COMMUNITY AND CULTURE. Colorado Court Improvement Project

Transcription

1 COMMUNITY AND CULTURE Colorado Court Improvement Project

2 A Little Friendly Competition

3 PERSPECTIVES

4 CARD GAME TAKEAWAYS A reminder that we have power as Spiderman s Uncle Ben says, With great power comes great responsibility. Need to challenge our own perceptions about the root causes of power needs and those of others. Not all assumptions are disclosed and this creates confusion and mixed messages.

5 CARD GAME TAKEAWAYS Power that diminishes others comes from fear, resistance and family traditions. Child Welfare needs to help families exercise power constructively. People want to feel culturally competent and it is painful when we realize we aren t. It is a struggle for many people to communicate in ways that work in relation to race and other cultural differences.

6 CULTURE "The vast structure of behaviors, ideas, attitudes, values, habits, beliefs, customs, language, rituals, ceremonies and practices peculiar to a particular group of people, which provides them with a general design for living and patterns for interpreting reality." Dr. Wade Nobles

7 CIRCLE OF CULTURE Factors that hinder cultural growth Positive attributes of culture Major problems And concerns Behaviors associated with being male Values Behaviors associated with being female Cultural factors that support growth Survival skills Sources of stress Negative attributes of culture Substance Abuse Services and Health Administration, Center for Substance Abuse Prevention. Gathering of Native Americans. Washington, DC: U.S. Government Printing Office.

8 DISTINGUISHING THE DIFFERENCE DISPROPORTIONALITY The difference in the percentage of children of a certain race or ethnic group in the child welfare system as compared to the percentage of children of the same group in the population as a whole. DISPARITY Unequal treatment among racial or ethnic groups, which can be observed at decision points and in the offering of services and resources. Hill, R. (2006). Synthesis of research and disproportionality in child welfare: An update. Washington, DC: Casey-CSSP Alliance for Racial Equality.

9 DATA ON DISPROPORTIONALITY Table 1: Disproportionality Rates for Children in Foster Care by Race/Ethnicity Race/Ethnicity 2000 Census 2000 AFCARS Disproportionality Rates Non-Hispanic Whites Non-Hispanic Blacks Non-Hispanic Indians Non-Hispanic Asians/Pacific Islanders Hispanics U.S. Administration for Children, Youth and Families. (2005). The AFCARS report FY 2005, 10/1/04 through 9/30/05. Washington, DC: United States Department of Health and Human Services.

10 BREAKING IT DOWN African American children are overrepresented in ALL states. Alaskan/Native children are overrepresented in 24 states. Latino children are overrepresented in 10 states. U.S. Administration for Children, Youth and Families. (2005). The AFCARS report FY 2005, 10/1/04 through 9/30/05. Washington, DC: United States Department of Health and Human Services.

11 CAUSATION THEORIES Individual and family-related behaviors Poverty and community risk factors Community-level support resources Organizational and systemic factors Hill, R. (2006). Synthesis of research and disproportionality in child welfare: An update. Washington, DC: Casey-CSSP Alliance for Racial Equality; and Waheed, K. (2009). Presentation for the Quality Improvement Center on Differential Response: Disproportionality Information Summit. Columbus, OH.

12 IMPORTANCE OF CONSIDERING THE IMPACT OF RACE Appropriate Permanent Homes Poverty and Community Factors Individual and Family Behaviors RACE Waheed, K. (2009). Presentation for the Quality Improvement Center on Differential Response: Disproportionality Information Summit. Columbus, OH.

13 Importance of Considering the Impact of Race Community-Level Support Resources Appropriate Permanent Homes RACE Poverty and Community Factors Individual and Family Behaviors Waheed, K. (2009). Presentation for the Quality Improvement Center on Differential Response: Disproportionality Information Summit. Columbus, OH.

14 NATIVE AMERICANS AND CHILD WELFARE Between the years of 1969 and 1974, studies have shown that between 25% and 35% of Native American children were residing in non-native foster homes or institutions. These findings and others were the impetus for the Indian Child Welfare Act of Act granted Native American tribal courts jurisdiction over children on Native American reservations. The goal was to promote stability, security, connections and culture of the tribe. Many states have struggled with compliance; however, Colorado is working to strengthen compliance and increase understanding of the needs of Native American families and other diverse or marginalized communities. Williams-Mbengue, N., & Christian, S. (2007, May). The color of care. Retrieved January 15, 2010, from

15 CULTURAL COMPETENCE CONTINUUM

16 CULTURAL COMPETENCY CONTINUUM Cross, T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Towards a culturally competent system of care: A monograph on effective services for minority children who are severely emotionally disturbed. Washington, DC: CASSP Technical Assistance Center, Georgetown University Child Development Center.

17 Cultural Competency Continuum Cross, T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Towards a culturally competent system of care: A monograph on effective services for minority children who are severely emotionally disturbed. Washington, DC: CASSP Technical Assistance Center, Georgetown University Child Development Center.

18 Cultural Competency Continuum Cross, T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Towards a culturally competent system of care: A monograph on effective services for minority children who are severely emotionally disturbed. Washington, DC: CASSP Technical Assistance Center, Georgetown University Child Development Center.

19 CULTURAL AWARENESS HIERARCHY The Other Culture Factors Specific to Community Culture One s Own Culture Factors Beyond Culture That Influence Behavior Professional Skills The Self Muniz, P., & Chasnoff, R. (1983). The culture awareness hierarchy: A model for promoting understanding. Training and Development Journal, 27, 24.

20 RECORDING A NEW TAPE

21 CULTURAL STUMBLING BLOCKS Level 1-The Self Level 2-Prevention Skills Level 3-Factors Beyond Culture That May Influence Behavior Level 4-One's Own Culture Level 5-Factors Specific to One's Own Community (or Country) Level 6-The Other Culture Substance Abuse Services and Health Administration, Center for Substance Abuse Prevention. (1994). Principles for prevention partnerships, part 2: Valuing cultural diversity. Washington, DC: U.S. Government Printing Office. Retrieved January 8, 2010, from

22 Managing Differences: Practice Strategies Understand the values, attitudes, traditions and beliefs of the cultural groups being served Become familiar with the rules of social behavior Openly acknowledge cultural differences during the early stages and possible misunderstandings as a result Aware of cultural norms regarding involvement of outside persons or agencies in family problems Rycus, J., & Hughes, R. (1998). Field guide to child welfare. Arlington, VA: Child Welfare League of America.

23 Managing Differences: Practice Strategies Communicate interest in the family and in understanding things from their perspective Use interviewing techniques that can clarify the subtleties of the family's communications Don t underestimate the barriers posed by language differences between service professionals and families Rycus, J., & Hughes, R. (1998). Field guide to child welfare. Arlington, VA: Child Welfare League of America.

24 The Right Thing to Do Cowardice asks the question, is it safe? Expediency asks the question, is it polite? Vanity asks the question, is it popular? But conscience asks the question, is it right? And there comes a time when one must take a position that is neither safe, nor polite, nor popular but one must take it because it is right. ~ Martin Luther King, Jr.