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Introduction to Child Welfare History, Policy and Process 2012-2013

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Introduction to Child Welfare History, Policy and Process 2012-2013 PACC Module: Child Welfare History, Policy and Process Permanency and Adoption Competency Certificate Introduction to child welfare history, policy and process 2012-2013 © 2012 Center for Advanced Studies in Child Welfare 1 Introduction to child welfare history, policy and process This training is designed to provide you with a better understanding of the public child welfare system, the policies that guide practice and the impact of the system on the lives of children and youth that experience child welfare services. In particular, this training will also highlight best practices for working with American Indian children in the child welfare system to achieve permanency. The training includes the following sections: Section #1: Introduction Section #2: The Relational Worldview Section #3: The Indian Child Welfare Act Section #4: Clinical considerations working with American Indian children, youth and families Section #5: Policies and practices: Understanding the child welfare system The learning objectives for this training are included below. At the conclusion of this training, you will be able to: #1. State three aspects of the Relational Worldview #2. List the placement preferences according to the Indian Child Welfare Act (ICWA) #3. Name at least three ways in which workers may confuse ASFA and ICWA policy requirements. #4. Identify two terms used to describe the identity-integration difficulties of American Indian individuals that have been placed in non-Indian boarding schools, foster or adoptive homes. #5. Name at least three ways in which African American and American Indian children experience disparities in the child welfare system. #6. List the three questions that are answered as a result of a child protection investigation. #7. List at least one way in which a thorough social and medical history benefits children, foster and adoptive parents, child welfare workers and agencies. © 2012 Center for Advanced Studies in Child Welfare 2 #8. State the factors public child welfare workers consider in making an individualized determination of a child’s needs for foster and adoption placements #9. Name at least two core values of Family Group Decision Making. You will need internet availability in order to watch or listen to some of the videos or audio streamed content. Required viewing or audio content will be indicated by the blue arrow icon. Some items are optional and included for those of you who want more information. Optional items are indicated by the red “More Information” button. Thank you! We have many people to thank for collaborating with the Center for Advanced Studies in Child Welfare on the development of these modules. In particular, thank you to Cathy Bruer-Thompson, Rachel Kupcho, Jodi Raehsler, Melissa Sherlock, and Sandy White Hawk. © 2012 Center for Advanced Studies in Child Welfare 3 Section #1: Introduction Minnesota has long been seen as a leader in innovative practices in child welfare. This module, along with our next module, Permanency and Adoption Through the Lens of the Relational Worldview, will take a deeper look into the public child welfare system; how children and families come into the system, the policies and practice issues that govern child welfare practice, and the ways children are affected when it comes to issues of permanency and adoption. In these modules, we will also address areas of tension within the system, including how policies and best practices sometimes seem to conflict, racial disparities and in particular, we will be highlighting child welfare practice with American Indian families, children and youth. Understanding the public child welfare system, including the policies and funding that govern services and practice is important for practitioners and clinicians who work with children and families that have experienced child welfare services. Permanency and adoption placements occur at the end of a very long progression for children and families. At each stage of the child welfare process there are federal and state and tribal laws, mandates and policies, as well as agency and evidence-based best practices, child welfare workers must implement. Practitioners often collaborate with child welfare professionals. Understanding the difficult decisions that child welfare professionals make on a daily basis for children and families and the influence of the child welfare system on children and families enable therapists to apply their clinical skills to better support families to achieve permanency stability. There are three main sections to this module. First, we will learn about a philosophical framework for thinking about working with children and families conceptualized by Terry Cross, Director of the National Indian Child Welfare Association, called the Relational Worldview. We will be looking at this in much more depth in class next session. The Relational Worldview offers us a way to look at the policies that govern child welfare practice. While the Relational Worldview was developed to specifically address the worldview of American Indian families, it is a framework that certainly is applicable for families from many other ethnic and cultural communities. Second, using the Relational Worldview framework, we will begin to look at the historical and current contexts of working with American Indian © 2012 Center for Advanced Studies in Child Welfare 4 families and learn about the policy and practice implications of the Indian Child Welfare Act. Third, we will close this module by delving into the child welfare system – the policies that govern how we practice, and the impact on the children, youth and families involved in the child welfare system. Throughout this module, you will be asked to read articles, view online videos or webinars, and reflect on issues. You will not need to submit pre-session homework to instructors, however if you want continuing Education Unit (CEU) credit for the Minnesota Tribal State Agreement webinar, you will need to follow through on the instructions with the online learning module and complete the requirements for CEU credit. This module also entitles you to six PACC CEU credits upon completion of an evaluation of the module. Section #2: Introduction to the Relational Worldview Terry Cross, Director of the National Indian Child Welfare Association and leading expert in child welfare policy and practice with American Indian families developed this framework he calls the Relational Worldview. The following information on the Relational Worldview is based on series of articles written by Terry Cross for Pathways Practice Digest and the link to the articles is provided at the end of this section. A “worldview” is way to describe how a group of people (a culture, subgroup, etc.) think about and relate to the world around them. In other words, it is a group’s collective thought process. There are two predominant worldviews in the world today, the linear worldview and the relational (sometimes called cyclical) worldview. The linear worldview: Comes from European and mainstream American beliefs and thoughts Is logical, time oriented, and systematic Understands the world as linear cause-and-effect relationships between events © 2012 Center for Advanced Studies in Child Welfare 5 According to Terry Cross, human service professionals are taught that if we understand the cause of a problem, then we will know how to find the intervention that will help. Interventions are aimed at eliminating the causes or symptoms. The relationship between the intervention and the symptom is measured and a successful intervention is based on the degree to which that measurement changes. The relational worldview: Comes from indigenous and tribal cultures Is intuitive, non-time oriented, and fluid Every event is understood in relation to all other events regardless of time, space or physical existence Health exists when relationships and spirituality are in balance or harmony When human service professionals are taught to understand problems with a relational worldview, they learn to see problems in terms of unbalance and disharmony in a person’s relational world. In the relational worldview, human service professionals see and accept the complex and seemingly illogical interrelationships. Interventions are not targeted to symptoms or causes but on how to restore balance in the person’s life. In the relational worldview, because life is seen as interdependent, when one part of a person’s life changes, other things change as well. Neither the linear or the relational worldviews are “good” or “bad” – they are just two different ways of thinking and approaching the world in which we live. The linear worldview focuses more narrowly on symptoms and the relational worldview focuses more on harmony. The Relational Worldview model The relational worldview is a way of seeing the world. This is the worldview practiced by many American Indian and indigenous communities; however, other racial and ethnic minority communities operate from a relational worldview perspective. The relational worldview can be applied on an individual level, a family or community level and a macro or systems/institutional level. © 2012 Center for Advanced Studies in Child Welfare 6 A graphic model of the four quadrants is shown below: Context Mind Spirit Body The four quadrants represent the four major forces, or sets of factors, that exemplify balance. The context quadrant includes culture, community, family, peers, work, school and social history The mind quadrant represents cognitive
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