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
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“Expanding the Family Circle” grant
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University at Albany
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School of Social Welfare
Today’s Agenda

Today’s Schedule

Your Workbook & Resources

Housekeeping Information
Introductions
1.
Your Name
2.
The “story” of your name
(what it means or how you came by it)
3.
Where you work
4.
What you do there
5.
In one sentence: what you hope to learn
in this training.
Agreements
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What we need to feel safe to share
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From other participants
From the facilitators
What the facilitators need from participants
Framework for Practice
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Family-Centered

Culturally Competent
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Themes in child welfare
practice
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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
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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
RELATIONSHIPS are the foundation
of our work with families
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
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

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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
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
1. Skills are demonstrated by behaviors:
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2.
Good communication
Following customs
Respecting traditions
Evidence of skills include:

pictures and artwork reflecting
diverse cultures and races.
Cultural Competence
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Cultural competence is a progression
toward being more comfortable with
cultures, our own and others.
Two models of cultural competency:
1.
2.
Cross Model
Bennett Model
Cross Model of Cultural
Competency

The Cross Model (Developed by Terry Cross)
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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
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Six stages
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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:
1. Denial
2. Defense
3. Minimization
Ethnorelative:
4. Acceptance
5. Adaptation
6. Integration
Dimensions of Diversity
Dimensions of diversity at many levels
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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
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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
MEZZO-LEVEL
Community,
Extended Family
Historical
Events
School
work
MICRO- LEVEL: Individual, Family
Family/Individual
Extended Family
Social trends
and Issues
MACRO-LEVEL:
Social, Political, Historical
Systems Theory
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Systems theory: all elements of our environment
impact who we are as individuals and families
There are three levels in our environment:
1. The Macro level
2. The Mezzo level
3. The Micro level
The interactions occur between systems
1.
transactional-relationships
2.
“person-in-environment.”
MICRO LEVEL SYSTEMS
The individual, couple and
family systems
MICRO LEVEL
MEZZO LEVEL
Community and extended family
MEZZO LEVEL
MICRO LEVEL
MACRO LEVEL
Historical events & the political and social
environment
MACRO LEVEL
MEZZO LEVEL
MICRO 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
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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
1.
Safety, permanency and well being of children
are the first priority.
2.
The family is the focus of the casework process.
3.
Successful outcomes are demonstrated by the
child’s developmental progress and well being.
4.
Families are at the center of the decisionmaking process.
5.
Racial and ethnic background is respected
Why be family-centered?

Most children are raised in
families
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FCP supports ASFA,
ICWA, and the Grandparents Rights Law
Families are the main source of
social and financial support

Engaging the entire family
system leverages all available
resources for a child
Helping parents be better
parents keeps children safer
in the long run.

Using the eco-map is a nonthreatening way to gather
information for FASP and
other forms.
Involving families in decision
making processes strengthens
family ties, and encourages
ongoing support for children
Framework for Practice: Ecological Systems and Intersections
MEZZO-LEVEL
Community,
Extended Family
Historical
Events
School
work
MICRO- LEVEL: Individual, Family
---CULTURE ----CULTURE----CULTURE----CULTURE----CULTURE---Family/Individual
Extended Family
Social trends
and Issues
MACRO-LEVEL:
Social, Political, Historical
Micro-Level: The Individual
Individual
MACRO LEVEL
MACRO LEVEL
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
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The ECOMAP is a tool to “map” information
for a family from all levels of the environment.
Genograms vs. Eco-maps
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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
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Family Power Structure
Boundaries
Family Homeostasis
Subsystems
Family Rules
Communication Patterns
Family Roles
Triangulation
Family Myths
Mapping Family Characteristics
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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
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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
MEZZO LEVEL
MACRO LEVEL
Extended
Family
MICRO LEVEL
Extended Family

Family-centered practice looks to extended
family as a source of strength and resources for
the family.
Mezzo Level: Community Supports
MEZZO LEVEL
MACRO LEVEL
Community
Supports
MICRO 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
MACRO LEVEL
Historical events
Social trends
Social issues
Economic
factors
MEZZO LEVEL
MICRO 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
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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
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Micro Level
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Mezzo Level
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Individual Characteristics
Family Characteristics
Extended family
Community Resources
Macro Level
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Societal events, trends and issues
How to use Eco-map
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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
1.
2.
3.
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:
1. Gives an overview
2. Focuses on one model in
Washington State
3. 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
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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 nonresident 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 :
1.
2.
3.
Take a closer look at the 3 levels of the ecosystem
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
Mezzo Level
Community,
Extended Family
Historical
Events
School
work
Micro level: Individual, Family
Family/Individual
Extended Family
Social trends
and Issues
Macro Level: Social, Political, Historical
Mezzo Level

Mezzo Level
MACRO LEVEL
MICRO LEVEL
MEZZO
LEVEL
MEZZO-LEVEL
The Mezzo level is the “cushion” between the
macro level forces and the family.
Mezzo Level
MACRO LEVEL
MICRO LEVEL
Extended
Family & Kin
MEZZO-LEVEL
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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
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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
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First part of video tells us of the history of
Native American Tribes in New York.
“Historical Trauma” of Native Americans
ICWA DVD
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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?
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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?
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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
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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?
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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?
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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
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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
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No conflict
Congress wrote MEPA to exclude Native
American children
Native Children are citizens of Sovereign Nations
Tribal Court
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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
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“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
MICRO LEVEL
Community
supports
Diversity Issues to Consider When
Making Referrals
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Language barriers
Dietary concerns
Gender concerns
Age
Handicapping conditions
Questions when Considering Referral
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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
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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
MICRO LEVEL
MACRO
LEVEL
MEZZO 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
1.
2.
3.
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