Effective Child Welfare Practice with Hispanic Children and Families University of Kansas Final Evaluation Report Prepared by: December 2007 2148 S. High St.| Denver, CO 80208 www.thebutlerinstitute.org Table of Contents Executive Summary........................................................................................................................ 1 Introduction..................................................................................................................................... 3 Background Information............................................................................................................. 3 Program Model ........................................................................................................................... 4 Overview of the Evaluation ........................................................................................................ 5 Process Evaluation.......................................................................................................................... 7 Implementation/Activity #1: Develop Assessment and Planning Process to Inform Training, Create Agency Support, and Institutionalize Learning............................................................... 7 Implementation/Activity #2: Conduct Literature Review .......................................................... 9 Implementation/Activity #3: Develop Curriculum and Design Training Methods.................... 9 Implementation/Activity #4: Pilot Test Curriculum, Conduct Workshops, and Implement Mentorship Program and Practice in Field ............................................................................... 13 Implementation/Activity #5: Collaborate with Other Grantees................................................ 18 Outcome Evaluation...................................................................................................................... 19 Immediate/Intermediate Outcome #1: Agency Assessment Plan Completed and Implemented, Policy and Practice Improved ................................................................................................... 19 Immediate/Intermediate Outcome #2: Increased Knowledge, Attitudes and Skill in Working Effectively with Hispanic Families........................................................................................... 21 Immediate/Intermediate Outcome #3: Training Products Are Disseminated and Shared........ 24 Long-Term Outcome #1: An Established and Ongoing Training Program That Continually Advances the Effectiveness of Practice with Hispanic Families.............................................. 25 Long-Term Outcome #2: Increased Cultural Competence of Child Welfare Staff.................. 25 Long-Term Outcome #3: Improved Outcomes for Safety, Permanency, and Well-Being of Hispanic Families...................................................................................................................... 25 Conclusions................................................................................................................................... 26 Implications of Results and Recommendations............................................................................ 27 Recommendations to Program Administrators......................................................................... 27 Recommendations to Program Funders.................................................................................... 27 Recommendations to Relevant Field ........................................................................................ 28 i 2148 S. High St.| Denver, CO 80208 www.thebutlerinstitute.org Executive Summary Cultural competence in frontline staff is critical to assessing safety and providing effective services to ensure permanence and well-being in Hispanic families. Numerous training and program initiatives have laid the groundwork for important family centered values, yet many workers remain frustrated by the cultural barriers to implementing the skills they have learned. They have not had the training and supervision to understand how to apply those skills when helping families from a minority culture. Furthermore, many child welfare workers and supervisors, as well as community service providers, are confused about recent immigration policies and laws. They lack a clear understanding of how to educate and advise Hispanic and Latino families about new policies, and how best to ensure safety and provide effective services within the new guidelines. The purpose of the project is to increase the effectiveness of child welfare professionals with Hispanic families through the development and implementation of a comprehensive, research based and practical training model. The University of Kansas, Child Welfare Training Network at the School of Social Welfare, will collaborate with training projects at New Mexico State University and University of Denver to: 1) develop, test, implement, evaluate, and disseminate a competency-based training program to enhance the effectiveness of child welfare practice with Hispanic families, and 2) identify and promote systemic responses to barriers to the transfer of this training to practice. The three-year plan includes training 300 students, workers, supervisors, and administrators. The University of Kansas contracted with the University of Denver’s Butler Institute for Families to conduct a process and outcomes evaluation to examine implementation of project activities, such as the development of a comprehensive training program and improved outcomes for participants regarding improved attitudes, knowledge, and skills in working effectively with Hispanic families. Evaluation methods included qualitative interviews and focus groups, review of administrative data, analysis of training satisfaction survey data, and administration of a web- based follow-up survey to measure competency gains and transfer of learning. The project team used a collaborative, research-based model to develop the effective practices training framework, content, and delivery. The training was informed by: • Organizational assessments in each targeted community • Comprehensive literature search, annotated bibliography, and literature review • National Advisory Committee with content experts in the field • Local Advisory Boards in Kansas and Colorado • In-depth formative review process using feedback and data for ongoing revisions The Effective Practices for Latino Families Training was comprised of the following modules: • Module I - El Jardin: A Simulation Highlighting Latino Families’ Experience with Community Based Services & Foundations for Culturally Responsive Practice with Latino Families (1 day) Effective Practices for Latino Families Butler Institute for Families Final Evaluation Report, December 2007 1 University of Denver, GSSW 2148 S. High St.| Denver, CO 80208 www.thebutlerinstitute.org • Module II - Core Skills of Culturally Responsive Practice with Latino Families (2 days) • Module III - Developing a Culturally Responsive Team (1-day workshop for supervisors and mentors) • Advanced Topics includes video productions designed to be used for in-service, classroom, or “brown bag” presentations to be facilitated by local/regional “experts” • Module IV - Teaching Effective Practice with Hispanic Families: Curriculum Modules for Social Work Departments • The Resource Guide is a compilation of the best resources available. Topics covered include community resources, demographics and culture, domestic violence, substance abuse, health and mental health, immigration laws, language, service delivery, and state- specific resources. The Effective Practices Training series was piloted in Garden City, Kansas, and then extensively revised. The training series was then delivered in Wichita, Kansas, Garden City, Kansas, Alamosa, Colorado, and Greeley, Colorado. A total of 317 participants filled 471 training slots , including both child welfare agency staff and community providers, participated in the training. Elements of the training models were also adapted for select Kansas State University and Wichita State University social work classes and taught by faculty to approximately 150 social work students. Satisfaction ratings from participants who completed satisfaction surveys after the training, follow-up surveys at the end of the grant, and responses from those who were interviewed in focus groups were overwhelmingly positive about the training. Almost 85% of participants strongly agreed on the training satisfaction survey that the training was important to their job, that they were motivated to use what they learned in training, and that they could see how they would transfer the learning to their job. Further, 82% strongly agreed that the training would make them more effective in their practice. The trainers also received high satisfaction ratings, with 95% of participants strongly agreeing that they trusted the trainers, the trainers sought their opinions and feedback, and they felt involved in the training. Participants found the simulation to be the most beneficial aspect of the training. They also appreciated the opportunity to network and receive information on community resources and immigrations. What they liked best were also those things that they requested more of: time for skills development and more information about community resources and immigration. Aggregated responses from the training satisfaction survey administered at the end of each training module suggest that participants