THE OTHER SIDE OF ICWA:
A CULTURAL JOURNEY TO FAIRNESS & EQUITY
- TRAINER’S AND TRAINEE’S GUIDES -
CORE COMPETENCIES AND LEARNING OBJECTIVES
COMPETENCIES AND GOALS FOR TRAINING
Goals for this training are:
1. To provide an experiential learning experience on the relevance of historical, cumulative,
and collective trauma to working with Native Americans and communities.
2. To develop an understanding of Native American cultural and communication styles in
relation to the non-tribal child welfare systems.
3. To provide engagement techniques and strategies for identifying a Native American
child, and for developing culturally appropriate resources and tools.
4. To value the application of principles of Fairness and Equity to skills and strategies in
working with other culturally diverse families within child welfare systems.
LEARNING OBJECTIVES
Knowledge:
K1.
The trainee will understand the long-term impact of historical trauma and cumulative
collective trauma on the culture of Native American youth and families.
K2.
The trainee will be able to describe elements of culturally sensitive communication and
engagement techniques.
K3.
The trainee will understand the components of culturally appropriate methods to help
identify if a child/youth is, or may be, tribal.
K4.
The trainee will be able to identify needs from the youth/family perspective to develop
appropriate and accessible resources.
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Skills:
S1.
Given a case scenario, the trainee will demonstrate the use of culturally sensitive
communication and engagement techniques.
S2.
Given a case scenario, the trainee will be able to assess cultural influences on behavior
and family dynamics to identify if a youth is, or may be, tribal.
S3.
Given a case scenario, the trainee will be able to assess the youth/family view of need.
Values:
V1.
The trainee will value the significance of historical, cumulative, and collective trauma to
the diverse cultures of children, youth, and families he/she serves in CWS.
V2.
The trainee will be aware of how their personal values and bias may affect
communication and engagement efforts.
V3.
The trainee will respect the relevance of culture, diversely expressed in family values and
existing support systems, in working with children, youth, families and care givers in the
CWS.
V4.
The trainee understands the importance of cultural influences on behavior and family
dynamics in identifying appropriate resources.
RELATED TITLE IV-E COMPETENCIES
The Title IV-E MSW competencies were developed for the M.S.W. specialization in public child
welfare in California, a two-year full time graduate program. The MSW competencies may
overlap with the common core competencies, but are primarily designed for a full MSW
program. Learning objectives and competencies in the common core support the MSW Title IVE competencies, but not all of the IV-E material can be delivered during an in-service training
session. MSW Title IV-E competencies may therefore be linked to multiple topic areas of the
common core.
1.1
Student demonstrates respect, fairness, and cultural competence in assessing, working
with and making service decisions regarding clients of diverse backgrounds.
1.2
Student demonstrates self awareness and the ability to address and overcome personal
bias in assessing and working with clients of diverse backgrounds.
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1.4
Student recognizes personal knowledge limitations regarding specific groups and seeks
consultation and expertise as needed to assess and work effectively with clients.
1.5
Student understands the importance of a client’s primary language and supports its use in
providing child welfare assessment and intervention services.
1.6
Student understands the influence and value of traditional and culturally based child
nurturing practices and uses this knowledge in working with families.
2.2
Student is able to critically evaluate the relevance of commonly utilized assessment
criteria and intervention models in terms of their usefulness with diverse ethnic and
cultural populations.
2.3
Student demonstrates knowledge of the rationale for and requirements of the Indian Child
Welfare Act and applies its provisions in working with tribal representatives and families.
3.8
Student demonstrates the ability to respectfully relate to, engage, and assess family
members from a strengths-based “person in environment” perspective, and to develop
and implement a case plan based on this assessment.
3.11
Student recognizes the importance of working with biological families, foster families,
and kin networks, as well as involving them in assessment and planning. strategies.
3.13
Student demonstrates the ability and self awareness to assess his or her own value
conflicts or emotional responses to clients, co-workers and situations and seeks
consultation when needed.
3.15
Student is aware of forms and mechanisms of oppression and discrimination pertaining to
low income, non-traditional, and culturally diverse families and uses this knowledge to
provide equitable and effective child welfare services.
4.3
Student works collaboratively with biological families, foster families, and kin networks,
involving them in assessment and planning and helping them access services and develop
coping strategies.
5.4
Student demonstrates understanding of the influence of culture on human behavior and
family dynamics.
7.1
Student is able to identify the strengths and limitations of an organization, including its
cultural competence and commitment to human diversity, and can assess the effects of
these factors on services for children and families.
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ASFA Goals
Generally, the goals of child safety, child well-being, and permanence are addressed in this
training. More specifically, the California Outcomes that this training will have the greatest
impact on are:
California Measure 4E: Percentage of children with ICWA eligibility (all races) placed with
relatives, non-relative Indian families, and non-Indian families.
Methodology for this measure can be found at: http://cssr.berkeley.edu/cwscmsreports/cdss/4EMethod_ICWA_q2_04.pdf
Information on all of California’s Outcome Measures can be found at:
http://cssr.berkeley.edu/ucb_childwelfare/
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