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Expanding the Family Circle Expanding the Family Circle Module I Expanding the Family Circle Expanding the Family Circle Module I

Expanding the Family Circle Expanding the Family Circle Module I - PowerPoint Presentation

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Expanding the Family Circle Expanding the Family Circle Module I - PPT Presentation

Expanding the Family Circle Expanding the Family Circle Module I Welcome Before the training begins Have you filled out your pretraining forms Is your four digit ID on each of them Thank you Expanding the Family Circle Background ID: 761923

level family mezzo macro family level macro mezzo families children extended systems native characteristics culture social micro community cultural

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Expanding the Family Circle

Expanding the Family Circle Module I

Welcome Before the training begins…. Have you filled out your pre-training forms? Is your four digit ID on each of them? Thank you!

“Expanding the Family Circle” Background “Expanding the Family Circle” grant University at Albany School of Social Welfare

Today’s Agenda Today’s Schedule Your Workbook & Resources Housekeeping Information

Introductions Your Name The “story” of your name (what it means or how you came by it) Where you work What you do there In one sentence: what you hope to learn in this training.

Agreements What we need to feel safe to share From other participants From the facilitators What the facilitators need from participants

Framework for Practice Family-Centered Culturally Competent Themes in child welfare practice Couples Father involvement Domestic violence

Framework for Practice The framework is your blueprint for practice . It guides practice; it can change with each family.

Framework Activity Start in upper left corner for first number Upper right quarter for second Lower right quarter for third Lower left quarter for fourth, continue clockwise

Benefits of a Framework Using this framework can lead to more effective and efficient compliance with ASFA ICWA Cultural Competence Family-Focus

Stories What we see by looking at a person is the tip of the iceberg: Each person has a STORY, just as each of us has our own story RELATIONSHIPS are the foundation of our work with families

TRUST Listening to & understanding another person’s story builds a trusting relationship In focus groups, we heard repeatedly that above all, parents want to be respected

Building Blocks Listening to someone’s story helps us develop empathy and be seen as genuine When we view others as part of a family, a community, a culture and a society, we increase our mutual respect

Professional Helping Relationship The PHR is the primary vehicle to promoting lasting change It is our strongest tool to promote, support and attain the child welfare goals of safety and family preservation.

Your casework You have control of how you interact with families

STORIES To work effectively with families, we must acknowledge how the family may respond to us and our involvement in their lives. When we know the families’ stories, it helps us to understand how they view us.

STORIES Knowing the story of how Native American children were removed from families and communities and never returned can help workers understand that it may be difficult for Native American families to develop trusting relationships with “helpers.”

Challenges Work in the child welfare field includes working with many systems What are they?

Cultures Other systems bring other agendas to cases Example from the group: Case where child welfare agenda was different than the agenda of another system involved with the family How did that work out?

Culture Each of these systems has its “culture” Culture is the sharing of knowledge and meaning which influences beliefs and behaviors

Definition of Culture Culture is a symbolically transmitted design for living. It includes language, class, race, ethnic background, religion, and other diverse factors that are taught and shared by a group of people.

Cultural Competence Cultural Competence is: A Process Learn to respond respectfully and effectively to all people, Affirms and values their worth Protects and preserves the dignity of each.

Cultural Competency This training is nested in the concepts of Cultural Competency. Cultural competence is an on-going process with many aspects. A person can be competent with some cultures and not with others.

RESPECT What do you think of when you hear the word “respect?”

RESPECT Respect = respectare A Latin word meaning to “to look again” or “to look with new eyes.”

Cultural Competence Three legs of cultural competence : Respect Skills & Knowledge CULTURAL COMPETENCE RESPECT SKILLS KNOWLEDGE

KNOWLEDGE Knowledge = the second leg underpinning cultural competence. You won’t know every thing about every culture; you are willing to learn about other cultures in order to interact with them appropriately .

SKILLS Skills = the third support to cultural competency Skills are demonstrated by behaviors: Good communication Following customs Respecting traditions Evidence of skills include: pictures and artwork reflecting diverse cultures and races.

Cultural Competence Cultural competence is a progression toward being more comfortable with cultures, our own and others. Two models of cultural competency: Cross Model Bennett Model

Cross Model of Cultural Competency The Cross Model (Developed by Terry Cross) Based on the history and experience of Native Americans Initially for organizations Later adapted to individuals Identifies six stages of cultural competence A copy of the Cross Model is in your workbook.

Bennett Model of Cultural Competency Six stages A continuum from ethnocentric to ethnorelativism Ethnocentric: The belief that one’s own culture is and should be dominant; it is the “best” or “right” culture. Ethnorelative: The recognition of other cultures, and appreciation for how one’s own culture is related to other cultures; it is “different” not “better than” others.

Bennett Model The six stages are: Ethnocentric: Denial Defense Minimization Ethnorelative: Acceptance Adaptation Integration

Dimensions of Diversity Dimensions of diversity at many levels MICRO-Level (Core/primary) MEZZO-Level (Secondary/Organizational) MACRO-Level (Era)

Dimensions of Diversity

Diversity Wheel In your workbook you have a Dimensions of Diversity worksheet Identify three areas on the Diversity Wheel that stand out as personally important to you

Dimensions of Diversity At your tables, share WHY they are important to you and then we will talk about it with the whole group

Self-Assessment Self-Assessment is a critical component in the process of cultural competency. The Bennett Model and the Diversity Wheel are tools which guide self-assessment. Next we will learn a framework to guide our practice so that it is Family-centered

Expanding the Family Circle

Module II A Framework for Practice

Building a Framework Building a framework piece by piece Use this framework with families with the tool of an eco-map

Framework for Practice: Ecological Systems and Intersections MACRO-LEVEL : Social, Political, Historical MEZZO-LEVEL Community, Extended Family MICRO- LEVEL : Individual, Family Historical Events Social trends and Issues School work Extended Family Family/Individual

Systems Theory Systems theory: all elements of our environment impact who we are as individuals and families There are three levels in our environment: The Macro level The Mezzo level The Micro level The interactions occur between systems transactional-relationships “person-in-environment.”

MICRO LEVEL SYSTEMS The individual, couple and family systems MICRO LEVEL

MEZZO LEVEL Community and extended family MICRO LEVEL MEZZO LEVEL

MACRO LEVEL Historical events & the political and social environment MICRO LEVEL MEZZO LEVEL MACRO LEVEL

CULTURE Culture influences systems at every level of the environment. Macro-level: culture influences policies and laws Mezzo-level: organizational culture as well as neighborhood and extended family cultures Micro-level: culture influences choices in family function, such as marriage, family roles & child rearing.

Family Systems Are made up of family members Are nested in the larger systems of community and society. Have unique characteristics which maybe perceived as strengths or challenges. Engage in “transactional- relationships” with those both within and without the family system.

Family-Centered Practice Family-centered practice provides a framework that is based on the belief that the best way to protect children is to strengthen families.

Components of Family-Centered Practice Safety, permanency and well being of children are the first priority. The family is the focus of the casework process. Successful outcomes are demonstrated by the child’s developmental progress and well being. Families are at the center of the decision-making process . Racial and ethnic background is respected

Why be family-centered? Most children are raised in families Families are the main source of social and financial support Engaging the entire family system leverages all available resources for a child Involving families in decision making processes strengthens family ties, and encourages ongoing support for children FCP supports ASFA, ICWA, and the Grand-parents Rights Law Helping parents be better parents keeps children safer in the long run. Using the eco-map is a non-threatening way to gather information for FASP and other forms.

Framework for Practice: Ecological Systems and Intersections MACRO-LEVEL : Social, Political, Historical MEZZO-LEVEL Community, Extended Family MICRO- LEVEL : Individual, Family Historical Events Social trends and Issues School work Extended Family Family/Individual ---CULTURE ----CULTURE----CULTURE----CULTURE----CULTURE----

Micro-Level: The Individual MACRO LEVEL MACRO LEVEL Individual Characteristics

Individual Characteristics Personality traits Physical traits Culture Racial and ethnic identity Gender identity Sexual preference Age

Intersectionality “Intersectionality” describes the unique way that personal characteristics, such as age, race and ethnicity intersect with each other in one individual.

Personal Intersections What characteristics intersect to make you the person you are today? Think about: Culture, religion Ethnicity, Race Urban or rural Economic status Gender and sexual preference Health, weight, beauty, age

ECOMAP The ECOMAP is a tool to “map” information for a family from all levels of the environment.

Genograms vs. Eco-maps Genograms, family maps and eco-maps are all similar. Eco-maps include information from all levels of the environment Culture crosses all levels and effects families at every level of the ecosystem.

ECOMAP: Micro level The Eco-map can be used to record information about family systems, subsystems and individuals.

Mapping: Individual Characteristics Thinking back to the family in the case you brought, what are some specific characteristics of the individuals in the family. Think about: One family member That person’s characteristics What made you choose those characteristics?

Micro-level: Individual and Family Family characteristics and family sub-systems are mapped at the Micro level. Macro-level Mezzo-level Individual Characteristics Family Characteristics

Family What is a Family?

Definitions of Family Two or more people related by blood, marriage, or adoption and who reside together (Nye & Bernardo, 1973) A group of people who love and care for each other (Seligman, 1992)

Family Structure Families come in many different shapes and sizes, like houses- we call this their structure. Think about the structure of the family in the case you brought.

Family Characteristics Family Power Structure Boundaries Family Homeostasis Subsystems Family Rules Communication Patterns Family Roles Triangulation Family Myths

Mapping Family Characteristics Communication patterns Boundaries Triangulation Power imbalances Family myths Sub-systems Strengths

Family Sub-systems Family sub-systems are related by blood, marriage or strong emotional ties. Sub-systems include: Parents Parent and child Siblings Grandparents

Couples Couples are an important subsystem they have tremendous impact on the lives of their children whether they are married, divorced, cohabiting, same-sex, or in a conflicted relationship

Parents In addition to biological parents, children also may have step-parents, foster parents, adoptive parents, or grandparents who are acting as parents. Native American’s often consider biological aunts and uncles to be the same as parents Children may consider a non-related person who cares for them such as mother’s boyfriend as their parent.

Mezzo Level : Extended Family MACRO LEVEL Extended Family MICRO LEVEL MEZZO LEVEL

Extended Family Family-centered practice looks to extended family as a source of strength and resources for the family.

Mezzo Level: Community Supports MACRO LEVEL Community Supports MICRO LEVEL MEZZO LEVEL

String Activity This activity will demonstrate: There are many resources within the community to help families. The extended family may provide resources for children. Family group conferences should include all potential resources for families.

Benefit of mapping community and extended family resources Mapping the resources that the family is connected with can help the family (and us) visualize the support they already have in place and any gaps that need to be filled.

ECOMAP: Mezzo Level The Eco-map can be used to record information about the community and extended family and their relationship with the family.

Macro Level Historical events Social trends Social issues Economic factors MEZZO LEVEL MICRO LEVEL MACRO LEVEL

Historical Events Wars Natural disasters Terrorist attacks Civil rights activities Space travel events

Macro Level Social forces are not event based like historical influences They are part of our culture and our times These are values and ideas that influence us Sometimes we are aware of these influences and sometimes not Sometimes we agree with them, sometimes not

Social Trends Social trends and social issues affect all of us, even when we are not aware that it is happening

Macro Level What are some of today’s social norms that influence us all?

ECOMAP: Macro level An eco-map can be used to record historical events, social issues or trends and cultural issues which occur at the Macro-level.

Summary of Eco-map Contents Micro Level Individual Characteristics Family Characteristics Mezzo Level Extended family Community Resources Macro Level Societal events, trends and issues

How to use Eco-map As a source of information When completing the FASP relationship matrix When planning a family case conference. When identifying gaps in resources When doing a needs assessment

Activity Application of the Eco-map To Cases

Family Group Conferencing National Resource Center for Family Centered Practice and Permanency Planning Hunter College School of Social Welfare December 8, 2004

Family Group Conferencing How many people are familiar with FGC, or have participated in FGC? What is the purpose of FGC? What has the FGC “looked like” when you were involved?

Family Group Conferencing This webcast: Gives an overview Focuses on one model in Washington State Describes models for African American and Native families

VIEW WEBCAST

Family Group Conferencing What might be challenging about using Family Group Conferencing in your casework practice ?

Family Group Conferencing What might be the benefits to using FGC into your casework practice?

OASIS MODEL VIEW WEBCAST

Family Group Conferencing What were some of the unique elements of the African American culture that this FGC model was very responsive to?

The Church is the Village Meetings were conducted 80% of the time at church and 20% at grandmother’s or relative’s home It speaks specifically to the Kwanza principles, many of which overlap New Zealand model

Family Group Conferencing Did anything else in this webcast leave you with any thoughts or feelings?

OTHER THOUGHTS African American children are “over represented” in care Negative biases against AA families regardless of the worker’s ethnicity AA families receive higher risk ratings FGC outcomes have been very positive

Cultural Connection Agreements In your workbooks there is an example of a Cultural Connection Agreement that was referred to in the webcast. You may take time later to see how this could fit into your practice.

Benefits Provides you with a framework to conduct your work in a family centered and culturally competent manner Supports the legislation, rules, regulations and mandates (ASFA, ICWA, Grandparents legislation) In your workbooks there are summaries outlining these mandates

Casting the Widest Net All the FGC models we just viewed emphasize the importance of “casting the widest net” in terms of who should be present at a FGC What are some of the benefits of involving a non-resident father or extended family with the service planning process?

Challenges Often times, “casting a wider net” can be extremely challenging for a caseworker What are some of the challenges that you have encountered or could imagine encountering with involving the non-resident father or extended family?

Overcoming Barriers How have you or could you overcome some of these barriers?

Your Case Think for a moment about the case you brought today Remembering to “cast the widest net”, who would you want to include in a FGC? Why? How would you include the input from members who could not or should not attend?

Challenges SAFETY is paramount Family violence requires forethought Remember, the absent member can have input via phone, letter, etc..

Module III The Mezzo Level: Application

FRAMEWORK We are going to : Take a closer look at the 3 levels of the eco-system Talk about how each of these levels relate to the families we work with Think about how a family’s information and story help us to work more effectively and efficiently with that family at each level

Framework for Practice: Ecological Systems and Intersections Macro Level: Social, Political, Historical Mezzo Level Community, Extended Family Micro level: Individual, Family Historical Events Social trends and Issues School work Extended Family Family/Individual

Mezzo Level Mezzo Level MACRO LEVEL MEZZO LEVEL MICRO LEVEL

MEZZO-LEVEL The Mezzo level is the “cushion” between the macro level forces and the family.

Mezzo Level MACRO LEVEL Extended Family & Kin MICRO LEVEL

MEZZO-LEVEL At the mezzo level, we are concerned with community and extended family. When working with Native American families, we are concerned with Clan and Tribes as well as grandparents, aunts and uncles.

Native American Model The tribe has an important role with decisions involving children This is cultural as well as the result of a difficult history of Native American children being removed from their homes

ICWA, How it came to be 1878 - Indian children were systemically removed from their homes and placed in boarding schools or with non-Indian families far away from their home and families. 1978 - ICWA, was put in place in response to these policies which were detrimental to Indian families.

ICWA An important component of ICWA is that Caseworkers must research and identify children in placement who possess Native American ancestry and follow specific guidelines when placing a child.

Boarding School Legacy Indian children were taught that the Indian way of life was wrong- they were brainwashed to believe their native ways were “savage” and inferior to European ways. Children were forbidden to speak their native language. Children were forbidden to practice their native religion. They were denied privacy and time to think. The children had many rules and harsh punishment. The children were shamed and humiliated.

ICWA First part of video tells us of the history of Native American Tribes in New York. “Historical Trauma” of Native Americans

ICWA DVD Why are tribes referred to as Nations? What makes Native American Children different from children of other ethnic groups ? Why is cultural heritage important to ICWA?

What is unique about Indian Nations? They are sovereign nations They signed agreements called “treaties” with the US government ICWA gives Tribal Nations more authority over their children

What is different about Native American Children? They may not be citizens of the US, instead they may be wards of the state. They may belong to a sovereign Nation or Tribe. ICWA laws are designed to protect Indian children from being systematically removed from their family and community.

Why was ICWA needed? Children were being systemically removed from their families; affects were Childhood trauma, Difficulty with relationships in adulthood, Loss of Indian traditions and language.

Native American Stereotypes Can you tell who is Native American by how they look? Can you tell who is Native American by their name? How can you tell who has Native heritage?

What does ICWA mean for caseworkers? Must determine affiliation with Native Tribes Record all information regarding inquiries, tribal contacts and responses Collaboration with Native Workers

ICWA Tribal Social Worker can: Be the best resource for info Clarify current and future tribal legal involvement Identify tribal resources for child Identifying family members who may not live on the reservation.

How is lineage determined in Native American families? Tribes determine their membership. Membership may be determined by maternal or paternal linage. Tribes need mother’s maiden name and father’s name in order to determine membership.

Tribal Notification Registered Mail/Return Receipt NICWA information in Reference Section New York State information on ICWA Desk Guide in the back of workbook

New York State Contact Information Kim Thomas, Native American Affairs Specialist NY State Office of Children and Family Services Ph. (716) 847-3123 Email: Kim.Thomas@DFA.State.NY.US

ICWA Guidelines Placement Preferences: First- Identify extended family Second- Identify Tribal family Third- Non-Native American family Any placement must be approved by the tribe Adoptions may be over turned if not approved

Collaboration Collaboration Points - Respect for Tribes - Know the Law - Timely notification - Work with Tribal SW - Active Efforts – ICWA - Include extended-extended family

Multiethnic Placement Act & ICWA No conflict Congress wrote MEPA to exclude Native American children Native Children are citizens of Sovereign Nations

Tribal Court Tribe has jurisdiction when child resides within a reservation Tribe and State have concurrent jurisdiction when child resides off reservation and is not a ward of the tribal court. ASFA does not supersede ICWA

Extended Family or Kin “Kin” can include aunts, uncles, cousins, older siblings and many other relatives. It can also include non-related “kin” such as godparents, family friends, or other interested parties. In many communities of color, kin are often called upon to care for children that have no blood relationship.

Mezzo Level MACRO LEVEL Community supports MICRO LEVEL

Diversity Issues to Consider When Making Referrals Language barriers Dietary concerns Gender concerns Age Handicapping conditions

Questions when Considering Referral What supports does the family already have? What supports does the family need? What supports are culturally appropriate for this family or individual? (Considering race, ethnicity, education, gender, physical ability, language, etc.) Are the available resources able to meet the needs of this family? If not, how will the appropriate resources be obtained?

BARRIERS to INCLUSION When there is a court order to stay away When there has been domestic violence When there has been sexual abuse When the person was too ill to travel to the meeting When the person lives out-of-state When the person is a professional who can’t take time to attend

WAYS TO GET INPUT FROM THOSE WHO CANNOT ATTEND Letters Telephone contact, conference calls Proxy, taped message, video tape

Engaging Family Systems Engaging family systems and community systems is beneficial to case planning. It helps to meet the requirements of: ICWA ASFA Grandparents Rights Law

Community Systems Community systems provide support and challenges to the families we work with. Thinking of the case you brought, what support services does the family have? You will want to have these in mind when your planning FGC.

Apply to Case Did the community organizations include any of the following? School Work Church Community organization Treatment or counseling services

Community Systems What supports does the family need? Are the needed services available? What are the barriers to obtaining needed services?

Extended Family Extended family can be a resource . Thinking of the family in the case you brought Who is in the extended family? What resources do they have? You will want to think about these resources when planning the FGC.

Apply to Case Did you include any of the following family? Grandparents Aunts Uncles Clan or tribal contacts Any other kin?

Mezzo Level The mezzo level includes: The extended family The clan or Tribe Community supports, agencies or organizations.

MEZZO-LEVEL The Mezzo level is the “cushion” between the macro level forces and the family.

Module IV The Macro Level

FRAMEWORK We’ve talked about the framework of practice, and have applied the Mezzo level to your cases. Now we’re going to apply the Macro level of the framework to your work with families.

Macro Level MACRO LEVEL MEZZO LEVEL MICRO LEVEL

ECOMAP: Macro-level Remember - the Macro level includes the following: historical events, social issues social trends cultural factors economic issues

Macro Level In addition to the previous list, the Macro level includes social norms and values. Thinking back to earlier discussions, what social norms and values might we include at the Macro level?

Macro Level Think about the family you brought today: Based on their story, what do you think would go in the Macro Level?

Macro Level Values and ideas about diversity and tolerance affect us and the families we work with In some places around the world, diversity is not tolerated at all Society is strictly segregated by class, religion ,or by other characteristics

Macro Level Here in the U.S., we have a much more fluid social system However, there are many “isms” that still circulate in the air and can hit us at any time

“isms” What do we mean by an “ism”?

Macro Level Can anyone think of an example where they or someone on your caseload or someone you know or heard of has been impacted by an “ism”?

“isms” We are going to view a video of a 20/20 episode that highlights the presence of racism in our culture As you are watching, think about how this “ism” has an impact on your own life as well as how it may affect families that you work with

Video: Racism in Retail

“isms” Did this news report reflect any of your own experiences? How do you think you would react in a similar situation?

“isms” “Isms” are a part of western and US culture Oppression exists and we experience it directly and indirectly, no matter who you are and how you view things The important thing to realize about “isms” is They were part of the world in which we live long before we were born. They were here long before our grandparents were born.

“isms” We did not create racism However, we do have the power to decide how we want to respond to it Think back to the sales clerk in the video, who was peeking into the dressing room What did you think about her behavior?

“isms” The sales clerk did not invent her bias toward the woman of color She learned it as a result of how or where or with whom she grew up She probably learned the bias at a very young age and not from people that wished her any harm, but from people who learned things from their families, etc..

“isms” What are some of the other examples of “isms”?

Your Cases Let’s take a few minutes to assess the impact of “isms” on the cases that you brought Look at the list of “isms” we have developed Choose at least two that have had an impact on the case that you brought today Think of how “isms” might relate to that family’s story

Your Case Would someone like to volunteer to share what they identified as an ism that has had an impact on the case they brought? First, let’s draw the household Then, explain the ‘isms” that you identified

“isms” How has the “ism” become part of the family’s story? How do you think this ism might effect the couples in this family? (i.e., if you deal with racism every day, and so does your wife or partner) What strengths do you see in how they manage the “ism”? What role might an ally such as yourself or another member of the community play in lessening the negative impact of that “ism” on the family?

Social Perspectives The couple The father Domestic violence

Module V MICRO LEVEL

Micro-level: Individual and Family Family characteristics and family sub-systems are mapped at the Micro level. Macro-level Mezzo-level Individual Characteristics Family Characteristics

Micro Level Individual and Family Level Personal Characteristics: temperament, intelligence and determination intersect with factors such as class, race, and gender to define an individual These categories are fluid and flexible Individual characteristics and behaviors are open to change when there is support

Your Case Think about the individuals in the cases you brought. Think about their environment, their social privilege or entitlement, their access to moderating factors from the mezzo level and their family characteristics

Family Characteristics What are some family characteristics that may help to moderate an individual’s experience and influence from the Macro level?

Family Characteristics Good communication skills Openness, Spirituality/faith/religiosity Hard working Supportive of each other Balanced power structure

Couples The strength of a couple plays a direct role in the safety and stability of a child’s home.

True or False In a national study of children known to Child Protective Services, of children living with a biological parent, one-third of those parents were married

True or False? In a study of unmarried cohabiting parents who had just given birth to a child, 80% said they planned to get married. Some unmarried couples say they are waiting to be economically secure before they get married.

Societal Factors We are all influenced by societal factors, such as power and privilege as well as community issues such a unemployment and family issues such as health or religion. There may be moderating factors which influence how we perceive the world around us-factors which influence the way our story goes

Story A positive school experience or caring teacher may boost a child’s self-esteem or a grandparent may model an alternative parenting style Unless we know their story from the other person’s perspective, we cannot make accurate assessments for safety or planning

Story As families share their stories with each other and with us, the have already begun to validate where they have come from and decide where they want to go Working with families we can improve our ongoing work to achieve the child welfare outcomes of permanency and safety

Privilege Walk The following activity is designed to help us recognize how power and privilege can affect our lives even when we are not aware what is happening The purpose is to help us identify both the obstacle and benefits we have experienced

PRIVILEGE WALK This activity is to help us recognize how power and privilege affect our lives even when we are unaware that it is happening. It is not to blame anyone, but to give us an opportunity to identify both obstacles and benefits we have experienced.

Privilege Walk Instructions Line up across the center of the room. Listen to the statements read, and follow the instructions as they apply to you. You are the one who determines whether or not the statement applies to you. No one will judge your decision to move or not.

Process Privilege Walk What was this experience like for you? What was your gut response to your position within the group? How did it feel when you moved forward? How did it feel to move backward?

Family Group Conference Fish Bowl Activity