CAROLE WILCOXCHILD SAFETY AND PREVENTION MANAGER
MNDHS CHILD SAFETY AND PERMANENCY DIVISION
Minnesota: One State’s JourneyMarch 6, 2014
Overview
Minnesota ContextInfluence of Child Welfare ReformDevelopment processIntegration of ComponentsSuccesses and Challenges
Minnesota Public Child Welfare System
State-supervised, locally-administered structure; 87 counties
Eleven federally recognized Tribes – 2 American Indian Child Welfare Initiative Tribes
State with highest share of local property taxes for child welfare
Differential Response continuum responding flexibly and proportionately to the severity of safety concern
Statewide Structured Decision Making and MN CW Training system
Disproportionately involves children of color and American Indian children
Minnesota Child PovertyBased on 3-year averages from the American Community Survey (ACS)
Children Under Age 18 Living in Poverty by Race/Ethnicity: MN during 2008-2010
Federal poverty level developed in 1960’s set out $17,170 for a family of 3. Currently approximately $19,000 yet ignores cost of child care, housing, and changing family structure
Afr
ican
Am
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Asi
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Whi
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0%
10%
20%
30%
40%
50% 46% 47%
23%
10%
24%
30% 31%
Children Under Age 18 Living in Poverty by Race/Ethnicity: MN during 2009-2011
Race/Ethnicity
Pe
rce
nta
ge
Un
de
r P
ov
ert
y
American Indian Children
African American Children
Almost 6 times more likely to be reported as abused or neglected
14 times more likely to experience out-of-home care
5 times more likely to be state wards who were adopted from guardianship
Over 3 times more likely to be reported as abused or neglected
4 times more likely to experience out-of-home care
3 times more likely to be state wards who were adopted from guardianship
Minnesota Comparisons of DisproportionalityComparisons to White Children - 2012
Previous Current
Expert based system that sought to diagnose, repair and monitor families using sanctions when necessary to achieve compliance to a model
Safety focused system maximizing partnership with families - respects and employs the strengths and resources available in families and their communities
Significant Practice Shift
What We Believe About Families
Families are more than the problem being presentedFamilies are the experts and community connections
matterAll behavior is purposeful so listen to understandMany families have challenges that are atypical,
temporary, or transitionalHaving problems is normal and the family can find
another way with helpThe past cannot be changed but building on strengths
and protective factors will leverage a better futureResponding to trauma early through relationship-
building and supports is key
Lessons Learned - Child Welfare Reform Research
– Decrease in re-reports of child maltreatment
– Improved family satisfaction– Increase in protective factors– Increased utilization of services– Positive worker attitudes– Decrease in the rate of foster care
placement
Children in Out-of-home Care per 1,000 in Child Population by Race, 2003–2012
In 2012, 11,453 children spent some time in out-of-home care. The total number of children who experienced out-of-home care has decreased 25 percent since 2003.
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
43.0
37.6 35.8 35.8 34.632.0
25.4 24.3 24.9 24.0
83.9
69.4
77.7 78.282.0 80.7
69.9 69.8 70.8
78.1
5.9 5.4 4.9 6.2 5.1 4.9 3.8 3.6 4.0 4.1
7.9 7.3 7.8 7.6 7.4 6.6 5.5 5.6 5.6 5.5
23.526.7
22.1 22.7 22.9 21.619.2 18.7 19.6 19.7
16.0 15.1 15.3 15.1 14.6 13.911.6 10.3 10.8 10.2
African American/Black American Indian Asian/Pacific Islander White Two or more races
Hispanic ethnicity–any race
Child
ren
in ca
re p
er 1
,000
Influences on Development of Practice Model
By 2009, Differential Response was fully implemented and early intervention pilot was complete Learned that resources + strength based solution focused
interventions = improved outcomes legislation passed 2005 Integrated in MN CW training system Developed funding mechanism and formula Identified data to track on public dashboard
Minnesota institutionalized these changes into a formal practice model
Shared publically as the touchstone for practice and policy decisions
Outside Facilitation Key
Pursued guidance from the National Resource Center on Organizational Improvement concerning restructuring MN child welfare training and quality assurance systems
Positioning Public Child Welfare Initiative (PPCWI) guidance from American Public Human Services Association
External facilitationBrought knowledge of other practice modelsKnowledge of effective group processFreed all parties to be full participantsMinimized misperception of one entity controlling process or
outcomeResulted in ease in reaching agreement on principles and
values
Partners Involved
Primary partners in implementing the practice model MN DHS (child services director, program managers and
supervisors and training & quality assurance consultants) County administrators Tribal social service directors Representatives from several Universities and Colleges Parent leaders as past service consumers Ombudspersons for African American, Hispanic and Native
American families.
Multiple participants vs. manageable group size
Day time meeting logistics made it difficult for youth to participate
Preparation
Facilitator provided information on practice model significant elements, values & principles, necessary skills and desired outcomes
State staff examined other state practice models to give
context and background for the group developed a draft to start discussion covered practice values, principles and skills
representing the practice orientation that had been developed over the past 10 years
Paid special attention to values & principles, skills, administrative practices, and service array variation
MN Practice Model
Policy statement sets the tone for strength-based focus
Sets out how families are best served in Minnesota Engaging their protective capacities Recognizing and employing strengths Maintaining important connections – cultural and
community Addressing immediate safety and ongoing risks to
the child
MN Practice Model
Viewed as a roadmap created from lessons learned
Outlines desired outcomes for families
Sets out values, principles and skills that direct practice in the public child welfare system
Identified Skills
EngagingAssessingPartneringPlanningImplementing
EvaluatingAdvocacyCommunicationCultural
Competence
Foundational Skill of Engaging
Trust – to have the firm belief in the reliability of someone
Empathy - to understand and share the feelings of another
Listening – to give one's full attention
Curiosity – to remain open to other possibilities
Foundational Skill of Engaging
Be honest and genuine when interacting Help the family to understand the social worker role Provide full disclosure and use self-disclosure as fitting Be transparent regarding the process and protocol Listen and remain curious
Be solution focused Build on exceptions and help to re-create the circumstances that
supported competence Worries vs. Problems Communicate hope and expectancy
Be active in recognizing strengths appreciate what they are coping with and acknowledge what they
have already done note the positives at the earliest point of the continuum
Protective Factors Across Continuum
• Concrete Supports in Times of Need
• Social Connections
• Parental Resilience
• Knowledge of Parenting and Child Development
• Children’s Social and Emotional Competence
• Nurturing and Attachment https://www.childwelfare.gov/preventing/preventionmonth/guide2013/index.cfmACYF 2013 Resource Guide, U.S. Department of Health and Human Services
Practice Model Cross Walk with Disparity Reduction Strategies
Legislation, Policy Change, Finance ReformHuman Service Workforce Development Practice Change Public Will and CommunicationYouth, Parent, and Community Partnerships Research, Evaluation, and Data-informed
Decision-making
Policy Action to Reduce Racial Disproportionality and Disparities in Child Welfare: A Scan of Eleven States; Alliance for Racial Equity in Child Welfare; 2008
Systemic Benefits of Practice Model
Provided a clear understanding of the Child Welfare System’s mission and the practices that support it
Eased further integration of components in training and quality assurance efforts to prepare child welfare staff and their agencies to carry out that mission
Formalized lessons learned to encourage transparency about changes made clearly articulate these changes for internal and external
stakeholders and the public
Set clear standards to assess related outcomes and integrate with continuous quality improvement
Successful IntegrationChallenges Looking Back
Included in Parent Leadership for Child Safety and Permanency Team orientation and training
Constituent communication in various forms
Foundational to social worker and resource family training
Developed public website and communications materials Printable brochure; website;
wall posters Included in coursework with
university partners
Omitted the key skill of screening to identify developmental and health needs for children
Sustaining knowledge requires continual reminders, attentiveness and refresher training
Missed out on the voice of youth Trauma-informed lens was
overlooked trauma experienced by all
family members should be addressed
social and emotional needs for children
Building Upon MN Successes and Challenges
J
Carole WilcoxInterim Manager
Child Safety and Prevention651.431.4701
MN Child Welfare Practice Model http://edocs.dhs.state.mn.us/lfserver/Legacy/DHS-5881-ENG