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Trainer's Guide WORKING WITH IMMIGRANT CHILDREN AND FAMILIES A Practice Model Trainer's Guide Developed by the State of Georgia Georgia Department of Human Resources Division of Family and Children Services 2 Peachtree Street, N.W Atlanta Georgia Acknowledgments The Immigration Services Project workgroup was convened in the spring of 2006 to evaluate Georgia’s Division of Family and Children Services policies and procedures for inclusion of cross-culture service delivery to immigrant families. The Committee consisted of federal, state, regional and county level staff, and community partners. The committee concluded with recommendations to address the challenges and barriers immigrant children and families experience navigating the child welfare system. In addition to policy development, the workgroup recommended specialized training for social services staff to address cultural and language barriers, practice and service delivery, and community engagement. Subsequently, the Division’s Program Planning and Policy Development, Education and Training Units in collaboration with Georgia State University School of Social Work developed the “Working with Immigrant Children and Families Training” (WIF). Special thanks to the following staff and partners: Bobby Cagle, Family Services Director Genevieve McConoico, DFCS Zonia Bryer, Georgia SHINES Lynn Moreland, BRYCS Kay Campbell, DFCS Martha Okafor, DFCS Gwen-Dolyn Cutter, DFCS/OFI Adrian Owens, DFCS/Adoptions Ann Diebel, DFCS/Adoption Sheree Robbins, DFCS/Fiscal Services Ilze Earner, ACF Resource Center, Hunter Kalean Thompkins, DFCS/Adoptions College Constance Wooden-Smith, Georgia SHINES Vivian Egan, DHR/Legal Services Project Laura Gardner, BRYCS JoAnn Wheeler, DFCS/OFI Linda Ladd, DFCS Sokhan Ket, DFCS/OFI Mary MacLaughlin, Georgia State University Dianne Yearby, DHR, Project Management Working with Immigrant Children and Families Program Development Renee King, MSW DFCS Program Planning and Policy Development Unit Project Administrator/ Immigrant Services Project Leader/Curriculum Development Elizabeth Stevens, MSW, Georgia State University/ Curriculum Designer and Writer Julie York, MSW, DFCS Education and Project Management Unit Manager/Immigrant Services Project GSU Liaison Amy Mobley, DFCS Education and Project Management Unit Administrator/Immigrant Services Project Logistic Coordinator Mary MacLaughlin, LCSW, GSU Professional Excellence Program Manager Adina Broome, JD, DFCS Legal Officer, Project Consultant Michael Singleton, Repatriation Coordinator, Project Consultant The suggestions, relevant underpinning knowledge shared, time and effort of all the contributors to this program continue to be greatly appreciated. Course Objectives Overall Objectives • To provide a positive and effective learning experience for trainees • To promote understanding of the unique needs of Georgia’s immigrant population • To identify strategies for working cross-culturally while maintaining protection, safety and permanency for the children served. This training is instructor led and utilizes presentations with visual aids, activities, demonstrations, discussions and reading assignments to deliver content and practice skills on Working with Immigrant Children and Families within the context of cross cultural service delivery. Working with Immigrant Families DHR January 2009 4 Trainer’s Guide MODULE 1 Trainer’s Overview: Working with Immigrant Children and Families – Cross Cultural Service Delivery As Georgia has become increasingly more diverse it is incumbent on child welfare practitioners to demonstrate knowledge of and competence in service delivery that operationalizes the department’s vision and mission as they work with the different people groups that now live in the state. “Guided by Commissioner Walker’s belief that government should serve as a resource rather than a substitute for families, and stressing the importance of a strong family unit, DFCS is working to lessen dependency while keeping families together and helping them protect and care for their children.” This philosophy underscores the need to identify resources and deliver services that are culturally relevant to the families served and that will strengthen family preservation including preventive services and resources geared at poverty related issues, linking families with individuals or financial services that may help them take better care of their children. The following training is intended to bolster underpinning knowledge of Immigrant Issues and how these may be managed within the child welfare system. The information contained here is by no means exhaustive and where culturally specific information is provided it is not intended to become the basis for stereotypical assessment of the people group described. This training is not designed to teach case managers how to work with specific/targeted cultures i.e. Hispanic families (the largest Immigrant population) per say though they may be indicated in case scenarios. It is intended for case managers to be able to acquire knowledge, and appropriately respond to immigration issues in the context of service delivery. Please note that there is training, Culturally Competent Practice w/ Latino Families offered through Professional Excellence that may strengthen competencies in this area. The training consists of five modules covering 13 training hours. The Modules one three and four are the most expansive and should be managed as close to the timeframes indicated in the Training Agenda as possible. It begins with the Welcome and Introductions with an Icebreaker and Survey and then quick transition to Module One, an Overview of Immigration. This includes Topics- Characteristics of national immigrant population, brief history of Immigration in the United States, a look at the changing face of Georgia and factors causing immigration. There may be questions asked in the overview that will be covered in later modules please delay such (parking lot) these till then. Detailed definitions and status descriptions will follow immediately after the overview. Prior to that you may just provide brief definitions if asked. Working with Immigrant Families DHR January 2009 5 Trainer’s Guide MODULE 1 One clarification that must be made from the outset is in defining the term refugee. The people who moved to Georgia to escape the devastation of Hurricane Katrina were often referred to as refugees. The term refugee as used in this training is a legal one. A refugee, as defined by the Refugee Act of 1980, is a person who is outside of and unable or unwilling to avail himself/herself of the protection of the home country because of persecution or fear of persecution on account of race, religion, nationality, membership in a particular social group, or political opinion. The refugee often flees or is forced to leave suddenly and therefore leaves with few possessions. The succeeding modules include: Immigration Status which determines the services that may be provided and how they are paid for; definitions; access to benefits and services; effective strategies for child welfare providers working with immigrant/refugee families, children and youth. Module three identifies the legal bases for service delivery, policy and practice Topics- Federal/State/ Policy regulations affecting immigrant families, roles and responsibilities, distinction between the purpose and mission of DFCS vs. Homeland Security, uncovering what CM needs to know about the SAAG’s role in working with the Juvenile Court and also activities related to the completion of forms and casework situations. Module 4 is most critical to Risk Assessment and family preservation activities and includes data collection and documentation: Georgia Shines, Immigration and Citizenship requirements in delivering services, conducting risk Assessment with Foreign Born children- Families-Indicators; identifying the role of ethnic identity in assessment, demonstrating cross-cultural services delivery, the problem of Child Trafficking and further casework activities Solution Building is the fifth module and includes a review of the barriers to working with immigrant families, recognition of the competencies that promote collaboration and creating solution building strategies to enhance service delivery. How to use this trainer’s guide: The Trainer’s guide provides the basic framework for training delivery written as it may be presented with allowances for trainer’s delivery style. This Manual is intended to serve as a guide for the trainer(s) delivering training on Working with Immigrant Children and Families as it strengthens cross cultural service delivery. The target audience is Georgia’s child welfare staff who have may or currently work with immigrant populations in the state. It reflects a style of delivery consistent with training delivered by Georgia State University’s Professional Excellence programs and is policy driven. Working with Immigrant Families DHR January 2009 6 Trainer’s Guide MODULE 1 While much of the information is presented through an interactive lecture format, the delivery style is also experiential and requires the enlisting of case examples and the sharing of case scenarios. Participants are encouraged to participate in the small group and large group activities to foster learning and information sharing. Immigration law and practice is wide and evolving. It may NOT be possible to cover all issues that may be raised during the two days allocated. The training provides basic information and both trainers and workers are
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