achieving fairness and equity: how training can be part of the solution symposium on fairness and...
TRANSCRIPT
Achieving Fairness and Achieving Fairness and Equity: How Training Can Be Equity: How Training Can Be
Part of the SolutionPart of the Solution
Symposium on Fairness and Equity Issues in Child Symposium on Fairness and Equity Issues in Child Welfare Training and EducationWelfare Training and Education
Ruth G. McRoy, Ph.D.Ruth G. McRoy, [email protected]@mail.utexas.edu
April 12, 2007April 12, 2007
Role of Training and Education Role of Training and Education in Promoting Fair and in Promoting Fair and
Equitable Practice within the Equitable Practice within the Field of Child WelfareField of Child Welfare
– Review of Disproportionality Data and IssuesReview of Disproportionality Data and Issues• Differential Impact of Services on Specific Differential Impact of Services on Specific
PopulationsPopulations• Causes, ChallengesCauses, Challenges• Promising practicesPromising practices
– Staff Training and Educational Challenges Staff Training and Educational Challenges and Issuesand Issues
– Promoting Fairness and Equity Through Promoting Fairness and Equity Through Training Training
Recognize Causes Recognize Causes
• As Courtney asked in 1996, “Do child As Courtney asked in 1996, “Do child welfare researchers, policymakers, and welfare researchers, policymakers, and practitioners believe that it is ethically practitioners believe that it is ethically acceptable to be involved in improving acceptable to be involved in improving the efficacy of a system that takes these the efficacy of a system that takes these children without simultaneously being children without simultaneously being involved in remedying the problems involved in remedying the problems that bring the children to the system?”that bring the children to the system?”
Child Welfare: Public and Child Welfare: Public and Private SystemPrivate System
• Intersects with and is influenced by:Intersects with and is influenced by:• Juvenile JusticeJuvenile Justice• WelfareWelfare• Criminal JusticeCriminal Justice• EducationEducation• Health CareHealth Care• Child CareChild Care• Mental HealthMental Health• MediaMedia• Federal and State policyFederal and State policy
..
Child Welfare Professionals: In Child Welfare Professionals: In Search of Answers Search of Answers
Disproportionality in Child Disproportionality in Child WelfareWelfareThe historyThe historyThe contextThe contextDefinitionsDefinitionsEvidenceEvidenceTheories Theories ResponsesResponsesPromising practicesPromising practices
1959: Maas and Engler 1959: Maas and Engler
• reported that more AA children reported that more AA children in care and less likely to be in care and less likely to be adoptedadopted
19631963
– Culturally insensitive workers Culturally insensitive workers removing children from removing children from “undesirable family situation: and “undesirable family situation: and placing in foster care--placing in foster care--
– 81% of children in out of home care 81% of children in out of home care in 1963 were there because parents in 1963 were there because parents were unmarried or came from were unmarried or came from broken homes--broken homes--• Most were African American and IndianMost were African American and Indian
Jeter (1963) reported that Black Jeter (1963) reported that Black children were children were
• Remaining in foster care for longer Remaining in foster care for longer periods of time than white childrenperiods of time than white children
• Adoption not being offered on Adoption not being offered on equitable basisequitable basis
• Ongoing discrimination in service Ongoing discrimination in service provisionprovision
• Black children being served by Black children being served by public agencies and public agencies and – Private agencies serving white childrenPrivate agencies serving white children
Billingsley & Giovannoni Billingsley & Giovannoni (1972)(1972)
• The system of child welfare is failing The system of child welfare is failing Black children. It is our thesis that Black children. It is our thesis that the failure is a manifest result of the failure is a manifest result of racism; that racism has pervaded the racism; that racism has pervaded the development of the system of development of the system of services; and that racism persists in services; and that racism persists in its present operation (p.3)its present operation (p.3)
• Is this still true in 2007?Is this still true in 2007?
1980’s to 20051980’s to 2005
– Trends in Numbers of Children in Trends in Numbers of Children in CareCare• 1982: 262,000 children in care (52% 1982: 262,000 children in care (52%
were Anglo)were Anglo)• 1993: 429,000(38% Anglo)1993: 429,000(38% Anglo)• 2000: 588,000(35% Anglo)2000: 588,000(35% Anglo)• 2002: 532,000 (39% Anglo)2002: 532,000 (39% Anglo)• 2003: 523,000 (39% Anglo)2003: 523,000 (39% Anglo)• 2005: 513,000(41% Anglo)2005: 513,000(41% Anglo)
OverrepresentationOverrepresentation
• If a particular racial/ethnic If a particular racial/ethnic group of children is represented group of children is represented in foster care at a higher in foster care at a higher percentage than they are percentage than they are represented in the general represented in the general populationpopulation
DisproportionalityDisproportionality
• A situation in which a particular A situation in which a particular racial/ethnic group of children is racial/ethnic group of children is represented in foster care at a higher represented in foster care at a higher percentage than other racial/ethnic percentage than other racial/ethnic groupsgroups– (I.e. If 5% of all White children are (I.e. If 5% of all White children are
in care, then 5% of African in care, then 5% of African American, Hispanic etc.)American, Hispanic etc.)
U.S. Child Population under 18U.S. Child Population under 18(% in care)(% in care)
• 61% White (41% in care)61% White (41% in care)• 17% Hispanic/Latino (18% in care)17% Hispanic/Latino (18% in care)• 15% African American (32% in care)15% African American (32% in care)• 3% Asian American (1% in care)3% Asian American (1% in care)• 1% American Indian/AN (2% in care)1% American Indian/AN (2% in care)
According to AFCARS estimatesAccording to AFCARS estimates for Sept. 2005for Sept. 2005
• 513,000 children in the US foster 513,000 children in the US foster care systemcare system
•White, 41%White, 41%•Black, Non-Hispanic 32%Black, Non-Hispanic 32%
•Hispanic, 18% Hispanic, 18% •AI/AN Non Hispanic 2% AI/AN Non Hispanic 2%
•Asian/PI NI Non-Hispanic 1%Asian/PI NI Non-Hispanic 1%•Unknown 2% Unknown 2%
•Two or more races 3% Two or more races 3%
2006 California Child 2006 California Child Population Population (% in Care)(% in Care)
44% Hispanic (42% in care)44% Hispanic (42% in care)
35% White (26% in care)35% White (26% in care)
10% Asian American (2% in care)10% Asian American (2% in care)
7% African American (28% in care)7% African American (28% in care)
1% American Indian/AN (1% in care)1% American Indian/AN (1% in care)
78,278 California children in 78,278 California children in foster Care on July 1, 2006foster Care on July 1, 2006
• 6% are less than one year of age6% are less than one year of age• 25%-- 1-525%-- 1-5• 21%-- 6 and 1021%-- 6 and 10• 30%-- 11 and 1530%-- 11 and 15• 17%-- 16-1917%-- 16-19• 1% -- over 191% -- over 19
Good News:Good News:
• In 2000 there were 108,000 in foster In 2000 there were 108,000 in foster care.care.
• Number in California foster care Number in California foster care has decreased by 8% from 2003 to has decreased by 8% from 2003 to 20052005
County DataCounty Data
• Alameda CountyAlameda County– 15% of child population is Black15% of child population is Black
• 67% of children in care are Black67% of children in care are Black
• Contra Costa CountyContra Costa County– 11% of Child population is Black11% of Child population is Black
• 46% of children in care are Black 46% of children in care are Black
• Solano CountySolano County– 17% of child population is Black17% of child population is Black
• 40% of children in care are Black40% of children in care are Black
Disparities not unique to Disparities not unique to CaliforniaCalifornia
46 states have disproportionate 46 states have disproportionate representation of African American representation of African American children in their child welfare children in their child welfare systems.systems.
Studies recently completed in MN, Studies recently completed in MN, Michigan, TexasMichigan, Texas
Children’s Rights Law Suit in Children’s Rights Law Suit in TennesseeTennessee
Center for Study of Center for Study of Social PolicySocial Policy
• Calculated State by Calculated State by State Statistical Profile State Statistical Profile of Racial of Racial Overrepresentation in Overrepresentation in Foster CareFoster Care
• States with Extreme States with Extreme Disproportion(16)Disproportion(16)– Rhode IslandRhode Island– New JerseyNew Jersey– New MexicoNew Mexico– IowaIowa– IndianaIndiana– PennsylvaniaPennsylvania– ArizonaArizona– MontanaMontana
• IllinoisIllinois
• CaliforniaCalifornia• OregonOregon• WyomingWyoming• MinnesotaMinnesota• IdahoIdaho• New HampshireNew Hampshire• WisconsinWisconsin
Demographics of the 78,278 Demographics of the 78,278 California children in Foster California children in Foster
CareCare• Average number of months in Average number of months in
care– 39 months in 2003 (30 care– 39 months in 2003 (30 months nationally)months nationally)
• 46% have experienced three or 46% have experienced three or more foster care placements more foster care placements (42% nationally)(42% nationally)
• Majority of children come into Majority of children come into care because of parental neglectcare because of parental neglect
California’s foster California’s foster childrenchildren
• 47,429 waiting to be reunified47,429 waiting to be reunified• 5% or 4,852 waiting to be adopted5% or 4,852 waiting to be adopted• Avg. time foster care children have Avg. time foster care children have
beenbeen– waiting to be adopted-- 46 months (42 waiting to be adopted-- 46 months (42
months nationally)months nationally)
AFRICAN AMERICAN AFRICAN AMERICAN CHILDREN IN CARE IN CHILDREN IN CARE IN
CALIFORNIA CALIFORNIA
• African American children represent 6.7 African American children represent 6.7 % of the under 17 population.% of the under 17 population.– But represent 28% of those in social services But represent 28% of those in social services
carecare• 21, 915 children in care are African American21, 915 children in care are African American
““Black kids more often taken Black kids more often taken from families by social from families by social
workers”workers”• Recent news headlineRecent news headline
– Santa Clara County—Black children Santa Clara County—Black children represented only 2.4% of the population represented only 2.4% of the population younger than 17 in the county, but accounted younger than 17 in the county, but accounted for 12.8 percent of children in the child for 12.8 percent of children in the child welfare system in 2005, more than 7 times the welfare system in 2005, more than 7 times the rate of White children. rate of White children.
Needell, Brookhart, & Lee Needell, Brookhart, & Lee (2003) (2003)
• Needell, Brookhart, & Lee (2003) found Needell, Brookhart, & Lee (2003) found that Black children in California are more that Black children in California are more likely than White or Hispanic children to likely than White or Hispanic children to be removed from their caretaker and be removed from their caretaker and placed in care, even when age, reason for placed in care, even when age, reason for maltreatment, neighborhood poverty are maltreatment, neighborhood poverty are taken into account. taken into account.
Annually about 11% or Annually about 11% or 4,535 California children 4,535 California children exit care at 18 or older exit care at 18 or older
• Another 7% (2,877) leave for other Another 7% (2,877) leave for other reasonsreasons– Including running away, transfer, or Including running away, transfer, or
deathdeath
Nationally, about 20,000 Nationally, about 20,000 children age out of foster children age out of foster
care with no place to go. care with no place to go.
• Former foster children are 22 times Former foster children are 22 times more likely to be homeless than more likely to be homeless than peers and one-third end up poor.peers and one-third end up poor.
Child Welfare Decision Point Analysis Child Welfare Decision Point Analysis
• Identify points where change in Identify points where change in representation occursrepresentation occurs
• Report/no reportReport/no report• Investigation/no investigationInvestigation/no investigation• Substantiation/no substantiationSubstantiation/no substantiation• Case closed/no services/in home Case closed/no services/in home
services/out of home care (kin,foster)services/out of home care (kin,foster)• Reunification/adoption/remain in care Reunification/adoption/remain in care
or age outor age out
Percent of African American vs. White Percent of African American vs. White Children: in population, victims, Children: in population, victims,
entering foster care, in foster care, entering foster care, in foster care, and waiting for adoptionand waiting for adoption
0
10
20
30
40
50
60
70
80
% in pop victims enter fc in fc waiting
WhiteAf Amer
Child Maltreatment 2002: http://www.acf.hhs.gov/programs/cb/publications/cm02/index.htm, p. 23National Adoption and Foster Care Statistics: http://www.acf.hhs.gov/programs/cb/dis/afcars/publications/afcars.htmEstimates based on AFCARS data 3/04
African American children African American children in Californiain California
• Are more likely than White or Latino Are more likely than White or Latino children to be reported for abuse, children to be reported for abuse, and more likely to be placed in and more likely to be placed in foster care, particularly if they are foster care, particularly if they are infants. They are less likely to be infants. They are less likely to be reunified and adopted than children reunified and adopted than children of other races (Needell, et al, 2004).of other races (Needell, et al, 2004).
Questions Questions
• Why are children of color reported to the system Why are children of color reported to the system at such a high rate?at such a high rate?
• What is the relationship between poverty and What is the relationship between poverty and disproportionality?disproportionality?
• Do children receiving a greater level of publicly Do children receiving a greater level of publicly funded services get referred to child welfare funded services get referred to child welfare more often, due to visibility?more often, due to visibility?
• What is the relationship between neighborhoods What is the relationship between neighborhoods and services?and services?
• What is impact of children who live in resource What is impact of children who live in resource poor neighborhoods? poor neighborhoods? – (Crystal Ward Allen-Public Children Services (Crystal Ward Allen-Public Children Services
Association of Ohio 2005)Association of Ohio 2005)
Possible ExplanationsPossible Explanations
• Disproportionate need Disproportionate need • Societal discriminatory practices Societal discriminatory practices
over which the child welfare systems over which the child welfare systems have little or no control.have little or no control.
• Discriminatory practices within the Discriminatory practices within the child welfare system (Needell, et al. child welfare system (Needell, et al. 2003).2003).
Courtney (1996) reported Courtney (1996) reported inequities in inequities in
• child maltreatment reportingchild maltreatment reporting• service provisionservice provision• kinship carekinship care• family preservationfamily preservation
Courtney (1996) reported Courtney (1996) reported inequities in inequities in
• exit ratesexit rates• length of carelength of care• placement stabilityplacement stability• adoptionadoption• Majority of racial differences Majority of racial differences
reported were between African reported were between African Americans and Anglos rather Americans and Anglos rather than any other groupthan any other group
Links to Child WelfareLinks to Child Welfare• Poverty Poverty • Domestic ViolenceDomestic Violence• Growth of single parent familiesGrowth of single parent families• Impact of welfare reformImpact of welfare reform• Child supportChild support• Neglect is often product of poverty/high Neglect is often product of poverty/high
visibilityvisibility• Child maltreatmentChild maltreatment• Judicial systemJudicial system• HomelessnessHomelessness• Substance AbuseSubstance Abuse• Oppression/RacismOppression/Racism
Considerations in Considerations in DisproportionalityDisproportionality
PovertyPoverty– Lindsey (1991) and Pelton (1989)Lindsey (1991) and Pelton (1989)
– Parental income is the best predictor of Parental income is the best predictor of child removal and placementchild removal and placement
• Majority of children in care from single Majority of children in care from single parent, low-income households.parent, low-income households.
(Pelton, 1989, pp. 52-53)(Pelton, 1989, pp. 52-53)
• The reason for placement is that the The reason for placement is that the family, frequently due to poverty” does family, frequently due to poverty” does not have the resources to offset the not have the resources to offset the impact of situational or personal impact of situational or personal problems which themselves are often problems which themselves are often caused by poverty, and the agencies caused by poverty, and the agencies have failed to provide the needed have failed to provide the needed supports, such as baby sitting, supports, such as baby sitting, homemaking, day care, financial homemaking, day care, financial assistance, and housing assistance. assistance, and housing assistance.
In CaliforniaIn California
• 1 in 5 children lives in a household 1 in 5 children lives in a household that earns less than the federal that earns less than the federal poverty level ($16,600 per year for a poverty level ($16,600 per year for a family of three).family of three).– 1 in 31 in 3 African American, Latino and African American, Latino and
Native American children, ages 5 and Native American children, ages 5 and younger, lives in a very low-income younger, lives in a very low-income family.family.
– One in 12 White children lives in a very One in 12 White children lives in a very low income family.low income family.
The State of Black California: The State of Black California: Racial InequalityRacial Inequality
• Blacks’ economic standing is a little over Blacks’ economic standing is a little over half that of Whiteshalf that of Whites
• Blacks’ housing quality, health index, Blacks’ housing quality, health index, education, criminal justice index education, criminal justice index – is about two-thirds that of Whites.is about two-thirds that of Whites.
• Only index in which Blacks scored higher Only index in which Blacks scored higher is civic participation.is civic participation.
According to According to The State of The State of Black CaliforniaBlack California
• Black poverty rate is 22.4% compared to Black poverty rate is 22.4% compared to the White poverty rate at 8%.the White poverty rate at 8%.
• 33.9% of Black children live in two parent 33.9% of Black children live in two parent families as compared to 72% of White families as compared to 72% of White children.children.
• Blacks higher in felony arrests, Blacks higher in felony arrests, misdemeanor arrests, homicide rates for misdemeanor arrests, homicide rates for males and females; higher in school males and females; higher in school dropout ratesdropout rates
NeglectNeglect
• Often product of povertyOften product of poverty• Parents under scrutiny/more Parents under scrutiny/more
likely to be reportedlikely to be reported
Theories of DisparitiesTheories of Disparities
• Spatial concentration of child Spatial concentration of child welfare supervision in communities welfare supervision in communities of color.of color.
• Lindsey (1991)—parents’ income Lindsey (1991)—parents’ income level was best predictor of child’s level was best predictor of child’s removal (national survey data removal (national survey data analysis of those who received analysis of those who received supportive services and those placed supportive services and those placed in care)in care)
Possible ExplanationsPossible Explanations
• Disproportionate need Disproportionate need • Societal discriminatory practices Societal discriminatory practices
over which the child welfare systems over which the child welfare systems have little or no control.have little or no control.
• Discriminatory practices within the Discriminatory practices within the child welfare system (Needell, et al. child welfare system (Needell, et al. 2003).2003).
Barth (2001)Barth (2001)suggests multiplicative suggests multiplicative
modelmodel– ““There are small to medium increases in There are small to medium increases in
the disproportionality by population the disproportionality by population experienced by AA children as they move experienced by AA children as they move through the child welfare system, which through the child welfare system, which results in substantial differences in their results in substantial differences in their representation in child welfare compared representation in child welfare compared to their representation in general to their representation in general population”population”
– Argues greater risk for child abuse and Argues greater risk for child abuse and neglect in AA familiesneglect in AA families
– Reentry rates highest for AA childrenReentry rates highest for AA children
Garland, et al (1998)Garland, et al (1998)
• Reported that race/ethnicity is a Reported that race/ethnicity is a factor in determining placement factor in determining placement of African American children and of African American children and not simply a confound related to not simply a confound related to socioeconomic factorssocioeconomic factors
Jenkins and Diamond Jenkins and Diamond (1985) (1985)
• ––Higher probability for minority Higher probability for minority children to be placed in foster care children to be placed in foster care when living in a geographic area when living in a geographic area where they are relatively less where they are relatively less represented (more visible).represented (more visible).
Visibility HypothesisVisibility Hypothesis
• Garland, et.al (1998) tested this Garland, et.al (1998) tested this hypothesis using population of minors hypothesis using population of minors referred to receiving facility in San Diego. referred to receiving facility in San Diego. – More visible a child was in community, more More visible a child was in community, more
likely child would be placed in foster care.likely child would be placed in foster care.• Pattern only present for African American children—Pattern only present for African American children—
not Hispanic or Asian children.not Hispanic or Asian children.• Pattern not related to socioeconomic characteristics, Pattern not related to socioeconomic characteristics,
as these were equal among AA and Hispanicas these were equal among AA and Hispanic
Unintentional BiasUnintentional Bias
• Robert Hill (2004) suggested that Robert Hill (2004) suggested that many caseworkers are looking out many caseworkers are looking out for the best interests of children, but for the best interests of children, but many may be culturally insensitive many may be culturally insensitive to minority groups. to minority groups.
Differential attributions and Differential attributions and labeling biaslabeling bias
• Physicians may be more likely to Physicians may be more likely to attribute injury to abuse in lower attribute injury to abuse in lower income homes.income homes.
Child Maltreatment Child Maltreatment ReportingReporting
AA families more likely to be reported AA families more likely to be reported for suspected child abuse and for suspected child abuse and neglect, YETneglect, YET
• NIS-1,NIS2,NIS3--estimates about NIS-1,NIS2,NIS3--estimates about incidence of child abuse and neglect incidence of child abuse and neglect reported NO differences in incidence of reported NO differences in incidence of child abuse and neglect by racial groupchild abuse and neglect by racial group
Parental Substance AbuseParental Substance Abuse
• Parental substance abuse reason for 42% of Parental substance abuse reason for 42% of children who were victims of abuse and neglectchildren who were victims of abuse and neglect
– In 77% of these cases, alcohol was the problem In 77% of these cases, alcohol was the problem substance, and cocaine in 23%substance, and cocaine in 23%
• Alcohol and drug related cases more likely to Alcohol and drug related cases more likely to result in foster care placements than other cases result in foster care placements than other cases (DHHS, 1999)(DHHS, 1999)
– Black women more likely to be reported for prenatal Black women more likely to be reported for prenatal substance abuse andsubstance abuse and
more likely to have children removedmore likely to have children removed
Relationship between race and Relationship between race and child welfare outcomeschild welfare outcomes
• African Americans disproportionately African Americans disproportionately poorpoor
• Disparate family preservation service Disparate family preservation service deliverydelivery
• Inequities in child maltreatment Inequities in child maltreatment reporting, service provision, kinship care, reporting, service provision, kinship care, family preservation, exit rates, length of family preservation, exit rates, length of care, placement stability and adoption care, placement stability and adoption (Courtney 1996, Barth, 1994)(Courtney 1996, Barth, 1994)
• Enter care at younger ages (Kemp & Enter care at younger ages (Kemp & Bodonyi, 2000)Bodonyi, 2000)
• Less likely to have plans for visitation Less likely to have plans for visitation (Olsen, 1982)(Olsen, 1982)
Child and Family ReviewsChild and Family Reviews
• Noted a strong association between Noted a strong association between caseworker visits and improved caseworker visits and improved outcomes for children. outcomes for children. – Greater likelihood of involving children Greater likelihood of involving children
and parents in case planningand parents in case planning– Greater likelihood of reunification orGreater likelihood of reunification or– Placement in other living arrangements Placement in other living arrangements
in a more timely mannerin a more timely manner– Managing the risk of harm to childrenManaging the risk of harm to children
Children of Color in the Children of Color in the Child Welfare systemChild Welfare system
• I think any individual, regardless of their I think any individual, regardless of their minority status, that ends up in a poverty minority status, that ends up in a poverty situation is more visible, because they’re situation is more visible, because they’re having to access free clinics, and social having to access free clinics, and social services, and welfare, and those types of services, and welfare, and those types of things. Child abuse, certainly crosses the things. Child abuse, certainly crosses the broad range of socio-economic classes, broad range of socio-economic classes, however, if you have more wealth to your however, if you have more wealth to your name, it’s easier to cover up. People are name, it’s easier to cover up. People are less likely to report you. (Comments from less likely to report you. (Comments from CPS Worker)CPS Worker)
• Families living in poverty are most likely Families living in poverty are most likely to be living in resource poor to be living in resource poor communities, geographically isolated communities, geographically isolated from other communities that might offer from other communities that might offer support and services. Without access to support and services. Without access to services, families are further services, families are further compromised. The more compromised compromised. The more compromised these families are, the more likely it is these families are, the more likely it is that they eventually will come into that they eventually will come into contact with the systemcontact with the system..
Disparities not Unique to Disparities not Unique to Child WelfareChild Welfare
•Also occur in Also occur in –Special EducationSpecial Education–HealthHealth–Mental HealthMental Health–Criminal JusticeCriminal Justice
Decision Makers Needing Decision Makers Needing TrainingTraining
• Social WorkersSocial Workers• JudgesJudges• TeachersTeachers• Medical PersonnelMedical Personnel
Addressing Addressing DisproportionalityDisproportionality
• Child Welfare Information Gateway Child Welfare Information Gateway – State and Local Efforts to Mitigate DisproportionalityState and Local Efforts to Mitigate Disproportionality– http://basis1.ccalib.com/BASIS/chdocs/docs/canweb/SFhttp://basis1.ccalib.com/BASIS/chdocs/docs/canweb/SF
• Casey Family Programs Breakthrough SeriesCasey Family Programs Breakthrough Series
• Race Matters Consortium Race Matters Consortium (racemattersconsortium.org(racemattersconsortium.org
• State Studies on DisproportionalityState Studies on Disproportionality– Minnesota, Michigan, TexasMinnesota, Michigan, Texas
• Court CasesCourt Cases
Rep. Rangel Started Inquiry Rep. Rangel Started Inquiry
• into the High Number of Black into the High Number of Black Children in Foster CareChildren in Foster Care
• Releases Data Showing Releases Data Showing Significant Over-RepresentationSignificant Over-Representationand Requests Investigation from and Requests Investigation from the GAOthe GAO
Assembly Bill 672Assembly Bill 672
– February 21, 2007February 21, 2007– Introduced by Assembly Member BeallIntroduced by Assembly Member Beall
• Will require the California Child Welfare Will require the California Child Welfare Council to prepare a workplan and appoint Council to prepare a workplan and appoint a committee to develop a statewide vision a committee to develop a statewide vision and strategy for reducing the inappropriate and strategy for reducing the inappropriate disproportionate representation of children disproportionate representation of children of color in California’s child welfare and of color in California’s child welfare and foster care systems. foster care systems.
• ““The ethnically competent social worker The ethnically competent social worker of today and of the future must be of today and of the future must be sensitive to ethnic considerations and sensitive to ethnic considerations and competent in dealing with ethnic competent in dealing with ethnic concernsconcerns.”.”
Leigh(1985) “The Ethnically Leigh(1985) “The Ethnically Competent Social Worker.”Competent Social Worker.”
NASW Standards for NASW Standards for Cultural Competence in Cultural Competence in
Social Work PracticeSocial Work Practice• Cultural Competence refers to not Cultural Competence refers to not
only knowledge about a culture, but only knowledge about a culture, but the ability to provide meaningful the ability to provide meaningful assistance to and on behalf of assistance to and on behalf of someone from that culture.someone from that culture.
• Cross Cultural SkillsCross Cultural Skills– Use the clients’ natural support system Use the clients’ natural support system
in resolving problemsin resolving problems
Heart Beat—Newsletter of Heart Beat—Newsletter of the Public Children the Public Children
Services Association of Services Association of Ohio (Vol. 18, 8, 2005)Ohio (Vol. 18, 8, 2005)
• The strategy is not about defending our The strategy is not about defending our system, or assigning blame, but recognizing system, or assigning blame, but recognizing that child welfare must be one of the leaders that child welfare must be one of the leaders to develop strategies to change outcomes to develop strategies to change outcomes for large numbers of children. for large numbers of children.
• “ “Training caseworkers on diversity is Training caseworkers on diversity is not the solution! If it were, our numbers not the solution! If it were, our numbers would have improved by now.” (Crystal would have improved by now.” (Crystal Ward Allen, Exec. Dir.)Ward Allen, Exec. Dir.)
Professional Social Work Professional Social Work EducationEducation
• ““Social work continues to lag in Social work continues to lag in producing a labor force prepared to take producing a labor force prepared to take on the complexities of culture, race, and on the complexities of culture, race, and ethnicity to maximize positive outcomes ethnicity to maximize positive outcomes for children, families, and communities. for children, families, and communities.
• Agency administrators regularly Agency administrators regularly proclaim that graduating social workers proclaim that graduating social workers are unprepared to work with diverse are unprepared to work with diverse client populations.” client populations.”
• (McPhatter & Ganaway, 2003).(McPhatter & Ganaway, 2003).
– Components of cultural competencyComponents of cultural competency• Knowledge (history, one’s culture and that of Knowledge (history, one’s culture and that of
client’s )client’s )• Self-awareness and understanding dynamics of Self-awareness and understanding dynamics of
difference in the helping process; understand difference in the helping process; understand power and privilege; power and privilege;
• Intervention strategies and skillsIntervention strategies and skills– Selecting, modifying and assessing the Selecting, modifying and assessing the
appropriateness of available practice strategies to appropriateness of available practice strategies to work with diverse client groups; adapt practice skills work with diverse client groups; adapt practice skills to the client’s cultural contextto the client’s cultural context
• Understand the differential impact of social Understand the differential impact of social policy on special populationspolicy on special populations
Recommendations—More Recommendations—More than just numbersthan just numbers
• Need to study link between workforce issues and Need to study link between workforce issues and improved outcomes for children and familiesimproved outcomes for children and families
• Studies have shown that to improve staff Studies have shown that to improve staff retention, must not only reduce direct service retention, must not only reduce direct service caseloads, but also improve supervision, agency caseloads, but also improve supervision, agency supports, and hire staff with professional supports, and hire staff with professional commitment to the job and relevant educationcommitment to the job and relevant education
GAO (2003)GAO (2003)
• Workforce issues:Workforce issues:• Low salaries, high caseloads, Low salaries, high caseloads,
administrative burdens, lack of administrative burdens, lack of supervisory support and insufficient supervisory support and insufficient training opportunities. training opportunities.
Moving from Cultural Moving from Cultural Competency to Fairness Competency to Fairness
and Equityand Equity
Decision PointsDecision Points
• Every decision point is subject to Every decision point is subject to bias. The challenge is to understand bias. The challenge is to understand how such biases manifest in the how such biases manifest in the child welfare system.child welfare system.
Prevention and Family Prevention and Family ReunificationReunification
• Work to prevent unnecessary out-of-Work to prevent unnecessary out-of-home placement or to promote home placement or to promote family reunificationfamily reunification
• Agencies should acknowledge Agencies should acknowledge inequitable service delivery to inequitable service delivery to minority children and analyze whyminority children and analyze why
Training on Prevention Training on Prevention Programs-Point of Programs-Point of
EngagementEngagement• Alternative Response SystemsAlternative Response Systems
– Identify and engage at-risk families before they Identify and engage at-risk families before they come to the attention of the formal child welfare come to the attention of the formal child welfare system.system.
• Differential Response—community based Differential Response—community based network of formal and informal support network of formal and informal support services for children and families with multiple services for children and families with multiple inconclusive child abuse and neglect referrals inconclusive child abuse and neglect referrals to divert families from CPSto divert families from CPS– Seamless service delivery; community outreach; Seamless service delivery; community outreach;
team decision making; one stop shopping; safety netteam decision making; one stop shopping; safety net
Family Assessment Family Assessment TrainingTraining
• Are conditions related to safety the result Are conditions related to safety the result of poverty factors?of poverty factors?
• Is substance use affecting parenting?Is substance use affecting parenting?• Have maternal and paternal relatives been Have maternal and paternal relatives been
conducted?conducted?• What are the alternative forms of What are the alternative forms of
permanency?permanency?• What are the family’s mental health, What are the family’s mental health,
income, housing and substance abuse income, housing and substance abuse needs?needs?
Need Training in Need Training in Enhancing Caseworker Enhancing Caseworker
VisitsVisits• Role of supervisors in promoting the Role of supervisors in promoting the
quality and timeliness of caseworker quality and timeliness of caseworker visitsvisits
• Link between caseworker visits and Link between caseworker visits and outcomes for children and familiesoutcomes for children and families
• Caseworker visiting strategiesCaseworker visiting strategies– What worked well?What worked well?– Challenges during visit?Challenges during visit?– Meeting goals of visitMeeting goals of visit
• Relating to children and familiesRelating to children and families
Role of Caseworkers in Role of Caseworkers in Child Placement Decision Child Placement Decision
MakingMaking• Child OutcomesChild Outcomes
– Safety—Remove the child from risk of Safety—Remove the child from risk of harmharm
• ALSO CONSIDERALSO CONSIDER– Permanency—Stability and outcome—Permanency—Stability and outcome—
adoption, guardianship, emancipation, adoption, guardianship, emancipation, age out, reunifiedage out, reunified
– Well Being—mental and emotional health, Well Being—mental and emotional health, physical health, and educational physical health, and educational attainmentattainment
Training on Special Challenges Training on Special Challenges for Youth for Youth
• Experienced abuse and neglectExperienced abuse and neglect• Physical and mental health problemsPhysical and mental health problems• Developmental delaysDevelopmental delays• Educational difficultiesEducational difficulties• Mild to severe psychological and Mild to severe psychological and
behavioral difficulties behavioral difficulties • Multiple moves/lossesMultiple moves/losses• Sibling and other family connectionsSibling and other family connections• Concerns/Fears about adoptionConcerns/Fears about adoption
Training on Impact of Loss Training on Impact of Loss on Childrenon Children
• Interventions for childrenInterventions for children• Multiple lossesMultiple losses• Acknowledging child’s painAcknowledging child’s pain• Providing informationProviding information• Preparing children for placementPreparing children for placement• Reducing traumaReducing trauma• Helping child adjustHelping child adjust• Children’s internal working models of Children’s internal working models of
adultsadults
California Evidence-Based California Evidence-Based ClearinghouseClearinghouse
• Assessment of Evidence Based PracticesAssessment of Evidence Based Practices
– Well Supported—Effective PracticeWell Supported—Effective Practice– Supported—Efficacious practiceSupported—Efficacious practice– Promising PracticePromising Practice– Acceptable/Emerging Practice—Evidence unknownAcceptable/Emerging Practice—Evidence unknown– Evidence fails to demonstrate effectEvidence fails to demonstrate effect– Concerning practiceConcerning practice
– How closely does the intervention fit with the How closely does the intervention fit with the outcomes you wish to affect?outcomes you wish to affect?• Eliminate disproportionality and disparate treatmentEliminate disproportionality and disparate treatment
– Consider populations on which interventions Consider populations on which interventions have been tried and on which they need to be have been tried and on which they need to be tried.tried.
Training Needs: Staff need Training Needs: Staff need knowledge of cultureknowledge of culture
– Impact of racism and poverty on Impact of racism and poverty on behavior, attitudes, valuesbehavior, attitudes, values
– Help seeking behaviorsHelp seeking behaviors– Role of language, speech patterns, Role of language, speech patterns,
communication stylescommunication styles– Impact of social service policies on Impact of social service policies on
clients of colorclients of color– Power relationships Power relationships – PrivilegePrivilege– Knowledge of Specific GroupsKnowledge of Specific Groups
Strengths ApproachStrengths Approach
• How will I look for strengths throughout the How will I look for strengths throughout the life of this case and how will I document them life of this case and how will I document them in the case file?in the case file?
• What are the maternal and paternal influences What are the maternal and paternal influences in the life of the parent and child?in the life of the parent and child?
• Which relatives have the capacity to support Which relatives have the capacity to support the parent(s) and children as an out of home the parent(s) and children as an out of home placement prevention strategy during the placement prevention strategy during the current case problem?current case problem?
• How can I make a referral to culturally How can I make a referral to culturally competent family therapists, domestic competent family therapists, domestic violence and substance abuse programs? violence and substance abuse programs?
Topics for Worker Topics for Worker TrainingTraining
• Assessing culturally responsiveness of Assessing culturally responsiveness of legislation and policylegislation and policy
• Cultural dynamics of the community in which Cultural dynamics of the community in which they workthey work– Economic and political capacityEconomic and political capacity– Potential of educational institutionsPotential of educational institutions– Safe and affordable housing/health and wellnessSafe and affordable housing/health and wellness
• Attitudes and perceptions of child welfare Attitudes and perceptions of child welfare agencyagency
• Finding relatives/exploring placement optionsFinding relatives/exploring placement options
Insider and Outsider Insider and Outsider StatusStatus
• Insiders have a shared cultural heritage and Insiders have a shared cultural heritage and a measurable degree of mutual identification a measurable degree of mutual identification – May or may not reside in the same neighborhood May or may not reside in the same neighborhood – Qualify for community membership regardless of Qualify for community membership regardless of
neighborhood of localityneighborhood of locality• OutsidersOutsiders
– Seek to work with clients or communities that are Seek to work with clients or communities that are culturally and ethnically different form culturally and ethnically different form themselves.themselves.• Can become “passing insiders” once they obtained Can become “passing insiders” once they obtained
grounded knowledge basegrounded knowledge base
• Insiders invisibly screen (consciously or Insiders invisibly screen (consciously or unconsciously)unconsciously)
• (Woodroffe & Spencer, 2003)(Woodroffe & Spencer, 2003)
Child and Family Centered Child and Family Centered TrainingTraining
• Knowledge needs:Knowledge needs:– How to access the latest literature, research, How to access the latest literature, research,
evidence based practices which focus on evidence based practices which focus on populations of colorpopulations of color
– The issues that bring most children into the The issues that bring most children into the system: poverty, substance abuse, neglect, system: poverty, substance abuse, neglect, abuse, parental lack of opportunity and access to abuse, parental lack of opportunity and access to servicesservices
– The impact of multiples losses and multiple The impact of multiples losses and multiple attachments and uncertainties on children attachments and uncertainties on children
– Crisis theory, grief & loss theory, child Crisis theory, grief & loss theory, child development, cognitive understanding, development, cognitive understanding, adolescent development, identity developmentadolescent development, identity development
– How to appropriately prepare children before, How to appropriately prepare children before, during and after a moveduring and after a move
Training for Culturally Training for Culturally Competent Organizational Competent Organizational
ChangeChange• Is the organization addressing cultural Is the organization addressing cultural
competence due to external pressure competence due to external pressure or do you have a comprehensive plan or do you have a comprehensive plan for training culturally competent staff?for training culturally competent staff?
• What are the barriers to change?What are the barriers to change?• Assess the current training on cultural Assess the current training on cultural
competencycompetency– What is the evidence of training What is the evidence of training
effectiveness related to child and family effectiveness related to child and family outcomes?outcomes?
Training NeedsTraining Needs
• Understanding state and federal Understanding state and federal legislation impacting children and legislation impacting children and familiesfamilies– Training to analyze policies and their Training to analyze policies and their
differential impact on children and differential impact on children and familiesfamilies
– Training on how policies and funding Training on how policies and funding determine service prioritiesdetermine service priorities
Training on Assessing Training on Assessing Cultural Dynamics of a Cultural Dynamics of a
communitycommunity– Community’s economic and political capacityCommunity’s economic and political capacity– Spiritual institutionsSpiritual institutions– Availability of safe and affordable housingAvailability of safe and affordable housing– Effectiveness of schools where children in care Effectiveness of schools where children in care
attendattend– Employment and skill development Employment and skill development
opportunities in the communityopportunities in the community– Recreational and other life-enhancing Recreational and other life-enhancing
activities in the communityactivities in the community– Health and wellness issues in the communityHealth and wellness issues in the community– Community’s view of CPSCommunity’s view of CPS
Training on Community Training on Community ConnectionsConnections
• Partnering with the community from Partnering with the community from which the children comewhich the children come
• Empowering communitiesEmpowering communities• Involving families in the system in Involving families in the system in
training workerstraining workers• Impact of family and community Impact of family and community
disruptiondisruption– ““Can’t walk in someone else’s shoes until Can’t walk in someone else’s shoes until
we take off our own.”we take off our own.”
Training on Training on AccountabilityAccountability
• African proverb: He who upsets a thing African proverb: He who upsets a thing should know how to rearrange it.should know how to rearrange it.
• Have I done more harm than good?Have I done more harm than good?
– Knowledge of impact of family disruptionsKnowledge of impact of family disruptions• Have I restored order to the families disrupted Have I restored order to the families disrupted
by the system I represent?by the system I represent?• Have I held the system I represent accountable Have I held the system I represent accountable
for restoring order to that which has been for restoring order to that which has been disturbed?disturbed?
– (Miller & Jones-Gaston, 2003)(Miller & Jones-Gaston, 2003)
Training on Recruiting and Training on Recruiting and Retaining Foster and Retaining Foster and
Adoptive FamiliesAdoptive Families• Using the data—who is adopting AA children?Using the data—who is adopting AA children?• Utilizing training from successful programsUtilizing training from successful programs• Involving the community/other adoptive familiesInvolving the community/other adoptive families• Overcoming barriers to recruitment and Overcoming barriers to recruitment and
retentionretention• Following families through the processFollowing families through the process• Using MEPA guidelines Using MEPA guidelines • Special training for placement of older childrenSpecial training for placement of older children
RememberRemember
• Training is a process—not a two hour eventTraining is a process—not a two hour event• Involve a cultural consultant or person Involve a cultural consultant or person
from the community to help staff from the community to help staff understand the issuesunderstand the issues
• Collaborate with communitiesCollaborate with communities• Build capacity over timeBuild capacity over time• Build critical thinking skillsBuild critical thinking skills• Trainers must become self aware of impact Trainers must become self aware of impact
of oppression on their lives of oppression on their lives
• The eyes of the future are looking The eyes of the future are looking back at us, and they are praying for back at us, and they are praying for us to see beyond our own time.us to see beyond our own time.
• Terry Tempest WilliamsTerry Tempest Williams
•THE CHILDRENTHE CHILDRENAREAREWAITING.WAITING.