How Culturally 10

As Dr. AlanDettlaff discussedearlierin CW 360 o

Culturally Responsive ChildWelfare Practice plan forachieving culturalcompetence, diverse workforce, awell-developed strategic a culturallycompetentorganization includea and measurableoutcomes…” The goalsfor organization isactively pursuingidentifiable staff…the workers and support direct service of chiefexecutive staff, mid-level managers, that requires genuinecommitmenton thepart protracted anddevelopmental changeprocess “Achieving culturalcompetenceisadynamic perspective. McPhatter (1997)stated: from aclient-centered oranorganizational nothingless. deserve communities we serve diverse children, families,groups, and toward culturalcompetence. The increasingly sustained journeyofcontinueddevelopment appraisal andthewillingnesstoembark ona must notstandinthewayofanhonestself- a difference. Good intentions,however, selfless spirits,andthemotivation tomake intentions, who mostoftenhave altruistic challenges. Social work attractspractitioners we approach today’s culturalcompetence This modelcontinuestoberelevant as the following components: Competence Attainment Model thatincludes about respecting culturaldifferences. enhanced by actively pursuingmore education welfare workers andorganizationswillbe ofculturaldifferences,importance andchild does notpreclude theacknowledgement and • • • and systemchange. butsocialjustice resources andservices, policy levels toachieve notonlyneeded family, organizational,community, and attheindividual, ability tointervene and evaluation inadditiontoknowledge; proficiency through focused reflection in askilldevelopment process thatbuilds Cumulative Skill Proficiency—Engaging strength-based andresilience concepts. theoretical withanemphasison constructs and communities;includesanalysisof social institutions,familystructures communities, disciplines,religions, range ofinformationfrom diverse toward incorporatingacomprehensive history, mythology, values, andscience, bias thatisthefoundationofourlearned formal educationtoreject theEurocentric Grounded Knowledge Base— Adapting be asvaluable andacceptableasone’s own. acceptance ofothercultures andbeliefsto Restructuring one’s toinclude worldview Enlightened Consciousness— Cultural competencemaybeviewed McPhatter (1997)proposed aCultural • Winter 2015

in afosteroradoptive home,planning deciding whethertoplaceachildtransracially separating achildfrom hisorherparent, ratherthan services andsupport preservation family assessment,planningtoengage decision-making atthetimeofconductinga with agreater level ofculturalcompetence: enhanced and effectiveness oftheservice welfare thatwouldnothave therelevance competence. There isnoaspectofchild remains aspectofchildwelfare animportant enhances theorganization(McPhatter, 1997). training toward acontinuousjourneythat evaluations, andprovision ofknowledge and goalsinemployeecompetence performance competence goalattainment,cultural structure forfacilitatingprofessional cultural withdiverse communities,a partnership [email protected] Ms. Wilsonmay bereached Work. of Social State School University andAdmissionsAffairs at theMorgan MSW, LCSW, isDirector of Student DanaBurdnell Wilson,PhDCandidate, reached at Work.of Social Dr. McPhatter may be of theMorgan StateSchool University Anna R.McPhatter, PhD,LCSW, isDean achieving socialjustice. system and,indeed,makeadifference toward would beabletotransformthechildwelfare work professionals engaginginthisjourney legislative analysts,andthemyriadofsocial work educators,researchers, policymakers, executives, community organizers, social workers, managers,directors,of direct service the childwelfare system.Anentire workforce competence couldmakeapositive impacton continually progressing toward cultural applying criticalthinkingskills,and child welfare. of significancethatculturalcompetencehasin exhaustive list,itisillustrative ofthebreadth executive leadership. Althoughnotan and policydevelopment, advocacy, and relations, program development, legislative organization activities,fund-raising,public inneighborhood need, participating community group toaddress aneighborhood family group decision-making,engaginga for independencewithanolderyouth, Cultural competenceundoubtedly One socialworker thatisself-aware, [email protected]

. Overview

. Winter 2015 Winter • .

Practice-based evidence may be defined Practice-based [email protected] [email protected] Manager at the National Indian Child the National Manager at be reached She can Association. Welfare at Caitlin Donald, MSW, is a Research Indian Child the National at Associate be reached She can Association. Welfare at created to understand the effectiveness of to understand the effectiveness created interventionsand that bridge scientific rigor the complexity of human experiences. systematic from derived as knowledge culturally based observation of community, practices, and the outcomes they produce. and cultural knowledge PBE draws “upon respectfully and are traditions for treatments wellness to the local definitions of responsive Hernandez, Huang, (Isaacs, and dysfunction” 16). PBE argues that 2005, p. & Echo-Hawk, as the extent interventions only as effective are values, and the needs, to which they reflect cultural context of the communities for whom in PBE project, NICWA’s developed. they are Youth American partnership with the Native and Portland Center (NAYA) and Family began Oregon, in Portland, University, State ago with the development than 10 years more of an assessment tool that uses culturally- the defined indicators of success to evaluate of social serviceseffectiveness for Native meaningful to the ways that are youth—in (see Gowen AI/AN community within NAYA et et al., 2011; and Friesen et al., 2012; Cross on this project). al., 2010, for more PhD, is Research Rountree, Jennifer a lack of evidence of effectiveness within child within of effectiveness a lack of evidence recognized Bureau the Children’s welfare, and incorporate the need to build evidence practice. welfare into existing child research a they developed Among other outcomes, of existing child for evaluation framework interventions that incorporated welfare values to help an identification of several process, the evaluation stakeholders develop in a way that findings including interpreting contextual factors; incorporates cultural and histories, belief community-specific addresses needs; program and systems, protocols, and engages community members in a community-based participatory in the process administration, interpretation, development, (Tribal results and dissemination of evaluation 2013). Through Workgroup, Evaluation space is the flexibility of this framework, Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW In order to positively impact to positively order In The imposition of EBP to the exclusion of to the exclusion The imposition of EBP in the approaches to research and evaluation and evaluation to research in the approaches researchers Western legitimate by seen as more to 2013). Due Workgroup, Evaluation (Tribal Gowen, Bandurraga, Jivanjee, Cross, & Cross, Jivanjee, Bandurraga, Gowen, Bird, Yellow Coates, 2012; Gray, Friesen, Seidman, 2013; Hughes, & Hetherington, Tribal 2011; 1993; Lucero, Williams, & 2013). Workgroup, Evaluation communities, evidence of underrepresented must begin to account for factors effectiveness maturity, such as cultural context, program on and maximizing the return sustainability, in the for all stakeholders involved investment et al., 2013; Lucero, (Gray process research 2013). Workgroup, Evaluation Tribal 2011; find sought to Bureau the Children’s 2011, In a way to account for the factors overlooked trial and error, replication, and adaptation— replication, trial and error, sufficient evidence of time, shown over have, to be deemed “best practices.” effectiveness linear cause and effect notion of Western The experiences of many the lived often ignores communities, including underrepresented (AI/AN) Native American Indian/Alaska the methodologies communities. Holding paradigm in higher Western in a rooted esteem ultimately impacts support for culturally based interventions, exacerbating AI/AN communities the disparities faced by 2011; (Echo-Hawk, States in the United movement leads directly to the elimination of to the leads directly movement which funders may culturally based programs, no longer support and service agencies may Yet to provide. no longer be able to afford have some of these culturally based programs been in existence for decades and—through impact the health of communities of color, of color, health of communities impact the and deepen “exacerbate EBP may even implemented are existing inequities if they to factors that without sufficient attention communities” specific may differ between 2010). Callejas, & Hernandez, (Martinez, informed, and/or culturally based, culturally flies in the face practices culturally responsive the importanceof widely held beliefs about in health and human of cultural competency context, this servicesIn the broader fields.

The promotion of evidence-based The promotion informed, and/or culturally responsive practices flies in the face of widely of widely face in the flies practices responsive and/or culturally informed, in health and competency of cultural held beliefs about the importance fields. human services The imposition of EBP to the exclusion of culturally based, culturally based, culturally of culturally the exclusion The imposition of EBP to 2011; Mantzoukas, 2008). In light of the 2008). In 2011; Mantzoukas, structural challenges that often negatively randomized controlled trials overlook many trials overlook controlled randomized that can inform and types of knowledge et al., impact communities (Cross positively there is no universal hierarchy of evidence, hierarchy is no universal there most often trials are controlled randomized of all types to be the most rigorous considered However, of evidence within the hierarchy. under the notion of objectivity and of contextual variables prioritizing the control facts. Although to expose objective in order 2008; Tribal Evaluation Workgroup, Workgroup, Evaluation 2008; Tribal 2013). EBP has been most often linked to within which fall trials, controlled randomized paradigm, functioning Western a positivistic not all evidence is created equal, which can not all evidence is created certain types of evidence or ways of disregard within communities (Mantzoukas, knowing & Zane, 2006). This creates a hierarchy of a hierarchy This creates 2006). & Zane, methods research evidence in which different rigor of to the perceived ranked according are The assumption is that design. the research that leaves many communities absent from, or many communities absent from, that leaves (Cross within, the literature underrepresented & Kastelic, 2012; Sue et al., 2011; Sahota practices (EBPs) can also be disadvantageous, can also be disadvantageous, practices (EBPs) The particularly to communities of color. or “best” of deeming evidence “good” process paradigm Western a is conducted through as most evidence-based interventions have as most evidence-based interventions have with majority and evaluated been developed et et al., 2011; Friesen populations (Cross al., 2010). most interventions that have been deemed most interventions been deemed that have been tested in not evidence-based have of all populations, inclusive ways that are has unintended negative consequences. consequences. has unintended negative is determined to be The first is that what is not inclusive evidence-based at present The second is that of all types of evidence. to compare outcomes across populations. populations. outcomes across to compare requiring toward movement the However, interventionsthe use of evidence-based Public and private funding agencies are agencies are funding and private Public use of evidence- the requiring increasingly to benefits are There interventions. based using these interventions such as the ability of Color and Child Welfare and of Color Caitlin Donald, MSW PhD, & Rountree, Jennifer Evidence-Based Practice: Implications for Communities Communities for Implications Practice: Evidence-Based Overview clients. tools yieldrelevant results across diverse within communities ofcolorandthatthose ensure have beenused thatinstruments children andfamilies,itcanbehelpful to As anorganizationlookingtoassess communities ofcolor? been usedandvalidated with Have data collection measures questions. of communitiescolorby askingafew ensure theneeds thatthisprocess serves takes place.Childwelfare agenciescan thorough screening andassessmentprocess are increasingly calledupontoensure thata serve. This meansthatchildwelfare workers the needsandstrengths ofthefamiliesthey tribal childwelfare systemsmustunderstand positivein meaningful, ways,publicand and families. ultimately helpimprove thelives of children strengths ofthesecommunities,and understanding oftheuniqueneedsand data thatimprove localprograms, promote tocollecthighquality,in efforts meaningful communities ofcolorare actively engaged the fieldmove toward avisioninwhich these fundamentalprocesses canhelp what we dowithdatamatters.Examining needs ofthesefamilies. about how tomeetthevaried andcomplex numbers offamiliescolorandknow less higher disproportionately systems stillserve gains,childwelfareDespite theseimportant permanency, andwell-being ofchildren. our profession’s goalofpromoting thesafety, thatcostless,work better,services andserve we now know more abouthow toprovide funding, andthehard work oflocalprograms, we have. legislation, Thanks toimportant to theamountandqualityofinformation improve asafield isfundamentallylinked nearly enough. What we know andhow we either toomuchdatawere collectedornot of colorwhooftenciteexperiencesinwhich forcommunities This hasbeenespeciallytrue providers,programs, service andfamilies. navigate, sometimeswithoutacleargoal,for welfare datacanbeacomplicatedmaze to and thosedreaded timestudies.Child Indicators, outcomes, assessments,screenings, MSW Erin Geary, Culturally Responsive Data Collection WithChildren andFamilies 12 that families ofcolor donotfeel powerless duringthischallenging time. Clear, opencommunication aboutdata collection iscritical to ensuring

In order toimpactchildren andfamilies What we collect,how we collectit,and CW 360 o

Culturally Responsive ChildWelfare Practice means thatprograms needtobeprepared the informationcan improve services. This to anyneedsidentified. Data are usefulwhen results, andseekoutinputonwaysto respond families ininterpretation ofanyassessment rationale forcollectingdata,actively engage adequately trainedtoprovide familieswith time. Programs canmakesure thatstaffare do notfeelpowerless duringthischallenging is criticaltoensuringthatfamiliesofcolor open communicationaboutdatacollection butoftennotenough.Clear,important trained toadministerdatacollectionis Ensuring thatstaffmembersare properly information? collection andrespond to thenew with families aboutthedata appropriately communicate Are staff members trained to racial, ethnic,orculturalfactors. improperly diagnosedorassessedbecauseof ensure thatchildren andfamiliesare not collected. It providers canalsohelpservice actively engagedindeterminingwhatdataare can ensure thatcommunitiesofcolorare in themeasure? These andotherquestions the measure? Are culturalstrengths captured be misinterpreted asproblematic through settings? Couldculturalbeliefsorpractices questions mightnotberelevant inparticular communities? certain Which measures or might triggernegative responses within Are there questionsorlanguageusedthat include: to askofcommunitypartners the rightway. Some potentialquestions programs are askingtherightquestionsin about measurement toolscanhelpensure community stakeholdersinaconversation tested withincommunitiesofcolor. Engaging knowing thatithas notbeenadequately needing tochoosethemostusefulmeasure Programs are, attimes,inthepositionof • Winter 2015

assessment. It iswithinthisassessmentthat Positive screenings mayleadtoathorough problem exists. for determiningifaparticular two different processes. Screenings are tools interchangeably, screening andassessmentare Although thetermsare oftenused both needsandstrengths? Does data collection helpidentify to actively respond information. tothenew with appropriate resources andreferral sources be reached at at JamesBell Associates. Mr. can Geary MSW,isResearchErin Geary, Associate families. for and following upwithneededservices of color, proper trainingindatacollection, happen through engagementofcommunities program processes andrelevance. This can the caseforincreased funding,andstrengthen strengths offamiliescolor, effectively make tobettermeetneedsandbuildon services tocollectdatathatcanimproveopportunity take valuable timeorfeelinvasive. that datacollectiondoesnotunnecessarily this information?”isausefulchecktoensure form, forexample)?”and“How willwe use agencyorinaresponsea partner onanother somewhere else(through anagreement with Asking “Do we have thisinformation it shouldcomeaftercareful consideration. informationfromto collectnew afamily for it. This meansthatifadecisionismade analyzed withlittleimprovement to show Many communitiesofcolorhave feltover- new andneededinformation? Does thedata collection provide on duringcaseplanning. highlight strengths thatcanbeactively built that can benefitfrom utilizinginstruments potentially shame-filledprocess. Agencies color, assessmentscanbeanintimidatingand in general,andespeciallyforfamiliesof strengths aswell astheirneeds.For families to highlightafamily’s orindividual’s child welfare agencieshave theopportunity Child welfare agencieshave the [email protected] . Overview

13 .

, , also

Drs. Hilary Drs. , provides an , provides Winter 2015 Winter Dr. Maria Maria Dr. While Dr. Joy Joy Dr. While • Dr. Maria Yellow Horse Horse Yellow Maria Dr. [email protected] This five-part YouTube YouTube This five-part http://joydegruy.com/ This YouTube video This YouTube “Considering a theory of Outreach Coordinator at Center for for Center at Coordinator Outreach She Advanced Studies in Child Welfare. at be reached can references and interventions for healing. references (2008): Heart & Brave Weaver two studies review Heart and Brave Weaver practice implications for working and develop on cultural identity and youth with children grief. and historical unresolved & Higson-Smith Hudnall, Stamm, Stamm, (2003): from cultural trauma and loss,” available www.centerfortraditionalmedicine.org a model of cultural trauma provides as potential as well and revitalization, interventions at the individual, small group, levels. and societal community, (2014): Jones LADC, who talks Simmons, Sam features about African American historical and intergenerational trauma and ways to address trauma in the community. Schindler (2013): the Soul of Healing video series, Stories as part was developed of the Wound, and Nation in the Navajo healing process includes personal testimonies, memories, and reflections. MSW, LISW, is Heidi Ombisa Skallet, Brave Heart (2000): Heart Brave study a qualitative conducted Heart Brave This article trauma. on Lakota unresolved for social key recommendations provides and children with Lakota working workers families based on this study. Leary (2005): DeGruy as a whole book on PTSS Leary’s DeGruy understanding for is an important resource among African multigenerational trauma last chapter focuses American families, the considerations, specifically on healing DeGruy strategies, and recommendations. website, Leary’s information on PTSS. includes more (n.d.): Network Takini website, Heart’s Brave Horse Yellow www.historicaltrauma.com overview of the concept of historical trauma, as including causes and outcomes, as well as a response by by as a response Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW cultural trauma cultural There are a number of resources that a number of resources are There integrated bibliography at the back of this publication. the impact of mass traumatic events on the impact of mass traumatic events individuals, families, and communities of skills particularlyparenting concerning color, and practices and views and interactions with 2010; DeGruy systems (Gump, government ways to promote result, 2005). As a Leary, among communities of color reconciliation 2000; Heart, (Brave can then be developed 2005). Leary, DeGruy recommendations specific practice provide and with American Indian for those working African American communities highlighted in the can be found references Full below. experimentation, and Jim Crow laws Crow experimentation, and Jim 2001; 2005; Eyerman, Leary, (DeGruy multigenerational 2009). Such Blackmon, trauma has impacted African American families, particularly concerning family and self of development and dynamics relationship 2005). Leary, (DeGruy Resources Practice The concepts of historical trauma, cultural syndrome trauma, and post traumatic slave in order and researched developed were fully understand and recognize to more group being slavery. In 2005, DeGruy 2005, DeGruy In being slavery. group the term post traumatic slave introduced condition to describe “a (PTSS) syndrome that exists when a population has experienced from multigenerational trauma resulting centuries of slavery and continues to and institutionalized experience oppression or racism today [including] a belief (real imagined) that the benefits of the society in not accessible to them” are which they live addition 125). In 2005, p. Leary, (DeGruy and state policies and other federal to slavery, contributed to multigenerational actions have medical labor, trauma, including forced Cultural Trauma and Post and Post Trauma Cultural Syndrome Slave Traumatic and his colleagues 2004, Alexander In defined of a collectivity [who] feel they “members event a horrendous been subjected to have upon their group indelible marks that leaves memories their consciousness, marking identity future and changing their forever ways” in fundamental and irrevocable (2001) 1). Eyerman 2004, p. (Alexander, cultural trauma to applies the concept of with the African American communities, the collective by trauma experienced collective

and suicide, that have persisted among and suicide, that have the Lakota for generations (see also Evans- Campbell, 2008). Heart (1998) considers mass unresolved grief (1998) considers mass unresolved Heart generations to be the primary cause of over particularly and health problems, psychosocial substance abuse, somatization, depression, indigenous spiritual and cultural practices American 76-77; Native 1999, pp. (Tyack, 2006). Brave Telecommunications, Public families were required to send their children to send their children required families were barred they were to these schools, where speaking indigenous languages, wearing from indigenous clothing, and engaging in the federal government operated boarding operated boarding the federal government as a children schools for American Indian method of assimilation: American Indian spiritual connections, but also the deaths of people (The millions of American Indian Duran, Library 2014; Duran, of Congress, nearly 100 years, 1998). For Heart, & Brave benefit to American Indian communities. benefit to American of tribes not only resulted relocation Forced and land-based in loss of land, livelihoods, historical trauma for the American Indian historical trauma for the American Indian federal policies and actions community were and assimilation— that focused on removal leaders as a government often espoused by “multigenerational trauma experienced by trauma experienced by “multigenerational Research (Policy a specific cultural group” of mass n.d.). A main source Associates, Inc., wounding across generations, including wounding across massive the lifespan, which emanates from Chase, Heart, (Brave trauma” group & Altschul, 2011), or put plainly, Elkins, Trauma trauma has been defined as Historical emotional and psychological “cumulative experienced mass generational trauma. and Intergenerational Historical brief overview and concepts of terminology trauma, as associated with mass generational working for practitioners as resources well with families whose communities have events, practitioners should be aware that a be aware practitioners should events, by that might be influenced response family’s a This article provides memory. collective and communities of color today. In the In today. and communities of color and child protective of providing process other services communities from to families mass traumatic memories of with collective to highlight—the impact of mass traumas impact of mass to highlight—the generations, color across inflicted on people of individuals, families, which continue to affect Heidi Ombisa Skallet, MSW, LISW MSW, Skallet, Heidi Ombisa section on to the Practice continuing Before concept is one final there of this publication, Historical and Multigenerational Trauma and Child Welfare and Child Trauma Multigenerational and Historical Practice benefits ina variety ofsituations,including resource, asitsflexibility allows forfinancial Families) funds. TANF is animportant TANF (Temporary Assistance forNeedy homes, outsidethetribalcommunity. care were usuallyplacedinstate-licensed past, Port Gamble children inneedoffoster welfare systemsincethemid-1980s.In the Port itsown Gamble has been running child region, withabout1,300enrolled members, state’s KitsapPeninsula inthePuget Sound S’Klallam Tribe. Locatedon Washington child welfare financingisthe Gamble Port training andadministrative costs. children placedintocare andpayforstaff enabled tribestopayforthecostsoftheir agreements withstates. This fundinghas approximately 100tribeshave pass-through fordirecttribal consortium IV-E funding,and (HHS) hasapproved fourtribesandone ofHealthDepartment andHuman Services agreement withastate.So far, theU.S. funds directly orthrough a“pass-through” tribes hadtheoptiontoreceive federalIV-E Fostering ConnectionsAct (PL110-351)have Only withtherecent implementationofthe grants, orself-fundedtribalenterprise. from theBureau ofIndian Affairs(BIA), child welfare systemswouldrely onfunding (DeVooght &Cooper, 2012). dedicated sources ofchildwelfare funding Title IV-B and Title IV-E, bothofwhichare and fostercare. ContainedwithintheAct are systems, includingchildprotection services to receive childwelfare federalfundstorun Social Security Act, whichauthorizes states welfare isthe fundingacross thecountry sovereignty andtradition. tomaintainingtribal important become very by whichachildwelfare systemisfunded policies toinfluencebehavior, themethods tax incentives, andotherfinance-related governments commonlyusefundingstreams, practice. But when considering how may seemunrelated toculturallyresponsive At firstblush,tribalchild welfare financing Anita Fineday, JD,MPA, &Tanya Dumas,JD A Critical ComponentofCulturally Responsive Practice Tribal ChildWelfare Financing: 14 Native American youth andfamilies. contribute to nationalknowledge abouteffective service interventions for able to address thespecializedneedsoftribalcommunity aswell as With greater flexibility intheuseofTitle IV-Efunds,thetribewillbe

In 1998,thetribebegantoreceive direct Blazing atrailinthearea oftribal Before theirown 2009,tribesrunning sources forchild One oftheprimary CW 360 o

Culturally Responsive ChildWelfare Practice by addingstafftime andincreasing tribal tribe tobuildupon theirexistingprograms IV-E program. The fundshave enabledthe tribal nationtodirectly operateitsown Title agreement withHHSandbecamethe first plan wasculturallyappropriate (Smith, 2014). the tribeensured thatthewording oftheIV-E application. Throughout theapproval process, In 2008,thetribebegandraftingitsIV-E manual thatreflected S’Klallamtraditions. tribal council-approved childwelfare practice based onS’Klallamvalues andcreating a by developing itsown licensingstandards fully independenttribalchildwelfare system collaborative problem solving. and incorporateS’Klallamtraditionsof own thetribeisabletohonor childsupport, integration canoccur. By administeringits so thatthemaximumcollaborationand tribes tooperateIV-D, IV-E, and TANF family members. The idealsituationisfor paternity, whichcanaidinsearching for and canassistwithdeterminationsregarding parents forout-of-homeplacementcosts programs mayseekreimbursement from a Title IV-D program. IV-D (childsupport) In 2002,thetribeexpandedoperationsinto caseload increases action. necessitatedfurther capacity tocare foritschildren andfamilies. effects have increased thetribalcommunity’s and relatives (Smith, 2014).Bothofthese placing more children withtribalmembers which, inturn,improved thepossibilityof children andsiblinggroups placedincare able tomakelarger TANF paymentsto aligned definition resulted inthetribebeing definition offamily. Thecourt’s culturally- createdtribal court apolicyaround the over TANF administration,Port Gamble’s more quickly. Second, years afew aftertaking efficiency andhelpedfamilies receive support Child Welfare office,whichimproved through itsIndianpayments andservices First, thetribewasabletocoordinate on Port Gamble’s culturallyrelevant practice. Obtaining TANF impacts hadtwoimportant those aimedatreducing childmaltreatment. In 2012,Port Gamble reached an The tribecontinuedtowork toward a However, federal TANF limitationsand

• Winter 2015

three goals:increase recruitment andimprove tribal childwelfare system. permanency, andwell-being ofchildren inthe thatpromote thesafety, andsupports services to useIV-E dollarstoimplementalternative welfare program, awaiver willallow thetribe itscomprehensivefunding supports child IV-E requirements. While thetribe’s current first tribalapplicationforawaiver from (Lemay, 2012). connection totheirparents andculturalroots greater stabilityforchildren andanongoing by thetribe’s programs. This hasresulted in who are inthechildwelfare systemare served culture. separating themfrom theirfamilies,tribe,and capacity tocare forchildren without [email protected] Programs. Shecan be reached at of IndianChildWelfare at Casey Family Tanya Dumas,JD,isProject Manager [email protected] Family Programs. Shecan bereached at Director of IndianChildWelfare at Casey Anita Fineday, JD,MPA, isManaging results forchildren. community engagementtoproduce thebest andencourages and familiesthatitserves, is responsive totraditionandthechildren system thatincorporatesculturalpractices, to develop andadministerachildwelfare flexible fundingstreams isinorder foratribe illustrates how accesstoadequate, important families. forNativeinterventions Americanyouth and national knowledge abouteffective service tribal communityaswell ascontributeto able toaddress thespecialized needsofthe use of Title IV-E funds,thetribewillbe impacts. With greater flexibilityinthe mindful ofhistoricaltraumaanditscurrent transitioning youth, allwhileremaining extended tribalfamilyinput,andsupporting developing safetyplansthatincorporate program, implementing akinshipsupport culturally relevant parenting skillseducation, with theS’Klallamculture—by providing these goalsinwaysinformedby andinfused care. The tribewillapproach itswork toward and healthytransitionsforyouth exiting lengths ofstaycoupledwithsafereunification, retention ofqualifiedfosterhomes,shorten Port Gamble’s waiver proposes toachieve In 2014,Port Gamble submittedthe Now, 100%ofPort Gamble children The experienceofthePort Gamble tribe . . Practice

[email protected]. [email protected]. Winter 2015 Winter • Vicki.White@llojibwe.

. . . Priscilla A. Day, EdD, is Department Priscilla A. Day, for Center of Chair and Director Child Welfare Regional and Tribal Duluth. Studies, University Minnesota of at be reached can Day Dr. edu will replace the required MCWTS Child the required will replace for Leech Training Foundation Welfare the Lake staff and will be implemented by a through Leech Lake training coordinator combination of in-person and online training staff comprehensive modules. Leech Lake’s will be used as a model for training program training programs child welfare developing for other tribal communities, and many of the applicable will be directly materials produced in programs to other tribal child welfare and beyond. Minnesota MSW, is Community Bussey, Bree the Center at Coordinator Programs Child Welfare Regional and Tribal for Duluth. Studies, University Minnesota of at be reached She can edu at Coordinator is Training Vicki White She Program. Child Welfare Lake Leech at be reached can org

(Respect), (Respect), (Humility), and (Humility), (Wisdom), Gwayakwaadiziwin Manaaji’idiwin Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 (Courage), (Love), (Love), Dabasendizowin Nibwaakaawin CW (Truth). The practice model also The practice (Truth). The curriculum is currently in its final The curriculum is currently The practice model was completed in The practice model was on families, and input from community on families, and input from members. completed it Once stages of development. that not only includes content available in that not only includes content available Foundation Welfare Child the MCWTS intake law, welfare such as child Training and family assessment, family preservation, and other topics, but also specific training child welfare American Indian regarding in court of a tribal worker The role practice. is also included, as tribal child proceedings need to understand and workers welfare navigate the court system with their clients. The training curriculum also includes content Nation, such as that is specific to Leech Lake historical information, cultural and spiritual teachings, historical trauma and its impact skills, Leech Lake child welfare workers must workers skills, Leech Lake child welfare a clear understanding of the mission, have that of the agency and how vision, and values and practice with children translates to direct While the Department of Human families. foundation Services offers an extensive county child welfare training for Minnesota Welfare Child the Minnesota through workers throughout (MCWTS), System Training it became clear that developing this process training was a tribally specific workforce was provided critically important. Support an to create Foundation Bremer the Otto by training workforce child welfare extensive Zoongide’iwin (Honesty), Debwewin contains tribally based definitions of safety, each of which and well-being, permanency, consider the impact of historical trauma; the and community need for individual, family, kin, relatives, healing; and the bond between clan, and community. Child Welfare Leech Lake Curriculum Training Workforce practice addition to attaining social work In and use the seven traditional teachings as traditional teachings seven and use the the of for the development a foundation Model, Practice Welfare Leech Lake Child which would serve as an organizational This was a practice. guide for child welfare with groups focus involving process 2-year community staff, Welfare Leech Lake Child advisors. members, elders, and spiritual Lake child welfare 2013, anchoring Leech Anishinaabe Seven agency practice in the Teachings: Zaagi’idiwin

The Leech Lake Child Welfare Program Program Welfare The Leech Lake Child collectively decided that the agency would collectively done with the Center continue the work community members, it soon became clear that it was time to articulate a clear model of was It practice for the program. child welfare Practice Model Practice of the Leech Lake After the rapid growth and the challenging Program Welfare Child a range of services to experience of providing welfare of Leech Lake children.” welfare Child Welfare Leech Lake through the use of the seven traditional the use of the seven through providing Anishinaabe teachings and by and services the health, safety, that ensure Lake Children.” The agency’s mission was also The agency’s Lake Children.” articulated which is “to during this process, sense of belonging to family a child’s protect family preservation promoting and tribe by Center then assisted in the development of an Center then assisted in the development the Seven information booklet titled, “Using Leech to Raise Healthy Teachings Anishinaabe annual Summer Institute in American Indian in American Indian Institute annual Summer assisting and expanded by Welfare Child the through staff to attain their MSW degree The Program. Work in Social UMD Master Studies has assisted with that process since has assisted with that process Studies The partnership began with the 2008. the Center’s staff through training of LLCWP prioritizes the development of a culturally the development prioritizes organization, and the based child welfare Welfare Child Tribal and Center for Regional and adoption ceremonies. An office is also and adoption ceremonies. that serves Leech Lake located in Minneapolis families in the urban area. prevention and intervention. Programming and intervention. Programming prevention also includes access to tribal elders and to attend available spiritual advisors who are court hearings and conduct traditional healing include child abuse and neglect prevention, include child abuse and neglect prevention, and solution-based services,family strength family preservation services, and truancy Since 2007, child welfare staff has increased has increased staff 2007, child welfare Since people, and child to nearly 60 seven from services expanded drastically welfare have the reservation. Servicesacross currently in Minnesota that made it possible for the that made it possible in Minnesota IV-E Title federal to receive Leech Lake Band adoption and foster care funding to provide services for on-reservation band members. the University of Minnesota Duluth (UMD), Duluth of Minnesota the University in the last has undergone many changes was passed 2007, legislation In years. several The Leech Lake Child Welfare Program Program Welfare Lake Child The Leech has had a close working which (LLCWP), and for Regional with the Center relationship at (the Center) Studies Welfare Child Tribal and Workforce Training Curriculum Curriculum Training and Workforce EdD A. Day, & Priscilla MSW, Vicki White, Bussey, Bree Creating a Tribally Based Child Welfare Practice Model Model Practice Welfare Child Based Tribally a Creating Practice faculty inselecting trainees.Anotherschool community panel working alongsidethe the selectionprocess. One schoolhada were engagedintherecruitment and leaders, tribalelders)andfamilymembers Selection. in diverse communities. community leadersandongoinginvolvement relationships between schoolleadersand recruitment wasrespectful anduseful to theircommunities. The keytosuccessful members andalumniwhowere connected were by diverse alsosupported faculty minority students.Recruitment efforts serving programs incollegesparticularly withsocialwork included partnerships events andhistory. Targeted recruitment celebrations andcommemorationsoftribal joined itsAmericanIndian communityin color. For example,oneuniversity regularly strong relationships withconstituenciesof enhanced by establishing(ordeepening) Recruitment. Lessons Learned student learningexperience. in activitiesandinnovations to improve the stipends forstudents,eachprogram engaged to providing achildwelfare specialization and NCWWI website forafulllist).In addition in traditionalchildwelfare settings(see train BSWandMSWstudentstowork work educationalsettingstoeducateand traineeship programs inavariety ofsocial Welfare Traineeshipprograms. among thecentralthemesforChild cultural competenceandhumilitywere arangeofcommunities, to effectively serve color inthechildwelfare systemandtheneed overrepresentation ofchildren andfamiliesof to work inchildwelfare. With an of socialwork studentswithacommitment the recruitment, selection,andpreparation Child Welfare Traineeship program targeted and theoverall childwelfare system. The the competencyofchildwelfare professionals role ofworkforce development toadvance Institute (NCWWI) tofocusonthecrucial funded theNational Child Welfare Workforce In 2008,theU.S.Children’s Bureau initially Williams-Hecksel R.Anderson&Cheryl Gary Strengthening theChildWelfare Workforce 16 Child Welfare Traineeship programs. cultural competence andhumilitywere amongthecentral themesfor the welfare system andtheneedto effectively serve arange ofcommunities, With anoverrepresentation ofchildren andfamilies ofcolor inthechild

The NCWWIawarded sub-grantsto12 CW Key communityleaders(spiritual 360 Recruitment efforts were Recruitment efforts o

Culturally Responsive ChildWelfare Practice and supervision. Afulldescriptionofcourses and supervision. diverse contentintocoursesonleadership African Americanfamilies,andintegrating Indian communitiesandfamilies,work with speaking andSpanish culture, American included oneswithafocusonSpanish courses. New coursesthatwere developed engaged indesigningorrevising academic less formalreview, communitymemberswere boards craftedfor thisprogram orthrough Curriculum. some programs. accomplishments were incorporatedinto broader communitytorecognize trainees’ and honorceremonies opentothe minority students.Special graduation transition andleadershippreparation of the to enhanceeducationandsupport the Indian Child Welfare Act were provided and on themessuchasdisproportionality traineeship alumni)andspecialseminars mentors from thework world(andsometimes their traineeshipexperience.Minority thestudentthroughout assist andsupport in additiontofieldliaisonsandadvisors Support. school. student wasrecognized andappreciated by the forthe orientation process astheirsupport included familymembersintheselectionand Trainees were assigned“navigators” Through formaladvisory • Winter 2015

one’s academicprogram, home, andfield Distances between suchsupervision. support creativity andcollaborationwasneededto internship inone’s native community, some placements. Given nature thecrucial ofan to locateMSW-level forfield supervision Particularly areas, inrural itwasdifficult Challenges federal regional office. agency, private agency, andpolicywork ata delivered inapublic trainees withservices used arotation modeltofamiliarize their and retention inchildwelfare. One university studentdevelopment essential forsupporting orinone’sreservation diverse communityas leaders viewed fieldplacementsonthe Field Placement website ( developed ordeepenedisontheNCWWI university. contributed tocautioninengagingwiththe a needtorecognize which historicmistrust, trainees. environment provided encouragementfor communities sothatthewholeacademic general aboutchildwelfare andaboutdiverse was theneedtoeducatefacultymembersin undermine astudent’s preparation, there and unfoundedcriticalstatementscould managing schoolandfull-timeemployment. and needs, familyobligations,transportation, different learningenvironments, financial being first-generationstudents,adaptingto to expenseandtime. placement alsoposedachallengewithregard In anumberofcommunities,there was Learning thatnegative impressions Tribal traineesreported challengeswith ncwwi.org . Students andcommunity ). Practice

Winter 2015 Winter • . . Cheryl Senior is Williams-Hecksel State Michigan at Instructor Clinical at reached be She can University. [email protected] Gretchen Author Acknowledgements: Joanne and Suzanne Cross, Archer, Strand, Lyn Virginia (MSU); Riebschleger Bosco-Ruggiero and Stephanie Slater, University); Robin Leake, (Fordham Shauna Rienks Anna de Guzman, and (University Denver); and Kathleen of and Robert Ortega (University Faller Principal Michigan). NCWWI of Briar-Lawson Katharine Investigators: and Mary McCarthy (University of Nancy Dickinson and Director Albany) (University Maryland). of be made available to county and tribal be made available and online resources through social workers training opportunities. MSW, EdD, is DepartmentPriscilla Day, for Center at Chair and Director Child Welfare Regional and Tribal Studies, University Minnesota– of at be reached can Day Duluth. Dr. [email protected] http://www.d.umn.edu/sw/cw/proscholars. html Child Welfare University Curriculum Development at UMD Work The Department of Social child welfare and deliver will develop content on trauma curricula with specialized informed and evidence-based practice focusing particularly on in child welfare, A new child welfare. American Indian in American Practice course, Evidence-Based will be created Welfare, Child Indian current of all trainees. Our and required for Children Practice Informed Trauma course, which will also be and Adolescents of all trainees, will be enhanced required content. Curriculum with culturally relevant trainees that will provide will be developed and other students with an understanding of the particular issues of trauma in the this how community, American Indian and strategies to impacts child welfare, This information will these issues. address .

. http://www.ncwwi.org Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW Lessons learned from these first five these first five from Lessons learned information, please visit the more For [email protected] Gary R. Anderson is Professor and Gary R. Anderson is Professor State Michigan at Director Traineeship be reached Anderson can Dr. University. at and field education highly. and field education years the next five informed have years and the of NCWWI, with 13 sub-grants and renamed reframed traineeship program the to reflect programs Partnership University the between importance of the relationship the child welfare and program social work agency. at NCWWI website at reports legacy the program or download http://z.umn.edu/ncwwitraineeshipssummary reporting higher gains over time. Traineeship Traineeship time. over higher gains reporting agency noted a sense of graduates positively rated graduation. Students inclusivity after satisfaction, instructors, program their overall Indian events, and in tribal media, and will events, Indian these efforts this project. through strengthen information about the ICWA more For at UMD, please visit: Scholars Program The ICWA Scholars Program will develop will develop Program Scholars The ICWA Indian qualified leaders in American expanding practice through child welfare existing experiential and academic learning activities in a supportive, optimal learning a belief UMD operates from environment. in are social workers that American Indian culturally relevant the best position to provide services child welfare to American Indians. of this conviction, and as part As a result UMD has of the mission of the program, students, American Indian to recruit worked efforts targeted recruitment primarily through agencies, at American at tribal social work having safety, permanency, and well-being and well-being permanency, having safety, within the context of connection with family, and tribe. community, Program Scholars ICWA their MSW receive scholars will Twenty-two Students the next 5 years. in 5 cohorts over an $18,000 stipend to earn their will receive MSW with a focus on American Indian placements will occur in Field child welfare. a county and/or tribal setting; students will also participate in leadership development, training, and direct workforce professional programs. with tribal child welfare work Indian children in out-of-home placement, children Indian often placed for a shorter time, and more children and American Indian with relatives;

With regard to student outcomes, there there to student outcomes, regard With Indian families; strengthened relationships relationships families; strengthened Indian county and tribal between and coordination American fewer workers; child welfare welfare organizations, project goals will lead organizations, project welfare competence and longevity of to increased with American staff working SLCPHHS organizational effectiveness in working with in working organizational effectiveness and families. children American Indian of grant activities, a variety Through tribal child regional including guidance from Indian child welfare service provision within service child welfare provision Indian community, that is family, SLCPHHS and tribally guided and will improve in out-of-home placement, and ways to county/ across relationships strengthen The goal of our systems. tribal child welfare a model of American partnership is to create human service organizations and proposes workforce a multi-faceted way to address disparities and retention, development University Partnership Activities: Partnership University Development Workforce brings together educational and This project of a National Child Welfare Workforce Workforce Welfare Child of a National the following grant that will address Institute focus areas: (the Center), housed in the Department of of Minnesota– at the University Work Social among 11 recipients (UMD), were Duluth Services (SLCPHHS), the public human Services (SLCPHHS), services agency of the geographically largest and the Center for county in Minnesota, Studies Welfare Child Tribal and Regional Priscilla Day, MSW, EdD Priscilla Day, and Human Health Louis County Public St. Dabinoochiwag (For the Children): A University, Tribal, and County Partnership Tribal, A University, the Children): Dabinoochiwag (For Initiative Institute Workforce A National Child Welfare reported for all students, with BSW students reported institutional racism as reflected in the child reflected institutional racism as in child issues system, and LGBT welfare score total competency Significant welfare. were baseline to annual review gains from addition to assessing a working knowledge knowledge working addition to assessing a and ethnicity, about the impact of race, family functioning, on individual and culture were four questions embedded in an overall in an overall four questions embedded were were Students stipend student inventory. to practice with asked to rate their ability competence in cultural sensitivity and through Spring 2013, 310 trainees graduated trainees graduated 2013, 310 Spring through (52% MSWs). minority students, in the first three years years in the first three minority students, of students of trainees were than 50% more years and five 48% over with a total of color, 2009 Fall rate. From 90% retention an over Outcomes and selecting to recruiting regard With Practice for casesofchild maltreatment. Minnesota’s into statutein2005 asthepreferred response with apilotstudy andthenlatercodified implementation ofDR,beginning in1999 2014b). Minnesota hasbeenaleaderinthe child welfare system(Semanchin Jones 2014a, American Indian families)inMinnesota’s groups (primarilyAfricanAmerican and safety outcomes,focusingonover-represented the impactofDRonracialequityandchild racial equity. One recent studyexamined remain unanswered, around particularly positive outcomesofDR,manyquestions Despite research showing someevidenceof Racial Equity in thisstudy. than theinvestigation group tobere-reported were notmorecompleted DRservices likely (Fuller, Nieto, &Zhang, 2013).Families that andthenwithdrew from services DR services thosefamilieswhobegan report, particularly to DRwere more likelytoexperienceare- mixed results inthatsome familiesassigned randomized control studyinIllinois found ofSocialDepartment 2006).A Services, Cline, Shannon, &Sapokaite, 2008; Virginia Filonow, &Siegel, 2010;Siegel, Loman, Brock, 2009;Siegel &Loman,2006; Loman, investigation pathway(Huebner, Durbin, & compared tochildren inthetraditional pathway hadreduced ratesofre-reporting studies foundthatchildren intheDR risk ofharm,andtworandomized control children inDRdonotexperienceincreased Most evaluations ofDRhave foundthat Response inChildProtective 2011). Services, Quality Improvement CenteronDifferential family andworker satisfaction(National increases familyengagementandimproves 2008). responsive (Kaplan&Merkel-Holguin, allow forflexibility, andtobemore culturally approach inorder tobetter engagefamilies,to states intheUnited States are now usingthis low- tomoderate-risk families.Over halfthe and (2)theassessmentresponse pathwayfor an investigation pathwayforhigherriskcases; report ofchildmaltreatment, including:(1) pathways forfamiliesthathave anaccepted policies thatestablishesatleasttwodistinct Differential response (DR)refers toasetof Jones,PhD Annette Semanchin Differential Response: ARacialEquityAnalysis 18 communities ofcolor andhistorically over-represented communities. and can provide data to better understand theimpactofpolicieson Using aracial equitylens can helpensure equitable implementation

Several evaluations have indicatedthatDR CW 360 o

Culturally Responsive ChildWelfare Practice assigned toFA 3ofthe8years ofthestudy American children were lesslikely tobe on pathwayassignment were mixed. African (N=122,095). in Minnesota from 2003through 2010 screened incasestochildprotective services 2014a; 2014b). The studysample includedall including methodology, seeSemanchin Jones closing (formore informationonthisstudy, (4) re-reporting within12monthsofcase to remove childinFA compared toFI;and switching pathwayassignment;(3)decision (1) pathwayassignmenttoFA orFI;(2) disparities inthefollowing decisionpoints: data toexaminewhetherthere were racial used stateadministrative childwelfare The studythatissummarized inthisarticle Findings Research Study:Methods and Investigation (FI) Response. Assessment (FA) Response andFamily DR approach includestwopathways:Family Compared to White Children Figure 1. OddsRatioofPathway Assignment to FA for Children ofColor 0.6 0.7 0.8 0.9 1.1 1.2 1.3 1.4 The overall findingsoftheeffectrace 1 2003 • American Indian African 2004 Winter 2015 2005 American

2006 not all)years ofthe study timeframe.African placement inbothpathwaysfor of childmaltreatment andanout-of-home White children toexperienceare-report Multiracial children were more likely than 2010. of allcasesexperiencingapathwayswitchin declined, from 15.8%in2004toonly2.7% of casespathwayswitchalsodrastically was atthesametimethatoverall numbers cases thatwere switchedfrom FA toFI. This significant differences by raceorethnicityfor 2010, results ofthedataanalysisindicatedno of thestudytimeframe,butfrom 2007to and Multiracial children intheearlieryears of pathwayswitchonlyforAfricanAmerican non-Hispanic children for4ofthe8years. more likelytobeassignedFA compared to the studytimeframe.Hispanic children were pathway assignmentforhalfoftheyears in ethnicity wasnotasignificantpredictor of note thatforallfourgroups, achild’s raceor years (Figure 1).However, itisinteresting to compared to White children for4ofthe8 children were lesslikelytobeassignedFA while AmericanIndian andMultiracial timeframe andmore likely1oftheyears, 2007 African American,AmericanIndian, and Results indicatedthatracewasapredictor Hispanic/Latino Tw 2008 o orMoreRaces 2009 Continued onpage 36 2010 some (but Practice

. Lisa.Merkel- Winter 2015 Winter •

the evening, and having enough time the evening, may align and conference referral between with their notions that critical decisions should not be rushed. about children of food that reflects and preparing Sharing their cultural traditions. format so a simple conference Maintaining hears the concerns of that the family group agency but is not required the child welfare held information about privately to share that their family with service providers is not necessary for assessment or case planning. of meetings, over-facilitation Avoiding of the coordinator. the role which elevates agenda example, a highly structured For emerging with facilitators that record themes using many flip chart pages may process, a re-colonization also represent and not fit with cultural norms. Allowing the family group to define their group the family Allowing that children recognizing while family, and kinship belong to their family network. that a location for the FGC Setting and creates of family the privacy protects This a comfortable, environment. positive the FGC in the typically means holding rather than family home or community, agency. the child welfare elders in culturally appropriate Positioning elders facilitating ways, which may include the FGC, inviting participants, and about different teaching the coordinator cultural norms. that don’t flexible processes Creating the amount of time the conference restrict meeting some cultural groups, takes. For of days, deliberating into a number over • • • • • • • leverage the family’s cultural knowledge to cultural knowledge the family’s leverage their children. safeguard MSW, is Assistant Lisa Merkel-Holguin, in the Department Professor Research the for Kempe Center Pediatrics, of Child of and Treatment Prevention the University at of Abuse & Neglect, Colorado School Medicine. She can of via email at be reached [email protected] The values underpinning FGDM as a The values the importance of leveraging practice reflect family-specific cultural contexts in decision FGDM, families can Through making. customaryreclaim decision-making processes as cultural norms; view children that reflect and community responsibility; a collective, Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW Various researchers who have studied, who have researchers Various Coordinator uses his or her skills to create uses his or her skills to create Coordinator the family group’s an FGC that resembles the leadership of traditions and promotes the family members. Employing a coordinator who represents who represents a coordinator Employing or understands the cultural context of the who has the time to widen family group, for decision making, the family circle of his constantly aware and who remains The biases and assumptions. or her own • have noted a number of strategies that, have when incorporated into the FGDM process, of can bolster the cultural responsiveness 2014; the practice (Drywater-Whitekiller, et. al, 2012; O’Shaughnessy, Marcynyszyn Waites, 2010; Collins, & Fatimilehin, Weil, & Carlton-LaNey, Pennell, Macgowan, 2004). These include: “family meeting” models in the United States States in the United models meeting” “family elements of FGDM the core and elsewhere, who has time and include: (a) a coordinator (b) the family group; to prepare resources the family family time that allows private (c) a child to plan and take ownership; group to the preference agency that gives welfare any other; and (d) resources family plan over up on the and formal mechanisms to follow & 2013; Morris Center, plans (Kempe agreed 2012). Connolly, and family delivered, practitioners who have experienced FGDM members who have in fact lead to inherent tensions in FGDM in fact lead to inherent implementation, particularly when the plans these achieve families don’t by developed system goals. Competent as a Culturally FGDM Practice and its its indigenous roots FGDM, given can align with simple but nuanced structure, cultural the traditions and norms of various number of is a growing While there groups. human rights of self-determination and of self-determination human rights meaningful kinship participation; (4) increase family resources; (5) access and manage care; or group the use of congregate (6) decrease connections lifelong and (7) create care; looking In care. people in foster for young that some are at the rationales, it is evident the goals of child pragmatic for meeting more are systems, while others welfare This may philosophical and rights-focused.

The reasons identified for implementing The reasons The values underpinning FGDM as The values Informally, for generations, families have have for generations, families Informally, FGDM, given its indigenous roots and its simple but nuanced structure, structure, but nuanced its simple and its indigenous roots given FGDM, groups. cultural of various and norms with the traditions align can democratize decision making; (3) prioritize decision making; (3) prioritize democratize FGC are plentiful and variable by community. community. by and variable plentiful FGC are to: (1) reduce They include the desire disparate outcomes for families of color; (2) that promotes self-empowerment and self-empowerment that promotes in decisions; and promoting ownership exclusivity. inclusivity versus viewing children as a collective, community as a collective, viewing children cultural family’s leveraging responsibility; their children; to safeguard knowledge participation a platform for active creating in decision making. Through FGDM, Through in decision making. implementation, notions undergird various customaryincluding: reclaiming decision- cultural norms; that reflect making processes a practice and FGC as a model reflect a practice and FGC as a model reflect the critical importance the of leveraging specific cultural contexts family groups’ traditional decision-making mechanisms, the traditional decision-making mechanisms, the (FGC) model was conference family group instituted. historical trauma, and disproportionate in what placement of indigenous children of place In care.” calls “stranger Zealand New decision-making processes in child welfare in child welfare decision-making processes traditionally undermined systems that have and cultural identities and family structures in institutionally racist policies, resulted be linked to New Zealand’s Children, Young Young Children, Zealand’s be linked to New This of 1989. Act and their Families Persons, Westernized the limits of law acknowledged demonstrated their ability and willingness to make decisions when their children’s Formally has been compromised. well-being the policy origins of FGDM can however, system-driven approaches to privilege family approaches system-driven and experience in decision making. voice making (FGDM) has increasingly been making (FGDM) has increasingly and formal child welfare implemented by these community-based agencies to reverse professionally driven rather than family-driven than family-driven rather driven professionally 2012). & Connolly, decision making (Morris decision since the 1990s, family group But of extended family systems. The policies, of extended family systems. child welfare of and structures procedures, for preference systems tend to show The formal mechanisms that permeate child mechanisms that permeate The formal often privilege decision-making welfare and expertisehuman of the knowledge service while minimizing that professionals Child Welfare Practice Welfare Child MSW Lisa Merkel-Holguin, Family Group Decision Making as a Culturally Responsive Responsive Culturally as a Making Decision Group Family Practice education andresources. Our parenting group that isprovided isdirected atproviding culture. Amajorityofthecasemanagement we encouragefamiliestoconnectwith their thefamily.supporting with clients,butamajorityofthe work is families. Staff memberscontinuetomeet adjust tochangesinparenting andhealthier whilethey is mainlyforcontinuedsupport been reunified withtheirchildren. Thisphase provide aftertheyhave clientswithsupport third phase. meeting withstaffregularly, theymove tothe the 10-week parenting group andhave been than punishment.Once clientscomplete environment ofdiscipline(teaching)rather members andprovide increating support an develop healthierrelationships withfamily work withclientsintheirhomestohelpthem continue working ongoals.Staff members group aswell asmeetweekly withstaffto families. Clientsattendaweekly parenting on parenting skillsanddeveloping healthier achieving thesegoals. their own clientsin goals,andstaffsupport setting medicalappointments.Clientsdevelop past utilitybillspaid,creating aschedule,and with taskssuchasobtaininghousing,getting resolve anycrisistheyhave. Staff helpclients staff onstabilizingtheirlives andworking to management phase.Clientswork closelywith frame of6months. The firstphaseisacrisis is dividedintothree phaseswithatime well. The LifeSkills Parenting Program families have theoptiontoselfrefer as by a localchildprotection agency, although A majorityofthecaseswe seeare referred Our Model bring theirfamilybackintobalance. families torely onthesebasiccore values and Life Skills Parenting Program helpsteach honesty, wisdom,humility, andtruth. The seven traditionalvalues: love, respect, courage, lives. Most Native Americancultures have about traditionsandhow to usethemintheir more positive way. They wanttolearnmore families wanttoconnecttheirculture ina systems.Morestrong support andmore connections totheircommunityaswell as throughout theirlives. They lackhealthy our program have hadnumerous losses Many ofthefamilies thatcomeinto Angela Dalbec Parents Traditional Ways ofRaisingHealthyChildren Program and the Positive IndianParenting CurriculumTeaches Minnesota IndianWomen’s Resource Center: Life SkillsParenting 20

With theLifeSkills Parenting Program, Phase three wasoriginallydeveloped to In working thesecondphase,clientsstart CW 360 o

Culturally Responsive ChildWelfare Practice of demandingchildren to obey rules. The a family. Parents often getintothehabit circles todiscussissues thatarisewithin traditions intheirhomes. the resources theyneedtocontinue use our a waytohonortheirsuccessandgive them and sageuponcompletionofthe program as the fourmedicines.Families are given ashell focus oneacharea intheirlives. work withclientsonwaystoincrease their these areas onaregular basis.Staff members we shouldbedoingsomethingineachof spiritual—that we needtotakecare of. Ideally our lives—physical, mental,emotional,and is toteachself-care. There are fourareas in Parenting Program usesthemedicinewheel in manyareas oflife.One waytheLifeSkills four sections,themedicinewheelcanbeused culture isthemedicinewheel.Divided into A commonteachingtoolinNative American Tools personal lives. to create harmonywithinourhomesand We teachthevalue ofharmonyandhow nonverbal cuestheirchildren are givingthem. in ourculture andhow torecognize the ofnonverbal communication importance for notdoingchores. Parents learnaboutthe whilediscipliningtheirchildren storytelling modern lifestyles.Parents canusethevalue of traditional parenting techniqueswithinour We teachparents how tointegratethese toharmonyinchildrearing. storytelling focuses ontopicsfrom talkingskillsto Indian Parenting curriculum. This curriculum of raisingchildren by utilizingthePositive focuses onteachingparents traditionalways basic core values andbringtheirfamily back into balance. The Life SkillsParenting Program helpsteach families to rely onthese Families are taughthow tousetalking We teachfamilieshow tosmudgeanduse • Winter 2015

rule, howrule, doyou respond inawaythatwill discipline. When your childdisobeysa non-confrontational manner. each familymembertodiscussanissueina talking circle offersthetimeandspacefor [email protected] Center. Angela can bereached at Minnesota Indian Women’s Resource is aLife Skills Parenting Mentor at degree inmarriageand family therapy, Angela Dalbec,whohasaMaster’s and stronger. future generationscanbebetterand healthier has experiencedandhelpsthemheal sothat Program recognizes thetragediesafamily their homes. The LifeSkills Parenting ways tobringthosetraditionalbeliefsinto andsimple that connectiontotheirhistory ask questionsandwork ongoals.It provides Program offersasafeplaceforparents to culture insomeway. The LifeSkills Parenting are lookingforwaystoreconnect totheir Many ofthefamiliesthatenterourprogram Success room forarguments. consequence fortheirbehaviorandthere isn’t for thenextweek, theteenalready knows the istothencomehomeearly the familyrule example, whenateencomeshomelateand ithelpstoeliminatethearguments.Forrules, parents provide thestructure forfollowing know andtheconsequences. therules When was seeninthewayswe parented. Children culture islargelynon-confrontational andthis children rightfrom wrong. Native American give themthetoolstheyneedtoteachtheir traditional wayswe disciplinedchildren helps be mosteffective? Teaching familiesthe A commonproblem foranyparent is . Practice

Winter 2015 Winter Continued on page 36 •

From 2000-2007, 70% of children 70% of children 2000-2007, From in family preservation or family involved remained servicesreunification at DIFRC placed in home, or were home, returned had 2012, this figure a kinship home. By This is considerably to 91%. increased higher than the national rate of 54% for and similar permanency reunification families. outcomes for Native adoptions and non-Indian Non-relative example, during the seldom seen. For are out children period 2000-2007, only five in involved servedof 404 children were adoptions. and non-Indian non-relative significant positive families show DIFRC of environment change in the areas capabilities, and positive and caregiver of family safety and in the areas trends the by as measured child well-being, Assessment Scale Family Carolina North version. Indian (NCFAS)-American In the first three years of model years of model the first three In the overall implementation (2003-2005), with relative placed of children percentage 20% to 43%. from increased caregivers non- this period, out-of-home, During children Native kinship placements of County, 76.8% in Denver by decreased the Colorado CPS department with the Native involving largest number of cases families. among families 2003-2005, From with substance abuse and child welfare to no re-referrals were there involvement, for the rate of re-referrals CPS, whereas families in Colorado in the years Native 1995-2000 was 17.5%. Evaluation Highlights Evaluation

• • • • • first step in effective urban Indian Child urban first step in effective status Indian When a family’s work. Welfare is not ascertained into the case, until well many important opportunities to implement services passed. culturally responsive have family members can be contacted Extended can and parents early in the case process, for culturally appropriate referrals receive assessments and to services beginning with Early Identification of Native of Native Identification Early Children Indian The identification of American entering CPS systems is an essential children Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW An individualized serviceAn individualized plan is developed address Native issues in child welfare issues in child welfare Native address system change initiatives developing departmental for developing protocols and children Native early identification of to DIFRC referral and responsiveness awareness improving children, to the needs and issues of Native families, and communities on culturally responsive training workers practice and the ICWA engaging with state-wide partners to increasing family members’ motivation to motivation family members’ increasing challenges address interfacing with CPS and tribal and other servicecaseworkers providers Act Welfare Child Indian addressing compliance aspects and children’s (ICWA) tribal enrollment identifying and accessing resources and identifying and accessing resources servicestreatment Do you have 90 seconds? Do you have practice welfare on child the national dialogue to Contribute and/ ideas, questions, thoughts, and policy by sharing your child well-being. to pertaining or experiences • • • • • • • • community-based service delivery system issues that within which families can address them into contact with CPS. brought have interventions with CPS include: System-level System-level interventions in the practice System-level essential to supporting the direct model are and families. to children services provided CPS These interventions seek to improve families interactions with Native systems’ a culturally responsive, and to develop family strengths. Completion of mental family strengths. health, substance abuse, and/or domestic often at the center of violence assessments are weeks of service in the first work provision, efforts by dedicated to: followed and are exposures. DIFRC also strives to create an create to also strives DIFRC exposures. feel clients Native where agency environment culturally safe. and emotionally, physically, assessment a thorough for each family from of all family of the needs and capacities a through The plan is implemented members. interventionsseries of strategic and structured multiple address intended to simultaneously upon inherent and build family stressors

DIFRC’s practice model is comprised practice DIFRC’s home care is needed home care emphasis on strengthening family kinship emphasis on strengthening networks cultural connections maintaining children’s kinship placements when out-of- through community and home-based services using approach a culturally responsive assessment and treatment by a behavioral by assessment and treatment health provider substance abuse and mental health assessment and treatment collaboration with CPS and tribes level, at the caseworker trauma screening in-depth and, when indicated, more early identification of children and families early identification of children with (or at-risk of involvement) involved CPS • • • • • • • historical group traumatic events (such as forced relocations and boarding and boarding relocations (such as forced events traumatic group historical and of trauma, transmission intergenerational school attendance), exposures. trauma individual contemporary The agency’s trauma-informed approach begins with service providers’ providers’ begins with service approach trauma-informed The agency’s clients: that impact Native aspects of trauma of three awareness and individual contemporary trauma group traumatic events (such as forced (such as forced traumatic events group school attendance), and boarding relocations intergenerational transmission of trauma, many Native families. The agency’s trauma- The agency’s families. many Native begins with serviceinformed approach aspects of of three awareness providers’ clients: historical trauma that impact Native the foundation of direct servicesthe foundation of direct within practice model and addresses DIFRC’s multiple and persistent challenges faced by Intensive, family-focused, and trauma- Intensive, informed case management comprises by practice-informed evidence to lead to by and families. successful outcomes for children These services best practices in also reflect including: Welfare, Child Indian of a set of services that have been shown of a set of services been shown that have and collaborative partnershipsand collaborative with child servicesprotective departments, (CPS) tribes, providers. and community-based and formalized practice model that is built practice model and formalized upon a foundation of trauma-informed services and families direct to children For 14 years the Denver Indian Family Family Indian the Denver years 14 For has provided Center (DIFRC) Resource Welfare Child urban Indian comprehensive a documented utilizes The agency services. Indian Child Welfare Services Child Welfare Indian PhD, LCSW Lucero, Nancy M. An Evidence-Informed Practice Model for Urban Urban for Model Practice Evidence-Informed An Practice interventions are moreinterventions likelytobeeffective, mental healthconcerns isbestaddressed, and mitigation oftraumatic stress and other connection thatenhanceswell-being. The achieve apermanent,safe,andstable family that are trauma-informed. the childwelfare systemreceive interventions thatLatino/Hispanicimportant children in issues tobeaddressed. Therefore, itisvitally child welfare systemwithcomplexneedsand 1997 and2007. were removed from theUnited States between over 108,000parents ofU.S.-citizen children the Inspector General (2009)estimatedthat ofHomelandDepartment Security Office of through immigrationenforcement. The of native-born children maybedeported a riskthatundocumentedimmigrantparents the firstfive monthsof2014. Further, there is tocross thesouthernU.S.bordertrying in 52,000 unaccompaniedchildren were caught Kids inNeed ofDefense (2014),more than Center forGender andRefugee Studies and minors. According toarecent report by the recently ontheissueofunaccompanied For example,there hasbeenincreased focus for Latino/Hispanic children andfamilies. other lifeexperiencesofatraumaticnature child welfare andout-ofhomecare, there are with abuse/neglectandinvolvement with Baldwin, 2005). their (Church, Gross,White counterparts & outcomes ofwell-being whencompared to negativeexperience disproportionately that Latinochildren involved infostercare (U.S. DHHS,2010).It iswell documented doubled from 8%in1990to20%2008 children infostercare have more than Similarly, theratesofLatino/Hispanic and Human [U.S.DHHS],2010). Services 2008 (United States ofHealth Department doubled from 10.0%in1995to20.8% as victimsofmaltreatment hasmore than of Latino/Hispanic children confirmed data estimatesindicatethatthepercentage increased over thepasttwodecades.National in thechildwelfare systemhassteadily The numberofLatino/Hispanic children PsyDLisa Conradi, Families Involved intheChildWelfare System Addressing theTrauma-Related NeedsofLatinoChildren and 22 implications oftheseexperiences. traumatic stress withthispopulationandaccount for thecultural children andfamilies involved inchildwelfare whenassessing for It isimportant to consider specificlife experiences for Latino/Hispanic

The primary goalofchild welfare isto The primary Many ofthesechildren willpresent tothe Along withthelifeexperiencesconsistent CW 360 o

Culturally Responsive ChildWelfare Practice California Social Work Education Center, Child Traumatic Stress Network, & The (Child Welfare Collaborative Group, National Welfare“Child the Trauma Training Toolkit” presence oftrauma. The revised version of (e.g., immigration)thatmaycompound the linguistic, andothercontextualvariables with considerationofsocio-cultural, ethnic, children andfamiliesinvolved inchildwelfare specific issuesandneedsofLatino/Hispanic child welfare aswell asonthe interventions Train childwelfare staffontrauma-informed Increase trainingofchildwelfare staff. some control over hisorherenvironment. transitions, andallowing thechildtohave adequately preparing thechildforkey child whatwouldhelphimorherfeelsafer, they are serving. This includesaskingthe psychological safetyofthechildandfamily small behaviorsdesignedtoimprove the sweeping systemchanges,butrather, made by childwelfare workers are not Some ofthemostimpactfulinterventions safety, butpsychological safetyaswell. Focus onaddressing notonlyphysical process immigratedyouth. fornewly ofthemigration been experiencedaspart placement, butalsotraumathatmayhave only thetraumaassociatedwithout-of-home (Cohen, 2007). These experiencesincludenot the culturalimplicationsoftheseexperiences stress withthispopulationandaccountfor child welfare whenassessingfortraumatic Hispanic children andfamiliesinvolved in consider specificlifeexperiencesforLatino/ involved inchildwelfare. Latino/Hispanic familiesandchildren Expand thedefinitionoftraumafor Adapting 2008): LatinoServices, Hispanic families(The Workgroup on improving childwelfare practiceforLatino/ concrete recommendations from thefieldon needs ofthispopulation. The following are toaddresssystem, itisimportant thespecific Latino/Hispanic children inthe childwelfare their lives. Given theuniqueexperiencesof adults whomtheyouth in seeasmeaningful with familymembersand/orothersignificant in thecontextofpermanencyplanningand • Winter 2015 It to isimportant

and traumathatdiscussestheseissues. 2013) includesamodulefocusedonculture [email protected] Diego. Dr. can Conradi bereached at Families, RadyChildren’s Hospital–San Chadwick Center for Children and ProjectsSAMHSA Co-Director at the PsyD,Lisa Conradi, istheACYF and Traumatic Stress Network, 2010). the Child Welfare Committee,National Child (Grillo, Lott,&Foster Care Subcommittee of Trauma: A Workshop forResource Parents” “Caring forChildren whohave Experienced of trauma.Anexampleistheresource titled, of youth intheircare, includingtheimpact address andmanagethementalhealthneeds would includekinshipcaregivers tobetter forresourceopportunities families. Provide educationalandskillbuilding Hispanic fosteryouth’s ethnicidentity. Latino/ and linguisticcontinuitysupport resource familiesthatcanprovide cultural to ensure thatthere isenoughcapacityof of effective childwelfare practiceistheneed as resource parents. recruit bilingualandbiculturalfamilies Increase to socialmarketing efforts trauma. children inchildwelfare andtheimpactof training totheseagenciesonLatino/Hispanic their contexts. This mayincludeproviding deliver andadaptevidence-basedpracticesin the adequateinfrastructure andresources to of thesegroups tobuildcapacityandhave organizations, considerexpandingtherole by communityandethnic-based services the childwelfare systemwilllikelyreceive Hispanic youth andfamiliesimpactedby organizations. Support community andethnic-based Given thatmost Latino/ Acriticalcomponent . These Practice

Winter 2015 Winter Continued on page 36 • It takes time and genuine people to build It relationships and trust in the African heritage relationships is not culturally an agency If community. Agencies will not work. competent, outreach must tailor messages and communications the hearts and minds of the targeted to reach example, For audience and what they value. and collective faith, extended family, important to many members are achievements Including of the African heritage community. staff and organizations who use specific in the organizing strategies and outreach Understanding African heritage community. the historyand acknowledging of people with African heritage and their overall is a huge asset contributions to Minnesota with the African to organizations working and staff must Agencies heritage community. and focus on African heritage recognize and culture. history, strengths, families’ and customer service are flexibility, Respect, cannot not be a one size There important. and adoption to foster care fits all approach services, especially when it comes to recruiting families of African heritage. Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW We are pursuing strategic outreach in pursuing strategic outreach are We There cannot not be a one size fits all approach to foster care and care foster to not be a one size fits all approach cannot There of families recruiting to when it comes especially adoption services, heritage. African who are culturally aware, responsive, and responsive, culturally aware, who are of the community in which reflective and Care The Rally for Foster they serve. African heritage utilizes Initiative Adoption numbers of African heritage participants, and We at those events. did outreach volunteers distributed surveys begin to gauge awareness, dialogue, and inform and educate people foster and adoptive about the need for loving gave We families for African heritage children. an opportunity to sign up for more residents and adoption, information about foster care and invited and encouraged them to attend and adoption rallies. foster care future Practices Best is important staff members to have It community gatherings, and establishments such as community services organizations, significant ties with African all of which have heritage communities. many African heritage communities where identified example, we For live. residents high community celebrations that have heritage churches, beauty salons, barbershops, heritage churches,

to foster care. The majority of our interaction to foster care. African with target audiences is through an advisory committee to help support the to and make policy recommendations work in African heritage children DHS regarding related out-of-home placement, specifically integral allies in this initiative. In order to order In integral allies in this initiative. held information we this initiative, develop formed We sessions to engage stakeholders. improve outcomes for African heritage improve Community partners, residents, children. and adoption organizations, foster care county agencies, and state agencies are Developing the Initiative Developing and commitment Community involvement is crucial to securing families who will help to culturally relevant services to culturally relevant to reduce of African American overrepresentation system. child welfare in Minnesota’s children for African American children, engage the for African American children, about supportingcommunity in conversations access and families, and increase children promote community awareness and action community awareness promote experiences and partnerships,through share families to find permanent, loving resources who can maintain cultural connections 2008). Community and faith institutions are 2008). Community and faith institutions are key partners rally in implementing numerous to The goals are the year. throughout events The Rally for Foster Care and Adoption and Adoption Care The Rally for Foster the former Health from is derived Initiative as the former One Rallies as well Care Talley, (see Child Initiative One Church, adoptive parents have in caring for children. in caring for children. have parents adoptive Purpose and Goals to prevention and proactive efforts to help and proactive to prevention recognize we families stay together safely, and the important kin, foster parents, role children involved in child welfare. While in child welfare. involved children does not Minnesotans the Council on Black out-of-home placement of African promote devoted and wants resources heritage children outreach in Twin Cities African heritage Twin in outreach adoptive, care, foster communities to recruit for African heritage and kinship parents is to address the racial disparities of African the racial disparities is to address overrepresented who are heritage children This system. child welfare in Minnesota’s targeted culturally specific provides initiative by the Minnesota Department of Human Departmentof Human the Minnesota by the Services by (DHS) and facilitated goal whose Minnesotans, Council on Black Deborah Brown, MPA Deborah Brown, and Adoption Care The Rally for Foster funded pilot initiative, is a 1-year Initiative and Recruitment Model for Foster Care and Adoption with African with African Adoption and Care Foster Model for and Recruitment Communities Heritage Initiative Serves as a Culturally Responsive Community Outreach Outreach Community Responsive as a Culturally Serves Initiative Practice or behavioralconcerns. AfricanAmerican and youth withemotional, developmental, ages 10-18,sibling groups, children ofcolor, permanency forthehardest-to-place children: Extreme Recruitment Extreme Recruitment respect from thechildwelfare system. Coalition believes thatallfamiliesdeserve ability totakecare oftheirown children. The andrecognizeof thefamiliesserved their culture. These programs honorthestrengths ethnicity, butalsootheraspectsoftheir into accountnotonlythechild’s raceand and thework tobeaccomplishedtakes The programs are child-specificinnature, history, andtheyaimtoempower families. has itsown culture, personaldynamics,and These programs recognize family thatevery helpful forchildren andfamiliesofcolor. all children infostercare, butare particularly coalition’s programs were developed toserve Recruitment children connectedwiththeirfamily–Extreme has developed twoprograms thataimtokeep Adoptive Care Coalition. the groundbreaking programs attheFoster & Christina andDavid were theinspirationfor tothechildren.be immeasurablyimportant extended family. This relationship proved to were abletoreconnect thechildren totheir maintaining connectionstorelatives and parents whorecognized of theimportance African American,were adoptedby Caucasian entered fostercare. ChristinaandDavid, both are oftenlostby children oncetheyhave connecting withyour familyandyour past) from your family, itmaymeantheworld. pudding recipe istheonlythingyou have safety ofyour Auntie’s kitchen.But, ifarice breakfastmemories ofacomforting inthe significance atall. For others,itmightbring To mostpeople,ricepuddingmayhave no &GayleMelanie Scheetz Flavin, LMSW The Importance ofRice Pudding 24 and includedtherecipe forricepudding. long listofthechildren’s likesanddislikes goodbye, Auntie gave thecasemanagera relative adoptive shesaid homeforthem.As and David’s casemanagerfoundanon- life-long commitmenttothem.Christina children ofherown andcouldnotmakea Auntie. However, Auntie wasraising kinship care paternal witha wonderful foster care, ChristinaandDavid lived in lives. Aftertheyenteredof theireveryday Prostitutionapartment. were anddrugs part chaos, withsixadultsinaone-bedroom Christina andDavid lived inahouseof

The Foster &Adoptive Care Coalition These seeminglylittlethings(waysof CW 360 ® and30Days toFamily o

Culturally Responsive ChildWelfare Practice ® isaracetofind ® ™ . The team. The recruiters’ are efforts supported expediting therecruitment activities ofthe who isdedicated to spearheadingand The extreme recruiter isafull-timeworker all ofthefollowing elements: permanency programs becauseitencompasses Extreme Recruitment the work forthechildwelfare professional. Recruitment permanency preparation. Because Extreme 20 weeks ofintensive and recruitment efforts team thatworks togetherwithurgencyfor12- homes forchildren by creating adynamic Caucasian, while61%were AfricanAmerican. through Extremeserved Recruitment the program. In 2013, 37%oftheyouth youth are represented disproportionately in • • • • • dynamics, andhistory, andthey aimto empower families. These programs recognize thatevery family hasitsown culture, personal The skillsofaprivate investigator meetings Efficient andeffective weekly team that impacttheirreadiness forpermanency Examination ofallareas ofachild’s life recruitment General, targeted,andchild-specific with relatives orkin Diligent searches toreconnect theyouth Extreme Recruitment ® is a team effort, itlightens isateameffort, • ® Winter 2015 differsfrom other ® findspermanent

® were it back. of theiridentity. Extreme Recruitment caregiver andbiologicalrelatives ofthechild. to cultivate arelationship between thenew remain incontactwithfamilyby helping toensurepossible effort thatthechildwill with non-relatives, theirrecruiter makesevery non-relatives. When children are matched safe andappropriate relatives ofthechildover for theseyouth. Priority isalwaysgiven to all relatives willbeoptionsforpermanency identified relatives remains fairlyconstant,not permanency resource. While the numberof wereof theyouth served matchedwitha adoption orguardianship. In 2013,71.9% matching youth withpermanentresources for reconnecting youth withsaferelatives; and2) adults. It isaccomplishedintwoways:1) foster care by connectingyouth tosupportive improve long-termoutcomesofyouth in 80%. investigator, thecontactrateskyrocketed to dismal 23%. Within twoweeks ofhiringan but thecontactratewithrelatives wasa workers dotheinvestigation work themselves, investigator. Originally, we triedhavingsocial by the skillsetofprogram’s private Years spentin foster care stripschildren The goalofExtreme Recruitment ® isto ® gives Practice

. 25

melaniescheetz@ Winter 2015 Winter • . [email protected] It should be a basic human right to know right to know should be a basic human It is thriving, surrounded by his grandmother, his grandmother, by surrounded is thriving, taking wonderful who are aunts, and uncles of him. care who your relatives are and to understand and to understand are relatives who your Whether it comes from from. came you where or a family prayer, a lullaby, rice pudding, everyone sense of belonging to needs that services child protection While hold on to. (to keep kids safe), the best of intentions have come at the price to safety should not have Children sense of identity. of losing your to our responsibility both, and it is can have it. provide Director Melanie Scheetz is Executive Coalition. Adoptive & Care the Foster of at be reached She can foster-adopt.org of LMSW, is Director Flavin, Gayle the Foster at Implementation Program be Coalition. She can & Adoptive Care at reached . ™ Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o American Indian tribes. 360 CW Here is the story is the than more one of the of Here Although heartbroken that she did not know heartbroken that she did not know Although she was ecstatic to about Lamont before, course a home for him, saying, “Of provide him and I will love I want my grandbaby! of him known of him just as if I’ve take care Lamont since the day he was born!” Now, Days to Family™ specialist started Lamont’s specialist started Lamont’s to Family™ Days Within relatives. four known case with only to 99. had grown family tree days, his five said that two family members Although neither they would like to help Lamont, him. By a home for of them could provide included 210 the family tree the 14th day, take him but still, no one could relatives, with 277 day, on the 29th in. Finally, A 30 located, came the big break! relatives specialist located Lamont’s to Family™ Days who eight weeks paternal grandmother, Louis area. to the St. had relocated before that she had a grandson. did not know She As soon as his mother was arrested, 4-year- As mother was arrested, soon as his A 30 came into foster care. old Lamont CHILD WELFARE STUDIES 200 children served to Family 30 Days 200 children by Department of Social Work Department of Social Website: www.d.umn.edu/sw Website: CENTER REGIONAL FOR AND TRIBAL Advancing the well-being of children by strengthening families Advancing the well-being of children was ™ in the region, with a special emphasis on working in partnership with in the region, with a special emphasis on working in partnership P: 218-726-7245 | email: [email protected] 218-726-7245 | email: P: and communities through social work education, research, and outreach and communities through social work education, research, and is an intense is an intense ™ • Title IV-E Child Welfare Scholars Programs Available for MSW and BSW students Available Scholars Programs Child Welfare IV-E • Title Scholars Program (ICWA) • Offering the Indian Child Welfare Advanced Generalist (MSW) and Generalist (BSW) Curriculum • • Meets Minnesota Licensure Requirements for Clinical Content 220 Bohannon Hall | 1207 Ordean Court | Duluth, MN Court 220 Bohannon Hall | 1207 Ordean | Duluth, UNIVERSITY MINNESOTA DULUTH OF ™

, 30 Days to Family to , 30 Days ® UNIVERSITY OF MINNESOTA DULUTH MINNESOTA OF UNIVERSITY

In 2013, 67% of children were placed were 2013, 67% of children In the program. the program. one year later. As in Extreme Recruitment®, Recruitment®, As in Extreme later. one year constitute the African American children majority (66.6% in 2013) of those served by in kinship care homes within 30 days of the homes within in kinship care of all, during Best child entering state custody. 89% of children the life of the program, served stable in their placements remained and preserve the child’s relationships with relationships and preserve the child’s friends and supportive adults. network, appropriate placements and supports placements appropriate network, Every effort to search is made identified. are siblings together, who will keep for relatives school of origin, in their maintain children placement options and supports.placement options to 30 Days of specialists identify an average Family™ this large Within for each case. 150 relatives Recruitment to Family 30 Days created. and short-term intervention to diligently identify and kin to relatives for a child’s search 30 Days to Family to 30 Days the launch of Extreme after years Three Practice the effectofadverse experiences. Research self-efficacy are betterequipped tomitigate who have asenseof purpose,optimism,and youth whopossessapositive self-imageand care isapositive senseofself. Children and can beachieved through theuseofkinship of themostcriticalprotective factorsthat kinship care. Individual-level protective factors and become more prominent insuchplacements. sothatthey be easilycultivated andsupported organic tothepracticeofkinshipcare orcan Many oftheidentifiedprotective factorsare welfare (Development Group, Services 2013). critical forchildren whoare involved inchild protective factorshave beenidentifiedas individual, relational, andcommunity-level can increase children’s overall well-being. several identifiedprotective factorsandthus Act 42U.S.C.§671(a)(19),italsopromotes statutorily indicatedby theSocial Security responsive practicethatisnotonlyviableand 2013, p. 7).Kinshipcare isaculturally are already overburdened” (Denby &Curtis, unrealistic financialburdens onsystemsthat both practicalandviabledonotplace there isaneedtoadvance approaches thatare of under-resourced childwelfare systems, child welfare jurisdictions,“given thereality recommended courseofactioninmany modelsmaybethe implementation ofnew group.needs ofaparticular Although the or provisions tailored specificallytothe accomplished by services establishingnew to fittheneedsofclientgroups, oritcanbe orapproaches adaptation ofexistingservices Cultural responsiveness can occurthrough involved inthechildwelfare system. American children andfamilieswhoare toAfrican delivery the forefront ofservice Culturally responsive practices mustbeat and Culturally Responsive Practice Kinship Care AsaProtective Factor practice iskinshipcare. promote thechild’s well-being. One such to lessentheeffectsofremoval andto effective andculturallyresponsive approaches practitioners shouldconsiderthemost can ensuefrom thatremoval. Consequently, negative effectsandunintendedconsequences them withprotection, butamyriadof to beremoved from theirparents toprovide the United States. Some children mayneed removal from theirparents remains highin The numberofchildren whoexperience Ramona W. Denby, PhD African American Children Kinship Care: ACulturally Responsive Intervention for 26

Theoretical associatedwith constructs CW 360 At theindividuallevel, one o

Culturally Responsive ChildWelfare Practice belongingness butalsoapsychological one. can provide notonlyaphysicalsenseof kinship care. Community-level protective factorsand delivery.the contextofchildwelfare service and griefissues,whichcangounrecognized in biological tiesandcanassistchildren withloss of themselves. Kinshipcare enablesimportant positive, loving, representations andnurturing thatAfricanAmericanchildrenimportant see of maltreatment andsubsequentremoval. It is inmitigatingthetraumaticimpact important a senseofbelongingnessand“fit,”vitally American children are abletomaintain losses. Through kinshipplacements,African adolescents relational gainsandrestoration of kinship placementaffords African American (2010)foundthat connections. Schwartz family members,providing essentiallifelong children thechancetoreside amongextended welfare system.Kinshipcare placementsafford for children whoare engagedwiththechild adults—are predictive ofpositive outcomes relationships withothers,includingcaring andsignificant ability tosustainmeaningful and kinshipcare. Relationship-level protective factors (Strozier, McGrew, Krisman,&Smith, 2005). associated withimproved levels ofself-esteem problems (Rubin etal.,2008),whichmaybe kinship care placementshave fewerbehavioral has demonstratedthatchildren whoreside in concerning theneed toimplementmore kinship care, butthere tendstobeagreement regarding theeffectiveness andbenefitsof The literature provides differingperspectives Caregiver Support 2007). homes (Schwartz, whoresidecounterparts innon-kinshipcare positive ethnicidentityperspectives thantheir kinship care mayhave more favorable and children. AfricanAmericanadolescentsin and ethnicidentificationforAfricanAmerican normality andcanhelptosolidifyacultural apositiveLikewise, communitylifeoffers Crawford, Longobardi, & Valentine, 2008). (Winokur,fewer placementdisruptions Children placedinkinshipcare experience the traumatic impactofmaltreatment andsubsequentremoval. maintain asenseofbelongingness and“fit,”vitally important inmitigating Through kinshipplacements, African American children are able to A stablelivingsituation Relational skills—the • Winter 2015

stipends, accesstoearlychildhoodeducation include: guardianship or non-needycaretaker to bemostresponsive tochildren’s needscan environment. Resources thatenablecaregivers factor ofahealthycommunityandliving provide thecommunity-level protective Economic resources enablecaregivers to have includedinadequatefinancialprovisions. given theirbackground experiencesthatmay children’s needs,whichcanbesignificant andresourcesinterventions toaddress to equippingcaregivers withthenecessary community-level protective factor)iscritical care. For (a example,economicopportunity resources toadequatelyprovidenecessary toensurebe supported theypossessthe well-being outcomes.Caregivers should they canhave apositive effectonchild caregiverseffective waysofsupporting so edu can bereached at at TheLincyInstitute.Scholar Dr. Denby Vegas,Nevada–Las Resident and Senior Work, of of Social University the School Ramona W. Denby, PhD,isProfessor at caregiver approaches, seeDenby, support 2011.) ( another recommended courseofaction. child’s needsbutalsothecaregiver’s needsis thataddressesemotional support notonlythe about thecaregiving role. Finally, mentaland caregiver concernsthatheorshemighthave a caregiver’s willingnesstoconfideinanother have beenshown toincrease childsafetygiven caregivers, relationships trusting ensueand 2011). When caregivers are paired withother increasing caregiver competencies(Denby, are culturallyresponsive andeffective in approaches thatinvolve peer-to-peersupport demonstrated thatkinshipcaregiver support education andinformation.Research has respitepeer support, care, andaccessto caregivers. Such neededresources caninclude parenting competenciesare criticalfor educational enhancements. thatcanfundtutoringandother services andacademicsupport and pre-school services, Note: Additionally, resources thatpromote . For amore completereview ofkinship

ramona.denby@unlv.

Perspectives

lkayee01@ Winter 2015 Winter • . nearby, and African food was important and African food nearby, to me. school from pick up foster youth Don’t of everybody. in a police car in front location. Choose a discreet Don’t assume that just because a young assume that just because a young Don’t person is African that they must stay in an African home. Africa is a continent, and many cultures with not a country, religions. Think about possible outcomes of if community, staying within one’s it might help or harm a child. Also consider whether the foster placement’s location has cultural connections— center treatment neither the residential home had African restaurants nor Kathy’s • • • in foster care. I wouldn’t have my foster mom, have I wouldn’t in foster care. in my a constant whom I call Mom, Kathy, life. alumna and Kayee is a foster Lucina Hamline University. at student current at be reached She can hamline.edu at youth in the system. I wouldn’t change in the system. I wouldn’t at youth shelter so many times being at the residential run. institutions are how now because I know been if I hadn’t card my green have I wouldn’t Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW could still be deported. Betsy recognized could still be deported. recognized Betsy my need for legal status and helped me card. get my green cultural way of doing things—in every between a difference there’s culture hitting and abusing. to choose the power foster youth Give to eat, what activities to do, and where they want to live. where person’s on a young backgrounds Do my social worker, Betsy, ancestral history. and talked to watched Liberian movies rights me about the Liberian women’s movement. individual needs. a youth’s Understand but I as a political refugee, I came here Intervene early with intensive, culturally Intervene early with intensive, if it in-home services.responsive Even it can help keep families together, doesn’t emotional well-being. help kids’ actual abuse for a misinterpret Don’t I wouldn’t change being in foster care, or change being in foster care, I wouldn’t After being expelled due to behavioral After being expelled due say that the I always hear social workers • • • • • Recommendations for Social Workers to be to Social Workers for Recommendations Responsive Culturally just one thing, I probably wouldn’t have what have wouldn’t just one thing, I probably change being I wouldn’t right now. I have look me a different a child soldier—it gives system is our family until we create our own our own create system is our family until we that out, we figure Until definition of family. When I our family. county—are you—the I I just wanted people to know was young, was a Liberian and that I wanted my African the time I got to junior high, I knew food. By was to me. what family was and what culture of culture. awareness I had built my own I changed anything that happened to me. If no longer alone at the school; I had found at the school; I had no longer alone up with grown had even I group. my cultural elders might have students. My some of the care. but the kids didn’t cut me off, and graduating issues, I ended up enrolling pursuing a now I’m an online school. from and social justice at in political science degree University. Hamline people of young county is not the family Our they are. actually, But in foster care.

Kathy told the county and my judge that Kathy tried her hardest, but she was Kathy tried her hardest, At age 12 I was in a treatment center for age 12 I was in a treatment At By age 12 I’d been in and out of a age 12 I’d By By the time I got to junior high, I knew what family was and what culture was and what culture what family junior high, I knew By the time I got to of culture. awareness me. I had built my own was to The school asked me to help with an after- for African students. I was school program cultural needs. My two biggest concerns were two biggest concerns were cultural needs. My and without my education and my culture, the cracks. fall through both I’d addressing to read at grade level, and issues with my jaw at grade level, to read due to having been poisoned in Liberia. my addressing the school was having trouble my relatively wealthy schoolmates saw me as wealthy my relatively clothing, an accent abnormal, with different an inability worse when I was angry, that grew an Italian who’d grown up in small town up in small town grown who’d an Italian I ate tripe, but she fed tripe to her Minnesota. transition to school was also hard: dogs. My later my stepdad tried to kill his girlfriend. wishes, I did a victim Against my birth mom’s that and moving impact statement. Between my birth mom cut me off. in with Kathy, visitation; he consented to both. Five months visitation; he consented to both. Five of my in with a foster parent later I moved months a white woman. Four choice—Kathy, program and where I developed an interest an interest I developed and where program hearing review my annual At in advocacy. a say I asked the judge for the right to have and to end my stepdad’s I lived in where girls, where my therapist actively supported my therapist actively girls, where into the my efforts to incorporate culture over. My second foster family was African My over. American, but one of the older kids smoked in the basement and my tribe is very against smoking. background. Because the African community Because background. knew in my city was small, my foster parents my stepdad, liked him, and often had him I continued to see my stepdad 5 days a first foster placement had been My week. based on the assumption that all Africans of religious regardless should stay together, lasting anywhere from 2 days to 8 months. from lasting anywhere actually okay. actually okay. 15 times, with stays shelter about residential half later, at age 8, I ended up in foster care at age 8, I ended up in foster care half later, abuse. I initially due to domestic and child family took that to home; my was returned me was done to mean that everything they’d tale ending. Due to political involvement, to political involvement, Due tale ending. come to the U.S., so I my mother couldn’t and a a year About came with my stepdad. Lucina Kayee, interviewed by Heidi Ombisa Skallet, MSW, LISW MSW, Skallet, Heidi Ombisa by interviewed Kayee, Lucina war-torn Liberia U.S. from I came to the a newhoping for fairy- beginning and a The Importance of Culture From a Foster Youth Perspective Youth a Foster From of Culture Importance The Perspectives leadership atthetime,regarding decision vision heldby the childwelfareWhite Earth and whatwasnot,whichwere similartothe some ideasaboutwhatwasworking fortribes foralmostadecade.Ihad in statecourts appropriate manner. toresolveforum theirdisputesinaculturally thattribalmemberswerecertain inneedofa 25,000 tribalmembersatthattime,itwas the triballicenseplates. With more than administratorwhoalsosold court part-time regarding thebestinterest ofitschildren. the tribeshouldbedecisionmaker lot ofchildprotection cases.Iwasconvinced represented tribes,parents, andchildren ina covered huntingandfishingoffenses.Ihad judge in1997,theonlycodethatexisted aschief at the tribalcourt White Earth of Minnesota andbeyond. When Iarrived placed infostercare throughout thestate hashadlargenumbersoftribalchildrenEarth high schoolgraduationinthestate. White highest ratesofpoverty andlowest ratesof area ofthestate. The tribehassomeofthe Minnesota,northwest isanimpoverished The tribalnation,locatedin White Earth Anita Fineday, JD,MPA Customary AdoptionatWhite EarthNation 28

By thistime,Ihad beenpracticinglaw The tribehadnostaffattorneys,andone CW 360 o

Culturally Responsive ChildWelfare Practice me andforthekids. We alsoshared a workers involved genuinelycared for encouraging formebecauseallsocial family. Working with was White Earth process wassonaturalandrightformy also hisenergeticbigsister. The whole the littleboy but whostolemyheart, proud mother“auntie” tonotonly know itatthetime but hestolemyheart. He Ididn’t wassolittle,butperfect! and heldmylittlecousinforthefirsttime. That evening Iwent totheNICUward of courseIwouldvisitherbaby forher. not have tobealone.Ididnothesitate— while hewasinthehospitalsowould behind. She askedif Iwouldvisitherbaby returning toprisonandleavingherbaby delivered ababy boy prematurely andwas phone callfrom mycousin.She hadjust Almost twoyears ago,Ireceived a Lucy Two Mommiesto Love Us Fast totodayandIamthe forward • Winter 2015

grow upwithtwo mommieswhoshare confident itisgoingtobegood. Theywill what thefuture holds,buttodayIfeel each have different roles, andIdon’t know two littlepeopleourchildren. We will daughter, son,andcousin.Iconsiderthese of peacefornotonlymyselfbutalsomy of twobeautifulchildren, Ifeelasense decision. and staffonlyaffirmedmy White Earth naturalprocess,not stressful; itwasavery The wholeprocess tofinishwas from start I neededtoshare sensitive information. whentheyvisitedor uncomfortable common culture andhistory. Inever felt and tribe. only tomebutalsomywholefamily Customary adoptionhasbeenagiftnot cousins, culture, andfamilyhistory. the samegrandparents, aunts,uncles, Now thatIamofficiallythemother Perspectives

Winter 2015 Winter • . White Earth’s customary adoption White Earth’s members. They might include a spiritual members. guidance, a drum to group leader to provide sing songs of blessing and celebration, gifts for and star quilts or feast the child and family, which is in which to wrap the new family, a traditional symbol of new families being marriage or customary by created adoption. is Managing JD, MPA, Anita Fineday, Casey at Indian Child Welfare of Director at be reached She can Programs. Family [email protected] might only receive an annual school picture school picture an annual might only receive of the case, The facts and a Christmas letter. and parents, the willingness of the adoptive in all factored of the child are the desires when deciding what kind of contact will be allowed. for tribal culturally appropriate are ceremonies customary was positive adoption process The customary adoption and encouraging. The forget. will never was a day we ceremony with on showered were star quilts and gifts we that day mean so much to us as a new family. a part of our family and is now Sheldon family and other his siblings, grandmother, basis, are members, who he sees on a regular an extension of our family as well. Earth Tribal Court of to begin the process Tribal Earth experience with the Our adopting Sheldon. Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW Today the court has completed more the court completed more has Today We started transferring child welfare cases started transferring child welfare We After about a year of unsuccessful attempts After about a year temporarily removed. temporarily We created something called a “suspension of parental rights.” We rights.” We a “suspension of parental something called created We fit the thought it best but we before this terminology heard had never only rights were idea that parental create—the trying to were we concept bones budgets with little to no support staff. bones budgets with little to no support staff. of the operation of the years the first 13 For court I personally drafted and typed every the court. issued by order They always than 300 customary adoptions. for the biological include a contact agreement spectrum a broad of that covers parent(s) may include The contact agreement options. on one end of face-to-face visits with parents the other end a parent the continuum. On concerned that we were not cultural experts were concerned that we would we afraid were We our tribe. regarding get it wrong. White Earth tribal court the dozens. into by in struggled to keep up with the growth We caseloads within the court system and in the system. Both operated on bare child welfare which we were not that familiar. We were were We not that familiar. were which we asked to adopt Sheldon. We worked with the worked We asked to adopt Sheldon. and filed a Program White Earth Adoption customaryWhite adoption petition with the already had a relationship with him and his had a relationship already White Earth Indian asked by were we mother, would consider applying if we Welfare Child license and having him for a foster care toward to work placed in our home in order more were We with his mother. reunification than willing to do that. were we with his mother, Sheldon to reunify As the years passed, we were able to see were passed, we As the years

So we set about writing a child welfare set about writing a child welfare we So The elders voiced two clear and seemingly The elders voiced Before we could really start a developing really could we Before in the child welfare system. Because we we system. Because in the child welfare and care for Sheldon quite often. When When quite often. for Sheldon and care old, his mother was was 7 years Sheldon for him, and he was placed unable to care home on weekends. I said we would, and I said we home on weekends. that was the beginning of our journey to adoption. The beginning of our relationship with The beginning of our relationship started when he was four months Sheldon could old. A friend of mine asked if we taking Sheldon help out the family by Gloria Extended Family Increased Through Customary Adoption Customary Through Increased Family Extended accurately describe in writing a custom with to create—the idea that parental rights were rights were idea that parental to create—the also tried to We only temporarily removed. describe in writing the concept of customary could we worried about how We adoption. a “suspension of parental rights.” We had We rights.” of parental a “suspension but we this terminology before heard never tryingwere we thought it best fit the concept to their care when they are ready.” when they are to their care code that encompassed these messages from something called created We our elders. Earth Nation) did not believe in terminating did not believe Earth Nation) should They said, “Parents rights. parental returned their children always be able to have other tribes.” One of the elders told us that other tribes.” One for orphan in the Ojibwe was no word there heard The other message that we language. (White elders was that we from repeatedly were told, “It has always been our way to told, “It were family in, whether they’re take children from members, tribal members, or children conflicting messages. They described the conflicting messages. history practices on the of child rearing reservation as one that included the custom We in. children of taking other people’s community if we practiced termination of practiced community if we did. rights as the state parental simply operate as a replica of the state court simply operate as a replica adamant on the especially They were system. They rights. topic of terminating parental said the court the be accepted by would not family members through the state foster care state foster care the family members through adamant were They and adoption system. White Earth tribal courtthat the could not have advice from the elders on the reservation. advice from have told very clearly that what we were We needed on the envisioned doing was badly had lost of the elders reservation. Many writing a civil procedure code and a child code and a child procedure writing a civil code. protection court knew that it was crucial we system, to making about the large numbers of White White of large numbers about the making set about We in foster care. Earth children Perspectives risk losingallofherchildren sosheagreed to three sons.My grandmotherdidnotwantto promise thatshewouldbeabletoraiseher her rightstothree daughterswiththe was, quitesimply, coerced intorelinquishing deemed fittoraisehergirls. My grandmother her mother(mygrandmother)wasnot removed from hermother. Asasinglewoman, A generationbefore me,mymotherwas basis, Istillgrew upwithoutmyculture. her life.AlthoughIwasplacedonavoluntary hospital withoutmewasthehardest dayof her eyes, sheshared withmethatleavingthe and ill-equippedtoraiseababy. With tearsin when Iwasbornandfeltshetooyoung adoption; myIndian mother was19years old can takeitaway. Iwasvoluntarily placedfor cannot give someonetheirculture, butyou I cannow sayfrom myown experience:you my Indian motherand family. This iswhat family. Ihave, sincethen,beenreunified with lovingmy wonderfully non-Indian adoptive (ICWA) waspassed.Until 2011,Ionlyknew a year before theIndian Child Welfare Act who wasadoptedasaninfantin1977,just I amanAmericanIndian adult adoptee Rachel BanksKupcho,MPA, LGSW Love IsNotEnough 30 meant to Growing up,Iknew thatIwasAmerican Indianandyet Ihadnoideawhatit

CW 360 be Indian. Indian. o

Culturally Responsive ChildWelfare Practice could, buttheycouldnotgive memyculture. with allthelove, and advantage they support, not give mealltheseyears. They provided me that thiswasexactlywhatmyparents could my mindandIwasfinallyabletoarticulate through theceremony. It allculminatedin measIwentoutside ofthecircle supporting that daywasmyparents were standing to healing. What wasmostmemorableabout long yearned forthat.Iwasnow ontheroad be oneoftheirs.My andmyspirithad heart as thoughIbelongedandwasrecognized to Tears ceremony forthefirsttime.Ifinallyfelt ina 2002, whenIparticipated Wiping ofthe my culture. My journeyhomereally beganin thatIbegantolearnabout Indian Country self-doubt andshame.It wasinworking in as aresult Icarriedatremendous amountof to Indian andyet Ihadnoideawhatitmeant culture. outside ofthefamily, community, andthe result, mymomandtwoauntieswere raised yet aboutit.Asa there wasnothingvoluntary a “voluntary” terminationofparental rights, be Growing up, thatIwasAmerican Iknew Indian. with identity, Istruggled and • Winter 2015

changed forIndian families.Parents are still because Ifeelitillustratesthatnotmuchhas children, yet wasdefeated.Ishare thisstory She foughtuntilthebitterendtokeepher stifled hertears. absolutelybroke. My heart in Lakota;sheimmediatelysatdown and put hishandouttoherandsaidsomething physically restrain herifneedbe. The father immediately encircled herandwere ready to might becomecombative. The deputies stood up, sobbing,anditappeared thatshe the mother, overwrought withemotion, rights. At onepointduringthehearing, “voluntarily” terminatingtheirparental was ofamotherandfatherwhowere Indian children inoutofhomeplacement, for compliancewithstateandfederallaw memory, inmonitoringchildwelfare hearings American Indian Center. My mostvivid MonitorCourt through theMinneapolis [email protected] District. Rachelcan bereached at the PublicDefender–Second Judicial a DispositionalAdvisorinthe Office of Rachel BanksKupcho,MPA, LGSW, is home. furthered myhealinginamazingjourney unconditional love hasonly andsupport daughter ofKeith andLisaKupcho, whose granddaughter ofAudrey Banks. Iamalsothe the daughterofJeanne Winslow andthe from theLeechLakeBand ofOjibwe. Iam proudly saythatIamRachelBanks Kupcho have amuchstronger senseofself. Now Ican in waysIcouldnothave imagined,andI would comehome.”My hasbeenfilled heart who saidtome,“Rachel,we you alwaysknew conversation withoneofmyIndian aunties of thatuntilIwas34years old.It wasina andbenefit not fullyunderstandthevirtue they are andfrom where theycome.Idid children’s healthydevelopment toknow who community, andawayoflife.It iscriticalfor parent(s), butfrom anentire extendedfamily, not justtakingthatchildawayfrom the a childisplacedoutsideofthehome,it a hostoffamily, stories,andtraditions. When be ofequalimportance. With culture comes permanency, we needtoconsiderculture to In additiontothemaintenetsofsafetyand what constitutesgoodchildwelfare practice. their culture, andtribesare losingtheirfuture. losing theirchildren, thesechildren are losing From astheICWA 2006to2009,Iserved There are manyschoolsofthoughtasto . Perspectives

Winter 2015 Winter • sandywhitehawk@ A time to establish new Encouraging; listening; Encouraging; . A process of sharing A process All those years he was not heard. Not Not he was not heard. All those years learned that grief and loss of I have In that moment the social worker that moment the social worker In Truth: Healing: traditional songs and ceremonies Reconciliation: for change reflect evaluate; relationships; • • • Reconciliation begins with the individual—it Reconciliation Fort The elder from not an event. is a process, time leave don’t you Thompson was right. “If will be no Reconciliation.” for healing there man moment with the young that In healing took place. and social worker, begin. can now Reconciliation First of Sandy Hawk is Director White Sandy Institute. Repatriation Nations at be reached can gmail.com and a healing agent: In that moment he had a and a healing agent: In purpose, his life had a meaning. his one simple made sure one social worker to talk to his mother on his birthday, request, this moment he At was acknowledged. that of all the taught the social worker not things that had been done to his body, speaking to his mother on his birthday was his social worker the most painful. Maybe anyway. care thought, “That doesn’t parent matter it doesn’t missed his visits.” But She’s matters what children think. It what we is hard matter if a parent doesn’t need. It overwhelmed with a are to find or workers an of the job, the nature huge caseload—it’s job. hard incredibly impacts everyone it adoption and foster care touches, including workers. is simple: The FNRI Model experienced the revelation of what seemingly experienced the revelation that In on foster youth. decisions have routine man who likely believed moment the young about his life became a teacher no one cared Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW In 2007, we provided a THR Forum THR Forum a provided 2007, we In policies of her organization. I cried when to her, got up, went one of the little boys said, ‘It’s and put his hand on her shoulder, her he allowed and fault,’ your ok, it isn’t that little of spirit The strength to hug him. was so small one possessed amazed me. He in in physical form but mighty and pure spiritual form.” “Two small brothers told their stories of small brothers “Two their families and who being taken from Their storyof still in placement. were foster homes and what they went abusive lady A white was painful to hear. through cried so hard She down. broke social worker apologized to the her shoulders shook. She with she had not worked although boys apologized for not understanding them. She the and not listening and just following He saw her tremble with sadness and had saw her tremble He each They nurtured compassion for her. pain. other’s The social worker represented the social represented The social worker who did not listen and who made workers man without decisions about that young her discussing anything with him. In man was heard. the young remorse expressed time to engage with other adoptees and birth or degrade our do not criticize We relatives. do talk about but we parents, adoptive loving the emotionally isolating experience of being transracially adopted. her A participantfor foster youth. shared experience of the Forum:

At this first Forum there was an expressed was an expressed Forum there this first At We used our traditional Lakota sacred used our traditional Lakota sacred We During this Forum, adult adoptees this Forum, During In 2003, while in Fort Thompson, South South Thompson, 2003, while in Fort In FNRI evolved from a grassroots effort a grassroots that from FNRI evolved Western clinical approaches often cannot address. address. cannot often approaches clinical Western always connected to an abusive home, that being transracially adopted home, that being transracially an abusive to connected always that issues painful, confusing unique set of lifelong, its own created She heard the pain of separation from culture and how that pain is not that pain and how culture from the pain of separation She heard in Minneapolis monthly for 10 years. This monthly for 10 years. in Minneapolis social and spiritual time is therapeutic, a trauma expressed. trauma expressed. Now need for adoptees to meet regularly. has met Circle Talking Potluck the Adoptee songs and healing ceremony, which provided which provided songs and healing ceremony, a therapeutic and spiritual healing of the intergenerational disenfranchised grief and adopted created its own unique set of lifelong, its own adopted created clinical Western painful, confusing issues that often cannot address. approaches She heard the pain of separation from culture culture the pain of separation from heard She that pain is not always connected and how home, that being transracially to an abusive community members. A Guardian ad Litem community members. A Guardian THR the me to continue and develop inspired model when she reflected, “This will forever children.” for Native I advocate change how told their stories to social workers, mental told their stories to social workers, and adoption workers, health professionals, healing, there will be no reconciliation.” The will be no reconciliation.” healing, there born, and in 2004, I organized were Forums Reconciliation (THR) Healing Truth the first Community Forum. including healing. If you do not leave time for do not leave you including healing. If about Truth and Reconciliation without and Reconciliation Truth about to share the impact of adoption and began to share and Reconciliation. Truth framing it in talk an elder instructedDakota, me, “Don’t began in 2000, to bring awareness and healing began in 2000, to bring awareness adoption communities impacted by to Indian a format I wanted to develop and foster care. first of its kind to address issues from the issues from first of its kind to address Indian the time before Era—the Adoption was passed in 1978. Act Welfare Child grief caused by removal of Indigenous of Indigenous removal grief caused by 2012 adoption. In and to foster care children status. FNRI is the 501(c) 3 FNRI received Nations people impacted by foster care and and foster care people impacted by Nations adoption. The Institute Truth, promotes to as a way and Reconciliation Healing, and disenfranchised historical trauma address education, research, and advocacy on the on the and advocacy education, research, and Reconciliation Healing, Truth, of process home of First for the healing and return Sandy Hawk White Institute Repatriation Nations The First assistance, technical (FNRI) provides Truth, Healing, & Reconciliation in Indian Child Welfare Child in Indian & Reconciliation Healing, Truth, Perspectives much horrible,stereotypical stuff. Ilove being as aNative person.Growing up, I heard so ills inmycommunity. She acknowledged me my background; sheunderstoodthe societal look atme.Iwantedtobeproud. Paula knew because thisiswhatpeopleseewhen they My culturalidentitywasreally important with only White peopleand White culture. identity. There wasatimewhenIhadbeen Native things.’ She respected mycultural come insaying,‘Hey, you’re Native, let’s do aspect ofShannon’s caseplan.“Paula didn’t honoring heridentity. But itwasn’t anovert was thefirstpersontosupport Shannon in confidence in Shannon. Shannon saysitwasPaula’s and support love forherchildren helpedShannon reunify; says Shannon’s determination,resiliency, and able toreunify withherthree children. Paula however,help andsupport, Shannon was chunk outofmyself-esteem.” With Paula’s foster care, andhere ithappened.It tooka care. “Ialwayssaidmykidswillnever bein reflect onherexperiencesasachildinfoster with childprotection asaparent, shewould including “backwards Indian.” heard slurs,even from her White family, equipped toraiseaNative child.She regularly She feltthatheradoptive parents were not awkward” andthatshe“felt likeanoutsider.” of times.Eachtimeshesaysitwas“super anddanceonlyacouple taking hertodrum Shannon remembers her adoptive parents connection forShannon andhersiblings, ofmaintainingacultural the importance had emphasized toheradoptive family or questionsIhad.” Though hersocialworker measure uportalktothemaboutproblems family, Shannon says,“Inever feltlikeIcould her twoyounger siblings.Of heradoptive (around age14)by a White family, alongwith her community. Eventually shewasadopted directly linkedtothehistoricaltraumaof family hadmultigenerationalparenting issues of fostercare asayoung child—herbirth with childprotection. She’d beeninandout home. were placedwithrelatives outofShannon’s with childprotection, andallthree children protection unit.Shannon becameinvolved and Paula wasworking inalocalcountychild a young motherwiththree kidsunderage6 met about15years agowhenShannon was Okorafor, a White licensedpsychologist, (Anishinaabe) motherof4kids,andPaula Shannon Geshick, aNative American Shannon Geshick&Paula Okorafor, MALP, interviewed by HeidiOmbisaSkallet, MSW,LISW and Cultural Identity Shannon’s Story: TheImportance ofResiliency, Support, 32

Cultural Paula identityisimportant. Later, whenShannon becameinvolved This wasnotShannon’s firstinvolvement CW 360 o

Culturally Responsive ChildWelfare Practice accepted forwho theyare.” their identityand culture. They needtobe understand what theyneedtoconnectwith to acknowledge andunderstandit, their moorings,it’s even more important person, butforkidswhoare rippedfrom Identity single isacore concepttoevery understand where someoneiscomingfrom. and thenbuildonthat.It’s to important what theyhave, what’s tothem, important embracing thepersonwithwhere they’re at, working with.Start atbeingrespectful, level ofrespectcertain forthepeopleyou’re withrespect.is tostart You needtohave a included herculture. “My practiceprinciple on Shannon’s identitydevelopment, which Shannon’s culturalconnection,butrather being Native ispolitical.” but itcomeswithalotofhardships too. Just Native—I wouldn’t changeitfortheworld— Paula saysthatherfocuswasnoton • Winter 2015

work withparents. Paula emphasizes that impact ofadversity ingeneral,foreffective and intergenerationaltrauma, ofthe worker awareness andtrainingofhistorical moment.” happens before thatmoment,toprevent that terrified. There needstobesomethingthat flashlights shiningintheireyes—they were told methattheywokeupandthere were piece ofmyandkids’ lives. My kids from theirparents. That wasahugetraumatic experience traumawhenthey’re separated before thecatastrophe happens.Kids there wasmore concentrationonprevention I thinkmostwouldbebetterparents. Iwish mentoring. “If how peopleknew toparent, most passionatetopicsisprevention and Both Shannon andPaula encourage Now, asaparent leader, oneofShannon’s

Continued onpage 36 Perspectives

Rise . . Winter 2015 Winter • Recently, I (Alise) was mentoring an I (Alise) Recently, and hopeless many powerless how I know [email protected] of discrimination, both real and perceived, and perceived, of discrimination, both real those feelings can become almost unbearable. system should empower The child welfare not disempowered, already people who are daughter is at My them further. disempower to think pains me It home with her mommy. been less likely to happen if I that might have White. weren’t is a Contracted SocialAlise Hegle State the Washington at Service Worker Parent and Defense of Public Office Catalyst for Coordinator Engagement the Children’s Kids, a division of for Shrounda Home Society Washington. of Case Manager at Selivanoff is Family Treatment Manor Inpatient Evergreen State the Washington and a member of Advisory Racial Disproportionality be and Alise can Shrounda Committee. Nora McCarthy via Rise director reached at from with permission Adapted parents and for a magazine by system: the child welfare by affected http://www.risemagazine.org African-American parent who said, “My social who said, “My parent African-American Black.” me because I’m stand can’t worker the social worker had witnessed The parent consistently but White family, being nice to a nor I the parent Neither to her. dismissive in attitude was knew whether the difference perception the parent’s because of race. But tension that existed of racism added to the them. between placed are children families feel because their add to this the pain When you with strangers. Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW Using this tool, the Children’s this tool, the Children’s Using When I (Shrounda) look at our When I (Shrounda) children are placed with strangers. When you add to this the pain of this add to When you with strangers. placed are children almost become can those feelings and perceived, discrimination, both real unbearable. I know how powerless and hopeless many families feel because their because feel many families and hopeless powerless how I know I already felt. Visits are supposed to be an supposed are Visits felt. I already opportunity child. But to bond with your segregated, I felt when I visited my daughter, discriminated against, and inadequate. many children of color with family, even even of color with family, many children decades old. when past convictions were significantly the state legislature Subsequently, the list of crimes barring people from reduced hope We having a child placed in their care. bias and barriers to address this essential work and State Washington in continues—here the country. across Building Power Barriers, Removing would visit my daughter When I (Shrounda) seeing so many visiting room, in my agency’s like mine added to the shame families Black of color in foster care. I am a member of the of color in foster care. Racial Disproportionality State Washington Advisory Committee, which was established social in 2007 after Black the legislature by Washington, in King County, workers time to gather data on their own worked of color were to demonstrate that children The committee in foster care. overrepresented a tool for agencies to consider the developed on people of impact their policies might have color. found that criminal Administration a barrier to placing checks were background what we’ve seen as parent advocates, is that advocates, seen as parent what we’ve and in whether parents race plays a role them to find the support that allows children succeed. policymakers, I often feel that the problems rather they’d an eyesore of my community are that with effort, it is I also know not see. But the number of children possible to decrease messages that allowed me to believe I could be I could me to believe allowed messages that I become. Once I’ve advocate and the parent I was visits with my daughter, began having in just four months. with her able to reunify of Hope and Trust The Color of people both of us, it was the power For system who trulyinside and outside the see ourselves us to in us that allowed believed than drug-addicted bad mothers. as more and however, suggests, What the research

Fortunately, I, too, had support—from my Fortunately, Still, during the first 11 months, I received received during the first 11 months, I Still, Luckily, I did have the support I did have of my Luckily, But I also believe the system was I also believe But At first, my addiction numbed me and first, my addiction At mother, my attorney, and the social worker and the social worker my attorney, mother, It was their uplifting office. in my attorney’s I heard that, I was terrified—and my belief I heard of that I was worthless penetrated to the core my being. no visits with my daughter. My caseworker My no visits with my daughter. said in court that it was unlikely I was ever going to change and the best outcome would When my daughter to be adopted. be to allow through Drug Offenders Sentencing Sentencing Offenders Drug through Alternatives. property crimes to fuel my addiction. My property crimes to fuel my addiction. My committed have judge decided I would never for my addiction, those crimes if it weren’t instead of prison to treatment and I went birth to my daughter, she was immediately she was birth to my daughter, partly due to the 7-year placed in foster care, prison sentence I was facing for committing system as a 25-year-old White woman. My White woman. My system as a 25-year-old life then was comprised of poor choices, self-worth, and inadequate coping low When I gave mechanisms including drug use. Alise’s Story Alise’s welfare with the child I first became involved picture of me and a different possibility for of me and a different picture and four took me another year my life. It with my daughter. months to reunify person making human connections. and counselors, employers, lawyer, family, me to see a different friends. Each one allowed those judgments, and they incubated into self- doubt and self-loathing. I felt like a statistic the system rather than a through moving mother asked: “How could you return the return could you mother asked: “How child to someone like her?” I found out later told the foster family that the social worker I felt that I had little hope of reunification. not sincere in wanting to help me. In a in wanting to help me. In not sincere permanency meeting I attended, her foster offered. For a year, I missed appointments I missed a year, For offered. interactions with and had only sporadic and my the department, family, the foster daughter. took my daughter from me. took my daughter from services whatever led me to ignore the system 8-year addiction. During that time, my that time, addiction. During 8-year and my sons moved husband and I divorced, birthWhen I gave in with family and friends. services child, child protective to my third a neighborhood high in drug use and poverty. high in druga neighborhood poverty. use and my drug I thought I could control use. ever-evolving, I found myself in an Instead, Shrounda SelivanoffShrounda & Alise Hegle in my woman I was an African-American in living with two children, mid-30s, married The Color of Hope Color The Perspectives an Experiential LearningDay intheAfrican years. We are intheprocess ofdeveloping year forthelastfivehas beenheldevery the Native AmericanCommunity(ELNA) standing. Our Experiential LearningDay in students, bothfullprogram andadvanced requirement forallfirst-year MSWIV-E experiential learninghasbecomea reducing disparityanddisproportionality, of theworkforce canhave aninfluenceon With thebeliefthateducationandtraining Experiential LearningDays shape theirfuture childwelfare practice. to understandconceptsinawaythatcan discussion, itisourhopethatstudentsbegin specificcommunities,andtargeted serving teaching, visitstocommunityagencies personal narrative, place-basedhistorical concepts from adifferent view. Through understand disparityanddisproportionality learning formatwastohelpstudents of expandingcontentintoanexperiential social work practice.For us,thepurpose concepts andtheirapplicationtochildwelfare This isaccomplishedthrough learningnew interactive learningoutsideofschoolwalls. Program (IV-E) students. curriculum forour Title IV-E Child Welfare program, we experiential have constructed welfare. ofthistrainingandeducation Aspart in pursuingacareer inpublicortribalchild Master’s level socialwork studentsinterested and career to development andsupport professional development opportunities, Work, whichprovides financialsupport, the University ofMinnesota SchoolofSocial Welfare Education and Training Program at Welfare administersa Title IV-E Child The CenterforAdvanced Studies inChild Elizabeth Snyder, MSW, LISW Experiential LearninginChildWelfare Education 34

Experiential learning is an opportunity for Experiential learningisanopportunity CW 360 o

Culturally Responsive ChildWelfare Practice historical importance withinthe historical importance Twin Cities, sitesof two-day event featuringstorytelling, addressing disparity. willalsobea ELAA on policy, practice,historicalcontext,and Dah Yung CenterinSaint Paul, andfocuses agency,is heldatalocalsocialservice Ain affects childwelfare practice. The secondday Indian childwelfare, andhow allofthis experience, racialdisparity, andAmerican connections between concepts,historical We discusstheimpactofhistoricaltrauma, discussions, andtimeforpersonalreflection. settings, withguidedtours,smallgroup historical andsacred sitesandcurrent service February. The firstdayincludesbustravel to day typicallyinOctober andthesecondin students toknow andunderstand. andessentialforsocialwork is important direct thelearningprocess anddictatewhat the community, allowing thecommunityto content gives ownership ofthecontentto present andprogram staff) elders, storytellers, members ofcommunities(suchascommunity This isintentionalandessential.Having key done by facultyandIV-E program staff. concepts, andintroduction ofrelevant theory members, withguideddiscussion,sharingof of contentisdoneprimarilyby community staff, andcommunitymembers. The delivery between university faculty, IV-E program decision points. experience highratesofdisparityatkey in Minnesota’s childwelfare systemand communities are significantly overrepresented African Americancommunities,asthesetwo learning withintheAmericanIndian and focused ourdevelopment ofexperiential 2015-2016 academicyear. Thus farwe have will bepilotedinthefallandspringof which American Community(ELAA), ELNA isatwo-dayevent withthefirst are co-createdBoth ELNAandELAA • Winter 2015

have moved from asingle daytoamultiple lessons. a learnednumberofimportant We Over thecourseoflastfive years we have Lessons Learned communities experiencethis? after thesepeople?How mightdifferent we namedroads, counties,andlandmarks are located. Who are thesepeople? Why have we are drivingandthecountyinwhichwe to considerthenamesofstreets onwhich metropolitan cityandcounty. We askstudents We ridedown mainthoroughfares withinour during ELNAallstudentsrideabustogether. a different response inothers.For example, innocuous oreven asource ofpridemayelicit a different perspective. Things thatmayseem toexperiencepublicplacesfrom opportunity the classroom isthatstudentshave the agencies. and visitstolocalsocialservice reached at of Minnesota.University She can be Child Welfare, Work, of Social School the Center for Advanced Studiesin Director of Professional Education at Elizabeth Snyder,MSW,LISW, is associated withthisapproach are significant. adapted forothercommunities. The benefits adopted by otherchildwelfare programs and pedagogical approach thatcanbeeasily communities. Experiential learningisa lens around theexperienceofmarginalized consider childwelfare practicewithacritical IV-E and studentsexpand theirworldview aswell. and communitypartners tostrengthen relationshipsserved withfaculty implementation ofexperientiallearninghas been ourexperiencethatthedevelopment and In additiontobenefitsforstudents,ithas will alsoreceive asimilarresponse nextyear. within childwelfare. We anticipatethatELAA the experiencesofAmericanIndian families allowed studentstomore deeplyunderstand aggressions through anexperientialformathas such ashistoricaltraumaandmicro- find meaninginELNA.Learningconcepts and applythesubjectmatterofday. time alsoallows spaceforstudentstoreflect without experiencingemotionalfatigue.More to applicationandprocessing oftheday— of thecontent—asmore timeisdevoted two daysallows studentstoabsorbmore feeling overwhelmed. Breaking thedayinto charged content,andstudentsreported full 8-hourdaypackedwithemotionally day format.In itsfirst year, ELNAwasa The importance behindleaving The importance Experiential learninghashelpedour Anecdotal evidencesuggeststhatstudents [email protected] . Perspectives

fort@law. Winter 2015 Winter • . The QUICWA observation process The QUICWA at Michigan State University College of University of Michigan State College at at be reached She can Law. msu.edu version first this article A longer of as “Observing Change: The appeared Act and State Indian Child Welfare Bar State Courts” York in the New (Spring Law Review Family Association used with permission 2014). Excerpts the author. from lawyers—gain experience and learn how abuse experience and learn how lawyers—gain the system. through and neglect cases work to out how Observers had to figure have referees questions from politely not answer this how am I doing?” or “Is such as, “How They see what would like me to do this?” you it means to become familiar with pain, and then what happens when someone becomes they plan on practicing in the numb to it. If contacts and made invaluable they have area, ahead of their colleagues when they well are graduate. compliance with force will not, on its own, tool to add a valuable is, however, It ICWA. to education, training, and additional data after its than 30 years More projects. driven to confound courts. continues passage, ICWA The law is not difficult, but compliance with state and county systems to the law requires and families individually, see American Indian to them. to dedicate the time and resources way of our systems must do better by Our children. for JD, is Staff Attorney Kathryn E. Fort, Center the Indigenous Law and Policy Culturally Responsive Child Welfare Practice Practice Welfare Child Responsive Culturally o 360 CW Once the program is set up, training and is set up, the program Once The goals of an observation project are The goals of an observation are project Gaining courtGaining for an cooperation Observers must be notified of the hearings, to attend out their availability be able to work hearings, and be trained on court processes The observers—future and procedures. a party, usually the parent, doesn’t know or know doesn’t usually the parent, a party, in the understand who all the participants are While the observers learn eventually room. a the system, their initial confusion provides into what the non-practitioners small window The very feel when entering the courtroom. act of setting up an observation leads process change as observersto positive make the state motions routine of their own actors aware and their potential impact on the non- practitioners involved. scheduling student observers to go to court work. takes a fair amount of administrative that are otherwise overlooked as routine. as routine. otherwisethat are overlooked The observer notices when the case goes what happens on the record off the record, or when a courtroom off the record, versus enough chairs for all of the does not have parties. An observerinterested has the unique ability to understand the difficulty of when their decisions rather than take the data at that no one is perfect Emphasizing face value. all of the time, or that the goal is improved time helps in the delivery of data. change over the other hand, some state actors prefer On understanding the presence, the observer’s valuable. information they gather is inherently of the stakeholders are multifaceted. Most in collecting some form particularly interested compliance in state court. of data on ICWA an outside observer provides Having present to the familiarity of the a counter-weight The observer notices issues state court actors. But if both the practitioners and observers if both the practitioners But in good faith, their work willing to are attention and can bring needed perspectives change to difficult cases. observation can be either fairly easy project Without the court’s difficult. or incredibly is no way to share there cooperation, however, improvement. the data to help with quality to best share then, determining how Even of questions. that data also raises a number most judges reasons, perhaps obvious For the need to defend usually feel and referees

One project has been designed to increase has been designed to increase project One In many state systems, practitioners are many state systems, practitioners are In American Indian families individually, and to dedicate the time and the time dedicate and to individually, Indian families American them. to resources Compliance with the law requires state and county systems to see to systems and county state with the law requires Compliance courtroom can be disturbing and sometimes practitioners. uncomfortable to the regular Though family law is driven by narrative, narrative, by Though family law is driven collecting data is vital to identify patterns in the fairness and due process surrounding outsiders in the individual stories. Having the Michigan State University College of University State the Michigan hearings in three Law has observed ICWA counties, using law students as observers. consists of a group of interested stakeholders of interested consists of a group what a checklist to measure created who have happens in each individual hearing where Michigan, In the court must apply ICWA. ICWA compliance through collaborative collaborative through compliance ICWA a project change to the systems. QUICWA, Center, American Indian the Minneapolis by about the law and, in turn, the families who its protections. receive courtroom routines. This causes resentment This causes resentment courtroom routines. ICWA was designed to force the system was designed to force ICWA family law cases differently, Indian to treat of the law the nature However, individually. systemic puts it at odds with the current issues. Practitioners make assumptions about issues. Practitioners best for children and what’s the parents beliefs. cases or their own based on previous those stories. family law cases as simply unable to treat individual cases due to staffing and funding Indian families, including the Indian Child families, including the Indian Indian 2010). (Atwood, of 1978 (ICWA) Act Welfare is the codification of so many ways, ICWA In subject of the proceeding. For American For subject of the proceeding. is entwined with families, this process Indian the history state and federal family of abusive at American law policies specifically directed only parties who are newonly parties to the courtroom, who are what is to interpret no idea how who have the parents—the them, are happening around health problems. Lawyers, judges, guardians judges, guardians Lawyers, health problems. see each other ad litem, and social workers a week, of a day, in the course frequently means the nature The repetitive a month. and the stories seem to be the same. Parents be the same. Parents and the stories seem to There of their children. cannot take care and mental substance abuse problems are More than any other area of law, family law family law of law, than any other area More law cases become Family stories. cases are While that happens, personal quickly. cases also become routine, the however, Indian Child Welfare Act Cases Child Welfare Indian JD Kathryn Fort, Changing Systems Through Observation: Courtroom Monitoring of of Monitoring Courtroom Observation: Through Systems Changing Continued caseworkers and supervisors inquiringabout caseworkers andsupervisors from theICWA andotherneededservices. fall through thecracksandthusfailto benefit decreasing thenumberofIndian children who identification makesahugeimpact on case opening.DIFRC has foundthatearly Continued from page21 Urban IndianChildWelfare Services An Evidence-Informed Practice Modelfor buffalo.edu She can bereached at Buffalo State of New University York. Assistant Professor at at University Jones,PhD,is Annette Semanchin current racialdisparityliterature. two groups thatare underrepresented inthe Multiracial andAmericanIndian children, more research ontheuniqueexperienceof in thisstudyalsohighlighttheneedfor impacts communitiesofcolor. The findings the largercommunitythatdisproportionately as addressing potentialreporting biaswithin to address riskfactorssuchaspoverty, aswell to helpbuildcapacitywithincommunities initial reporting stage,suchasjoiningefforts role inaddressingimportant disparitiesatthe Child welfare agenciescanalsoplayan historically over-represented communities. of policiesoncommunitiescolorand provide datatobetter understand theimpact help ensure equitableimplementationandcan such asDR.Using aracialequitylens can for approaches thatare widelyimplemented approachesnew inchildwelfare, particularly using aracialequitylenswhenimplementing of These findingshighlighttheimportance persisted throughout thestudytimeframe. of thedecision-makingpoints,disparities Although disparitiesdiminishedforsome working toward racialequityinchildwelfare. effects ofraceare torecognize important in equal forallraces).However, even small outcomewerethat theoddsofaparticular to 1(asanoddsratioofwouldindicate close effect wassmall,withoddsratiosvery some ofthefindings were significant,butthe Results shouldbeinterpreted withcaution,as Implications andConclusion re-reported. compared totheFIpathwayforoddsofbeing tended tofare slightlybetterintheFA track of-home placement.Multiracial children pathway foroddsofbeingplacedinout- better intheFA pathwaycompared totheFI American children tendedtofare slightly Continued from page18 A RacialEquityAnalysis Differential Response: 36

Early identification beginswith CW 360 . o

Culturally Responsive ChildWelfare Practice

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but alsotheassessmentphaseofacase. When this duringnotonlytheinitialinvestigation coming intocontactwithCPS.It isbesttodo American Indian heritage inallfamilies economic growth, sustainability, andfuture. residents contribute more toward Minnesota’s a majorreturn oninvestment by helping the statemoneyinlongterm, and provide better qualityoflifeforallcommunities, save being, aswell astheirfamilies,willcreate a heritage children’s safety, health,andwell- Investingaffects everyone. more inAfrican African heritageproblem; itisaproblem that the childwelfare system. This isnotjustan children whocontinuetofaceadversities in practices, andwaystohelpAfricanheritage input aboutsolutions,waystoimprove best and communitystakeholderswillprovide fostercarepartners, andadoptive agencies, Initiative’s Committee,community Advisory The RallyforFoster Care andAdoption well aspolicyrecommendations toDHS. The councilwillmakeafinalevaluation as Outcomes andRecommendations to recruit others. getting involved. They are thebestindividuals to determineandbuildontheirreasons for who were already recruited tohelpinorder community. Agenciesmustsolicitthepeople and mentorswithintheAfricanheritage is key;agenciesmustreach outtoleaders members ofthecommunityinthiseffort Continued from page23 African Heritage Communities Model for Foster Care andAdoptionwith Community Outreach andRecruitment Initiative Serves asaCulturally Responsive reached at Institute for Families. Dr. Lucero can be project administered by GSSW’s Butler Center for Tribes, aChildren’s Bureau forEvaluation theCapacityBuilding Workof Social (GSSW) andDirector of of GraduateSchool Denver, University Research Associate Professor at the Nancy M.Lucero, PhD,LCSW, is andspiritoftheAct.cultures—the heart true connections totheirfamilies,tribes,and commitment tomaintainingNative children’s the ICWA, aworker’s and,justasimportant, thetribalnotification supports requirement of meet culturalneeds.Earlyidentificationalso to connections andincorporateservices canreflect thefamily’sand services culture to talkwiththefamilysothatcaseplans moves theworker forward, shouldcontinue notification undertheICWA. Asthecase their department’s procedures fortribal heritage, aworker mustimmediatelyfollow a familyindicatesthatchildhasNative [email protected] • Winter 2015 .

should bethesame.” there’s agapbetween us.’ Really, your goals as ‘I’m theworker andyou’re theclient,and to helptheclientmeetgoals.Don’t comein order tolettheclientknow thatthey’re there need tobridgethecontentiousrelationship in there.as individualandstart Workers also impactit.Lookateveryone it cancertainly doesn’thistory determineone’s future, but the personinfront ofthemtoday. One’s that background [ofadversity] hasimpacted understanding andacknowledgement ofhow “workers needtoatleasthave abasic Continued from page32 Resiliency, Support,andCultural Identity Shannon’s Story: TheImportance of state.mn.us She can bereached at CouncilonBlackMinnesotans.Initiative, the Rally for Foster Care andAdoption is CommunityOutreach Specialistfor Brown,Deborah MPA, Work, BASocial [email protected] for Children. Shecan bereached at at Minnesota CommunitiesCaring for ChildSafetyandPermanency Shannon GeshickisParent Leader at Hennepin County. Shecan bereached Child Protection Worker Social at Paula Okorafor, MALP,isaformer know thatIcoulddosomething.” thought I’d finisheven one.Ijustneededto feeling. Ihave three degrees now. Inever time—I candosomething.It wasadifferent I thought,don’t have tofeelbadallthe job about6monthsaftermycaseclosed. do something.Igotmyfirstprofessional first peopleinmylifethattoldmeIcould of difference. Paula wasoneofthevery listened andbelieved inmemadeaworld [email protected] Shannon adds,“Having somebodywho no charge, please subscribeto our receiving To continue receiving . http://z.umn.edu/cwupdate CW http://z.umn.edu/cw360 Want to keep CW mailing list byvisiting Find archived issues 360° 360° deborah.brown@ CW (print version) (print version) (online version) and selecting of . CW CW . 360 360° at 360° at

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CW360o Culturally Responsive Child Welfare Practice • Winter 2015 37

Agency Discussion Guide The Agency Discussion Guide is designed to help facilitate thoughtful discussions during supervision and team meetings about the information presented in this issue.

Discussion on Practice Implementation

1. This issue opens with discussions on the presence of racial disparities and disproportionality in child welfare (see Dettlaff, Boyd, Jackson, and Ombisa Skallet), while the rest of the issue focuses on culturally responsive approaches to child welfare practice as a means to improve outcomes for all children and families. What factors do you think have had the most impact on the disproportionate representation of children and families of color in child welfare? Why do you think it is important to understand possible root causes of racial disparities and disproportionality?

2. The perspectives section of this issue includes articles on the value of one’s cultural identity written by adoptees, foster alumni, and child welfare workers (e.g., Kayee, Geshick & Okorafor, Banks Kupcho, and White Hawk). What was your initial reaction after reading these articles? In what ways do we support youths’ cultural identity needs? How can we improve our practice in this area? What are some barriers or challenges to improving practice, and how can we overcome these?

3. All of the articles highlight the importance of being culturally responsive throughout all aspects of child welfare practice. Think about how you interact with children and families from diverse communities. What are some things you can do to be more culturally responsive? How can you support children, families, and the professionals working with them with their cultural needs? See McPhatter & Burdnell Wilson, Geary, Merkel-Holguin, Dalbec, Lucero, Conradi, Denby, Kayee, Geshick & Okorafor, and Selivanoff & Hegle.

Discussion on Agency- & System-Level Changes

1. Some of the causes of disparities and disproportionality in child welfare have been attributed to systemic issues, such as institutional bias. What are some ways that we can effect change at the agency and system levels in order to help reduce disparities and disproportionality? Consider cross-systems collaboration in your discussion. See Dettlaff, Boyd, Jackson, Ombisa Skallet, Fineday & Dumas, Lucero, Fineday,

2. The federal Indian Child Welfare Act (ICWA), as well as several state laws including Minnesota’s and Michigan’s Indian Family Preservation Acts, require states to provide active efforts to preserve American Indian families and work with tribes to ensure that connections are maintained. Yet the federal Multiethnic Placement Act (MEPA) of 1994 and the Interethnic Adoption Provisions (IEP) of 1996 require child welfare agencies to not deny foster or adoptive placements based on race or ethnicity of either the child or prospective foster or adoptive parent. After reading Jackson’s article on tribal sovereignty, what is your understanding as to why these laws can coexist without conflict? Fort discusses ICWA compliance in the courts—what are the processes we have in our agency to ensure compliance with federal (and state, if applicable) laws related to placement of children of color? How can we be culturally responsive without violating MEPA-IEP? See Brown and Scheetz & Flavin.

3. Education and training are often used as a way to impart new best practice guidelines and policies. Bussey, White, & Day wrote about how one tribe has developed foundation-level training for their child welfare workers based on the cultural values and beliefs of their tribe. Anderson & Williams-Hecksel and Snyder wrote about training social work students on being culturally responsive prior to entering the workforce. How does your agency currently utilize training and education to promote cultural responsiveness? What are some ways in which you can ensure that culturally responsive strategies learned in training are applied in practice? If your agency does not currently require or promote culturally responsive training, what can you do to gain these skills? Resources 38 National Organizations &Resources Minnesota Organizations &Resources from asstaff as well both CASCW andCRTCWS This listof resources iscompiled withinputfrom CW360º authorsandeditors, Resources

• • • • • • • • • • • • • • • • • • http://files.eric.ed.gov/fulltext/ED473272.pdf and Jill Shephard Erickson [Article]— Brigitte Manteuffel, Diane Sondheimer, Rolando L.Santiago, Tribal Communities Cultural CompetenceApproaches toEvaluation in https://www.socialworkers.org/diversity/ethnic/weaver.pdf Culturally CompetentServices Indigenous People andtheSocial Work Profession: Defining Enhance-Child-Welfare-Training-Curricula.cfm brycs.org/clearinghouse/Highlighted-Resources-Resources-to- Refugee Youth &Children’s Services Resources toEnhance Child Welfare Training Curricula, Bridging [Website] HistoricalTrauma.com Curtis [Book] Cultural Adaptation ofServices African American Children andFamilies inChild Welfare: Injury andHealing Post Traumatic Slave Syndrome: America’s LegacyofEnduring [Book] Shattered Bonds: The ColorofChild Welfare finalaianreport.pdf files/defendingchildhood/pages/attachments/2014/11/18/ Can Thrive Native Children Exposed to Violence: Ending Violence soChildren General’sAttorney CommitteeonAmerican Advisory Indian/Alaska http://nicwa.org National Indian Child Welfare Association Childrens_Trauma_Center/ [Organization]— National Native Children’s Trauma Center, University ofMontana http://nccc.georgetown.edu/ Center forChildandHuman Development National Center forCultural Competence,Georgetown University, https://edocs.dhs.state.mn.us/lfserver/Public/DHS-6056-ENG February 2010 Minnesota Child Welfare DisparitiesReport, https://edocs.dhs.state.mn.us/lfserver/Public/DHS-4411-ENG January 2011 Directory ofMinnesota Organizations Diverse Serving Populations, https://edocs.dhs.state.mn.us/lfserver/Public/DHS-5408F-ENG Minnesota ofHuman Department (DHS)[Report]— Services Minnesota’s Child Welfare Report 2013 The ICWA LawCenter Cultural WellnessCenter http://mn.gov/cobm/?agency=CBM Council onBlack Minnesotans http://www.d.umn.edu/sw/cw/ University ofMinnesota–Duluth Center forRegional and Tribal Child Welfare Studies, CW 360 o

Culturally Responsive ChildWelfare Practice [Report]— , Minnesota DHS[Report]— , Minnesota DHS[Report]— http://iers.umt.edu/National_Native_ , Joy DeGruy [Book] Leary , Paulette Running Wolf, Robin Soler, , Maria Yellow Horse Brave Heart [Organization]— http://www.justice.gov/sites/default/ [Organization]—

, HilaryN. Weaver [Article]— [Organization]— , Ramona W. Denby &CarlaM.

[Organization]— [Organization]—

http://www.icwlc.org/ [Organization]— [Organization]— http://ppcwc.org/ , Dorothy Roberts

http://www.

• Winter 2015 Practice Tips • • • • • • • • • • • • • • NationalChild Welfare WorkforceInstitute— Workforce Resource 1-Page Summary #11:Cultural Competence NASWCulturalStandards.pdf Practice NASW Standards forCultural CompetenceinSocial Work http://csd.wustl.edu/Publications/Documents/RP07-01.pdf Center forSocial Development [Report]— Exploring Intercultural andAssessing Competence utexas.edu/initiatives/cultural_adaptation.html Foundation forMental Health [Website]— Cultural Adaptation ofEvidence-Based Practices vol6num1/Simard_Blight_pp28-55rvsd3.pdf http://www.fncfcs.com/sites/default/files/online-journal/ and Shannon Blight [Article]— and Youth Development: Transitions toAdulthood Developing aCulturally Restorative Approach toAboriginal Child resources/policy/provider-guidelines.aspx Psychological Association— Linguistic, andCulturally Diverse Populations Guidelines forProviders ofPsychological toEthnic, Services [Website]— Teaching Tolerance: A Project oftheSoutheran Poverty LawCenter topics/systemwide/diverse-populations/americanindian/ Welfare Information Gateway— Working With American Indian Children andFamilies systemwide/diverse-populations/africanamerican/ Information Gateway— Working With African-American Families resource-center/african-american/#tab=summary funding/funding-sources/federal-funding/cb-funding/cbreports/ Gateway— African American Children All Things Are Possible: No Limits Adoption Recruitment for http://www.nacac.org/adoptalk/findingfamilies.html Tips for Workers &Agencies Finding AfricanAmerican Families forFoster Children: NRCRRFAP/resources/working-with-african-american-families.pdf Families Working withAfricanAmerican Adoptive, Foster andKinship https://edocs.dhs.state.mn.us/lfserver/Public/DHS-4702-ENG the Child Welfare System A Practice Guide for Working withAfricanAmerican Families in org/files/Cultural_Competence_1pager_11.pdf http://www.nccrest.org/Briefs/Teacher_Ed_Brief.pd Educational Systems [hasrelevance tochildwelfare]— Education Pedagogy Becoming Culturally Responsive Educators: Rethinking Teacher — , AdoptUSKids— http://www.socialworkers.org/practice/standards/

https://www.childwelfare.gov/topics/management/ http://www.tolerance.org/ , National CenterforCulturally Responsive

, Minnesota DHS— https://www.childwelfare.gov/topics/ http://adoptuskids.org/_assets/files/ , Child Welfare Information , NACAC— http://www.apa.org/pi/oema/

https://www.childwelfare.gov/

, Child Welfare,

http://www.hogg.

, American , Hogg https://ncwwi. , AlvinoFantini, , EstelleSimard

, Child

CW360o Culturally Responsive Child Welfare Practice • Winter 2015 39

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About CW360o Child Welfare 360o (CW360o) is an annual publication that provides School of Social Work communities, child welfare professionals, and other human M.S.W. and Ph.D. programs service professionals comprehensive information on the latest research, policies and practices in a key area Preparing affecting child well-being today. The professionals publication uses a multidisciplinary to be approach for its robust examination of an important issue in child welfare leaders practice and invites articles from key stakeholders, including families, caregivers, service providers, a broad array of child welfare professionals (including educators, legal professionals, medical professionals and others), and researchers. Social issues are not one dimensional and cannot be addressed from a single vantage point. We hope that reading CW360o enhances the delivery of for a child welfare services across the just and caring society country while working towards safety, permanency and well-being for all children and families being served. www.cehd.umn.edu/ssw CASCW Non-Profit Org School of Social Work US Postage PAID University of Minnesota Twin Cities, MN 205 Peters Hall Permit No. 90155 1404 Gortner Avenue Saint Paul, MN 55108

0 CW360 0 a comprehensive look at a In This Issue of CW360 prevalent child welfare issue

• An overview of racial disparities and disproportionality in child welfare, including Feature Issue: Culturally Responsive Child numbers, definitions, frameworks, and Welfare Practice, Winter 2015 potential solutions Executive Editor : Traci LaLiberte • Ways child welfare practitioners can work toward being culturally responsive and Managing Editor : Tracy Crudo supporting the cultural identity of children and Editor : Heidi Ombisa Skallet families Guest Co-Editor : Priscilla Day • An in-depth discussion on tribal sovereignty, Design : Heidi Wagner tribal-state agreements, and historical trauma Layout : Karen Sheahan Download previous • Challenges and solutions in utilizing evidence- based practice and collecting data for research Acknowledgements: The following individual issues of CW3600 at when working with diverse populations has been instrumental to the creation of this http://z.umn.edu/ • How counties, tribes, and other agencies publication: Beth Thibodeau. developed practice models and strategies cw360 based on cultural traditions, values, and beliefs CW360° is published annually by the Center for Advanced • A review of nationally recognized culturally Studies in Child Welfare (CASCW), School of Social responsive practice strategies, including Family Work, College of Education and Human Development, Group Decision Making and Positive Indian University of Minnesota. This issue was supported, in Parenting part, by grant #GRK%80888 from Minnesota Department • Strategies for addressing retention and of Human Service, Children and Family Services Division. turnover in the child welfare workforce through The opinions expressed are those of the authors and do not a focus on diversity and culture necessarily reflect the views of the Center, School, College, • Culturally specific foster and adoptive parent University or their funding source. recruitment methods The University of Minnesota is an equal opportunity • Birth parent, adoptee, and foster youth educator and employer. This document is available in perspectives on the importance of culture and alternate formats upon request. the impact of bias in child welfare practice Suggested Citation: LaLiberte, T., Crudo, T., Ombisa Skallet, H., & Day, P. (Eds.). (2015, Winter). CW360º: Culturally responsive child welfare practice. St. Paul, MN: Center for Advanced Studies in Child Welfare, University of Minnesota.