1 Date: Trainer: Sponsor: Framework For Child Welfare Practice In California Welcome Welcome to 2 What strengths, capacities, attributes, and assets do you bring to this job that will benefit youth and families? 3 Once around your table please share your: Name One of the strengths, capacities, attributes or assets you bring to this job. Write them on the strips of paper provided. 4 Today's Agenda Welcome Overview Of Training: Common Core New Initiatives Evidence-Based & Promising Practices Fairness and Equity Awareness Lunch Fairness and Equity Awareness cont. Strength-Based, Family-Centered Engagement Transfer of Learning, Course Evaluation & Closure 5 Californias Standardized Child Welfare Training California has four Regional Training Academies: BAA Southern Central Northern And the Inter-University Consortium in collaboration with Los Angeles County DCFS The coordination of Californias Child Welfare Training is conducted by the California Social Work Education Center (CalSWEC). 6 Statewide Training & Education Committee (STEC) The Statewide Training & Education Committee is facilitated by CalSWEC and CDSS. STEC includes representatives from Regional Training Academies, County Directors, and Staff Development. One of the purposes of STEC is to oversee the development and implementation of standardized core curricula in California. 7 CALIFORNIAS 7* COMMON CORE COURSES Framework (you are here) Child & Youth Development Child Maltreatment Identification: Parts 1 and 2 Critical Thinking in Child Welfare Assessment: Safety, Risk, & Protective Capacity Case Planning/Case Management Placement/Permanency * PLUS more to follow 8 Five Themes in the Common Core Accountability & Outcomes Evidence-based & Promising Practices Fairness & Equity Strength-based Practices & Programs Family & Youth Engagement 9 Competency Outcomes Understands the federal, state and county emphasis on achieving positive and measurable outcomes for families and children. Understands how evidence-based research contributes to the improvement of public child welfare practice and outcomes. Recognizes and values the need for fair and equitable treatment of children, youth, and families that addresses their unique sociocultural context. Understands and values the importance of engaging children, youth, and families, kin networks, care providers, and community resources in a collaborative, strength-based process. Initial your priority today 10 Competency Outcomes Compare your selection with someone sitting near you. Ask them: Which competency interests you the most today? Why? Then share your priority. 11 Child Welfare prior to 2000 New Initiatives 12 13 Review of ASFA Two overarching goals: Move children stranded in the system into permanent placements Change the experience of children entering the system today! 14 Adoption & Safe Families Act (1997): Safety Permanency Well-Being 15 Seven Indicators of ASFA Fewer children are abused/neglected Fewer children are in foster care Fewer children re-enter foster care Fewer multiple placements for children in foster care Reduced lengths of time to reunify children with parents or caregivers Reduced length of time to achieve adoption (less than 24 months) Increase the levels of health and education support for children in foster care 16 Organization of Child Welfare in California Federal laws and state laws are passed Counties are required to follow these laws after the State issues regulations pertaining to the law that has been passed or through policy letters called ACLs Funding is connected to following regulations and ACLs Counties then provide their staff with county policy and procedures to implement these regulations and policies. Counties have many differences. Imagine a rural county with 5 social workers and L.A. County with Do you think they would have many differences? 17 Current California Statistics On a Post-It note, write down what you think are: 1) The number of cases of child abuse/ neglect reported last year in CA 2) The number of children with a substantiated allegation of child abuse/neglect last year in CA 3) The number of children in CA Foster Care now 18 The Case for Change in CA 487,154 referrals of child abuse/neglect each year ( for the 12 months ending July 2007) 108,513 children with substantiated allegations of abuse/neglect (for the 12 months ending July 2007) 76,310 children in foster care (Point in time on July 1, 2007) 19 California has: 13% of the nations child population BUT 16% of the nations foster care population (2005 Data) Californias Challenges 20 The Case for Change in CA 65% of foster children in care for at least 2 years experience 3 or more placements 6% of children in CA are African American, but 26% of children in CWS are African American (Data for the period of July 06-June 07 ) 21 Improving the way we serve families involved with child welfare New Initiatives 22 The Vision safe, stable, permanent Every child living in a safe, stable, permanent home, nurtured by healthy families and strong communities. From the California Stakeholders Report 23 Goals/Outcomes 1.Children are protected from abuse and neglect. 2.Children are safely maintained in their own homes whenever possible and appropriate. 3.Children have permanency and stability in their living situations. 4.The continuity of family relationships and connections is preserved for children. 24 Goals/Outcomes, continued 5.Families have enhanced capacity to provide for their childrens needs. 6.Children receive appropriate services to meet their educational needs. 7.Children receive adequate services to meet their physical and mental health needs. 8.Youth emancipating from foster care are prepared to transition to adulthood. 25 California Child Welfare Outcomes and Accountability System Three year cycle with quarterly reports What about Division 31 Regulations? Division 31 remains in full effect. AB 636 is a review process and replaces the Division 31 Compliance Review Process; so the Division 31 reviews have ended, but not the regulations themselves. - S. Oppenheim Jan-04 26 OUTCOMES: Safety Permanency Child & Family Well-Being CWS Improvement Federal Program Improvement Plan (PIP) California Child & Family Services Review (C-CFSR)/(AB636 ) System Improvement Efforts Children and Family Services Review (CFSR) Peer Quality Case Review (PQCR), Self Assessment (SA), and System Improvement Plan (SIP) 27 How do we know what works? Evidence-Based Practice 28 What does EBP mean? Please have a short discussion at your tables regarding what you think EBP means. Have you heard this term before? 29 Some Definitions: EBP is the integration of best research evidence with clinical expertise and [client] values Sackett, Straus, Richardson, Rosenberg & Haynes (2000). Evidence-Based Medicine: How to practice and teach EBM (2 nd ed.) It is the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual [clients] Sackett et al. (1996) 30 Definitions, continued Gilguns 4 Cornerstones of EBP: 1.Research and theory 2.Practice wisdom, or what we and other professionals have learned from our clients 3.The person of the practitioner (personal assumptions, values, biases and world views) 4.What clients bring to the situation Gilgun, J.F. (2005). The four cornerstones of evidence-based practice in social work. Research on Social Work Practice, 15(1). 31 Definitions, continued Practice that is informed and mindful of: Best available research evidence; Best clinical experience; Client values and preferences. 32 The Five Steps of Evidence- Based Practice STEP ONE: What do we want to know? What are the questions? Convert information needs related to practice decisions into answerable research questions STEP TWO: What evidence is there? Track down the best evidence with which to answer them (Sackett et al., 2000, pp.3-4) courtesy of Eileen Gambrill 33 The Five Steps of Evidence- Based Practice STEP THREE: What is the quality of the evidence? Critically appraise that evidence for its validity, impact (size of effect) and applicability (usefulness in practice) STEP FOUR: How do we use the evidence to make decisions? Apply the results of this appraisal to practice/policy decisions. This involves deciding whether evidence found (if any) applies to the decision at hand, while also considering client values and preferences in making decisions as well as other application concerns. For example, is a client similar to those studied? Is access to services described? 34 The Five Steps of Evidence- Based Practice STEP FIVE: How did this work? Evaluate effectiveness and efficiency in carrying out steps 1-4 and seek ways to improve them in the future 35 Clearinghouse Serves as an online connection for child welfare professionals, staff of public and private organizations, academic institutions, and others who are committed to serving children and families. Provides up-to-date information on evidence- based child welfare practices. Facilitates the utilization of evidence-based practices as a method for achieving improved outcomes of safety, permanency and well- being for children and families involved in the California public child welfare system. 36 Are programs that appear to be successful, but have not yet been rigorously studied or tested Are implemented while rigorous research is being done Promising Practices... 37 Examples of Promising Practices Family to Family TDMs Linkages Wrap-around services California Permanency for Youth Project 38 Fairness and Equity: The Vision All children and families will achieve similar benefits and achieve equally positive outcomes. from the California Stakeholders Report 39 Pizza Activity You have been invited to a rather eclectic Pizza Party. As people introduce themselves to you, you realize there are only six pieces of pizza for all 21 of you. Individually decide how to fairly prioritize who gets a slice of pizza and who doesnt. Convince your group that your way is the fairest way to share your six slices. What fairness principle did you use to help you make these decisions? 40 Fairness, Equity & Equality Equity implies the application of justice influenced by principals of ethics. Fairness implies the absence of bias. Equality implies the likeness or sameness in quality, power, status, or degree. 41 Does Equitable = Equal? What are the implications for child welfare? How should services be allocated? How do we build a fair and equitable system for service delivery? 42 FAIRNESS & EQUITY IN CWS INVOLVES MULTIPLE ISSUES Disproportionate representation Cultural competency Diversity Socioeconomic Immigration status/acculturation Sexual orientation (LGBTQ) Gender Disability Age 43 Ethnicity at Decision Points of the California Child Welfare System-2006 Chart taken from presentation by Barbara Needell, CSSR UC Berkeley, Californias Child Welfare System: Using Data From CWS/CMS, February 2008 44 Statement of the problem African American children are: Referred to child welfare more than any other segment of the population Entering the system more frequently Less likely to receive in-home services Least likely to reunify Staying in care longer than their White or Hispanic counterparts 45 What is Culture? A unique set of behaviors, attitudes, practices, customs, values, music, beliefs, food, religious experiences, history, celebrations, preferences, lifestyles. It is not innate: it is learned It provides the lens through which we see the world, process information, and communicate with others. 46 Cultural Expression Not everyone of the same race will express culture in the same way; other factors are: Social class/privilege/poverty Rural or urban residency Occupation Education Marital status Age Personal values 47 We all bring our Cultural Backpacks or our biases with us to work Our own backpack shapes the nature of: the conversations we have with each family and child assessment treatment plans the allocation of resources Cultural Backpacks 48 Whats in your Cultural Backpack? 49 Achieving Fairness and Equity Achieving Fairness and Equity in CWS as it pertains to: the treatment of families and the access of services for families requires us to look at MODERN DAY RACISM as a contributing factor in disproportionality. 50 Modern Day Racism Includes three systems which operate simultaneously to suppress discussion on race and mask biases: Principle of colorblindness Racial and gender stereotypes Institutional racism 51 Colorblind Ideologies The purpose of colorblind ideologies is to suppress public discussions regarding race Told not to talk about race or culture Taught not to notice race or ethnicity so everyone will be treated equally Told that whoever brings up race is the racist 52 Stereotypes A belief that members of a group: possess an inherent characteristic and every person in this group is presumed to possess the same characteristic In a colorblind society, stereotypes and their consequences often go unchecked. 53 Stereotypes and Perceptions Lets identify some of these common assumptions (not necessarily your own values/beliefs) White women Poor women African American women Asian women Mexican women Middle Eastern women Native American women 54 What are implicit stereotypes? An implicit stereotype is one that is powerful enough to operate without conscious thought or awareness. Implicit stereotypes can flavor individual behaviors and perceptions in CWS decision- making. 55 Bias leads to Institutional Racism Bias is embedded in longstanding U.S. cultural values, beliefs and norms. Bias flies under the radar because it manifests in behaviors and attitudes which are implicit rather than explicit. Bias can occur without expressing any hostilities. 56 Fairness and Equity in your Core Training Throughout this core curriculum, expect ongoing training to better prepare you for: More effective intercultural communication Interpersonal relations Interactions with individuals from cultures other than your own Decision points where we need to be especially aware of fairness and equity issues 57 Family Centered Engagement of Youth and Families Strength-Based Child Welfare 58 What do we mean by Strength-Based? Strength defined: Capacity for exertion or endurance; a strong attribute or inherent asset 59 Goals for Strength-Based Work Identify family strengths and resources that can be used to support the family Use strengths as benchmarks to assess the status of the family over time Use community-wide information of family strengths to develop community resources 60 Strength-Based Described Developed from a set of supportive relationships Processes that support and protect families, especially during adversity and change Maintains family cohesion Supports development and well-being of individual family members 61 Positive Family Processes Household routines Time use Communication and praise Cultural and religious celebrations Parent-child warmth and supportiveness * Which of these strengths are in your family? * What does (or did) YOUR family rely on in times of crisis? 62 Circles of Strength & Support Whom would you call if YOUR children were being detained? 63 Promoting Circles of Strength & Support # 1 = Family and Extended Family # 2 = Community Partners/Resources #3 = Child Welfare Agency 64 What we say makes a difference If it were you and your family being discussed, would any of these offend you? What would feel better? 65 Strength-Based Language Focuses on what is strong, not what is wrong Encourages families to do their personal best within the framework of their cultures Reframes deficits as opportunities for growth Acknowledges and builds on successes 66 Strength-Based Language Presumes a desire for and the possibility of a positive outcome Includes feelings and words to match Models empathy and offers support If YOUR children were detained, which one of these practices would you like to know your social worker would be using? (Compare with your table mates.) 67 Strength-Based Language Do you believe that any of these are... Culture Specific? Race Specific? Gender Specific? 68 What we say makes a difference What we say... Influences what we think... Which affects what we value/feel/believe... Which determines how we act/treat others... 69 Getting at Strengths Think of what you DO want family members to do Determine the PAYOFF for WHEN they do that Tell the payoff first, then what to do Avoid negative language Blaming Shaming Whining Complaining Threatening DONT 70 Core Values of Family- Centered Initiatives All families have strengths Families are the experts on themselves and their own histories Families deserve to be treated with respect and dignity Families can make well-informed decisions about keeping their children safe when supported 71 Core Values of Family- Centered Initiatives When families and community resources are involved in decision making, outcomes can improve. A team is often more capable of creative and high quality decision making than an individual. The familys culture is a source of strength, and culturally responsive practices honor the familys customs, values and preferences. 72 Values These values come from established teaming/family meeting models in CA (Promising Practices). Notice common characteristics: Team Decision Making (TDM) Family Group Conference Meetings (FGCM) Wrap-Around Meetings 73 Take a stand on these core values Mark SW next to the one YOU, as a Social Worker, believe is a Core Value Mark A next to Administrations Core Value Mark F next to what you believe many Family Members would say is the most important of these Core Values--to their family 74 Please keep this thought in mind as others speak: You know, you might be right! 75 Now lets put what weve learned to work Strength-based, family-centered practice The new way of serving families involved with public child welfare Fairness and equity issue awareness Next well look at additional ways to engage families... 76 Managing the Use of Power and Authority What do you think might be the potential impact of power & authority in the engagement process? Re: The attorneys and the courts? Re: The child welfare worker? 77 Bling-Bling Engagement 78 Engagement TellingEngagement == DeclareInquire DecideInvite DetermineInvolve DemandInclude