307: Engaging Latino Families/Entendiendo La Cultura Latina y Su Familia Cultura Latina y Su Familia. Sherrid, Gale L. page s . July 2009. Spanish . http://www.pacwcbt.pitt.edu/curriculum/307%20EngagingLatinoFamiliesEntendiendoCulturaLatinaFamilia.htm
This workshop includes historical background on Latino families, information on how to engage families, family dynamics, incorporating knowledge into casework practice, and evaluation materials.
Best Practices Guide for Working with Families from Refugee Backgrounds in Child Welfare. Shannon, Patricia , Cook, Tonya 2 page s . June 27, 2016. English . http://cascw.umn.edu/wp-content/uploads/2016/05/BestPractices.pdf
This resource from the Center for Advanced Studies in Child Welfare (CASCW) is intended as an overview of selected topics that are relevant to providing culturally responsive services to families with refugee backgrounds and understanding their unique needs.
Building Bridges: A Guide to Planning and Implementing Cross-Service Training. Bridging Refugee Youth and Children's Services (BRYCS) 35 page s . 2003. English . http://www.brycs.org/documents/upload/XSVCTFIN.pdf
Outlines a training program for service providers in the specific needs of refugee families, with an emphasis on coordination of services among public child welfare agencies, refugee-servicing agencies, and refugee community associations. Developed by Bridging Refugee Youth & Children's Services (BRYCS), this guide reinforces the concept of establishing mechanisms of ongoing communication and collaboration among all service providers through cross-service training, with the ultimate goal of creating and sustaining a comprehensive continuum of care for the refugee population. The guide covers key steps in the process of cross-service training, including: (1) determining how local resettlement agencies, mutual assistance associations, public child welfare agencies, and mainstream organizations interact with one another; (2) establishing a task force to spearhead the development and implementation of cross-service training; (3) defining the focus of the training itself; (4) estimating both timelines and budget needs; (5) outlining the training agenda and preparing materials; and (6) evaluating the training program. Also contains numerous charts, worksheets, and case studies as well as a list of background reading.
Child Abuse: Characteristics and Patterns Among Cambodian, Chinese, Korean, and Vietnamese American Families: An Empirically-based Curriculum. Rhee, Siyon , Chang, Janet , California Social Work Education Center (CaLSWEC) 106 page s . 2006. English . http://www.csulb.edu/projects/ccwrl/Rhee_module.pdf
Studies the social and behavioral characteristics of child abuse victims and perpetrators in immigrant Asian communities of Los Angeles, California and outlines a curriculum to assist child welfare workers in developing culturally appropriate intervention strategies. Examination of the demographics and cultural behavior of four immigrant communities- Cambodian, Chinese, Korean, and Vietnamese- reveals that physical abuse and neglect are more common than sexual abuse in these populations; the physical abuse occurs under stressful situations such as divorce or in conjunction with corporal punishment, perpetrators are predominantly biological parents; and the most prevalent emotional abuse reported is witnessing domestic violence. Six modules discuss the Asian immigrant population in more specific detail. Module I provides curriculum outlines for composite information on Asian immigrant including demographics, cultural characteristics, parenting practices, and discussion and assignment suggestions. Modules II-VI focus on the specific data, intervention strategies, and class assignments for each of the Asian communities in the study. This curriculum strives to meet the core competencies as outlined by the California Social Work Education Center (CalSWEC), to provide child welfare and social workers with the information to serve their clients with basic practices that are ethnically sensitive and multicultural in scope. (IP)
Child Welfare Practice in a Multicultural Environment. California Social Work Education Center (CaLSWEC) 129 page s . 2008. English . http://calswec.berkeley.edu/child-welfare-practice-multicultural-environment-version-20
This training aims to identify the components of cultural competency as they apply to child welfare practice, apply culturally sensitive interventions to families of differing socio-cultural and socioeconomic backgrounds, and recognize and value cultural and ethnic differences when working with families, colleagues, and collaterals from diverse backgrounds. (Description from source).
Child Welfare Pre-Service Curriculum. Child Welfare Training Academy at the University of South Florida page s . July 1 2007. English . http://centerforchildwelfare.fmhi.usf.edu/preservice/FLTrainingCurr.shtml
This site includes downloads for the State of Florida's pre-service training curriculum and other training related resources. The sections that may be most helpful to the child welfare staff helping immigrant and refugee children are the following: - Case Planning - Assessment - Legal basis for child protection (SIJS) - Investigative response - Maltreatments (LG)
Community and Cultural Considerations in Child Abuse and Neglect Cases. The Permanency Planning for Children Department 200 page s . 2003. English . http://www.ncjfcj.org/images/stories/dept/ppcd/pdf/CulturalCurriculum/culturalconsiderationscurricomplete.pdf
Examines system of workshops created by the National Judicial Curricula Series designed to improve court intervention aimed at children and families at risk, and outlines ways in which courts, agencies, and communities can successfully work together to provide legal services to these groups. Intended to serve as a reference or self-study guide for administrators, judges, and judicial educators, the document stresses cultural education, community partnership, involvement, and intervention through privately held outreach and assistance organizations such as Safe Start as alternatives to government institutions such as Child Protective Services, and foster care facilities, when addressing situations of family violence and neglect. The child's and family's community and culture must be addressed and considered when legally intervening on a child's behalf, as many foreign customs which are harmless and initiated with the best of intent, can be misconstrued as abuse by those in Western culture. Offering in-depth statistics, case studies, detailed questionnaires, and instruction manuals expand knowledge and understanding of cultures and gender in relation to child abuse, neglect, and the potential for family violence. (IP)
Cultural Resources for Practitioners. Ohio Child Welfare Training Program (OCWTP) page s . 2010. . http://www.ocwtp.net/PDFs/Trainee%20Resources/Cultural%20Resources%20for%20Practitioners.pdf
These resources were compiled to provide child welfare practitioners with learning opportunities that focus on cultural issues and specific populations. Service providers may also find the following related materials useful: PowerPoint on Cultural Issues in Permanency Planning and Related Cultural Competency Handouts.
Culturally Competent Practice with Latino Children and Families. Washington Learning Systems 62 page s . 2005. English . http://www.brycs.org/documents/upload/CCPInstructorManual.pdf
Instructs Department of Family Protective Services staff on how to more effectively respond to needs of Latino children and families through culturally competent practice, or through practice that exhibits awareness of the influence of culture on human behavior. Staff needs to be knowledgeable of the Latino population and the cultural values that many Latinos share: confianza, machismo, deep-seated religious traditions, and stigma surrounding mental illness. Knowledge of integration and assimilation experiences common to Latinos, such as separation and stress, is also important. Culturally competent staff members will maximize social support and decrease isolation by implementing systems of care, or networks that partner with child-welfare agency staff and other community supports to meet each family's specific needs. Includes a Training Manual.
Culturally Competent Practice With Latino Families. Rice-Rodriguez, Tammy , Boyle, David 69 page s . 2006. English . http://dfcs.dhr.georgia.gov/DHR-DFCS/DHR_DFCS-Edu/Files/Latino%20Module%201%20participant%20guide%204-25-07.pdf
"This training curriculum developed for the Georgia Division of Family and Children's Services, provides participants with an introduction to the basic concepts of culturally competent practice, and specific skills and knowledge for culturally competent practice with Latino families. Upon completion of the training, participants will be able to identify the basic concepts of cultural competence, and understand the current demographics of Latino populations throughout the nation, the complexity of diverse Latino populations and the phases of the migration experience." - Publisher's description
Developing Cultural Competence. National CASA Association 22 page s . 2007. English This resource may be free from your local library or purchased from the publisher.
Presents the Court Appointed Special Advocates For Children (CASA) volunteer manual setting forth the role of the volunteer and providing information on legal issues, cultural considerations, understanding children and family dynamics, effective communication, documenting, monitoring, and reporting. Also includes a glossary and additional web resources. Activity-based learning and case-study exploration improve understanding of child abuse issues and laws and of the effects of family and cultural influences on child rearing. Volunteers learn to recognize and develop family strengths, maintain unbiased cultural ideologies, understand the effects of stress on children and families, and see the influence of mental illness in child abuse and neglect scenarios. After training, volunteers can effectively gather information for assigned cases, organize the information to comply with state and federal child abuse regulation, and appropriately guide and assist children and families toward healthier, safer, and happier relations. (IP)
From We to Me : A Curriculum on Working with Transitioning Youth from the Perspective of Culture. Berdie, Jane 121 page s . September 2003. English . https://library.childwelfare.gov/cwig/ws/library/docs/gateway/Record?rpp=10&upp=0&m=1&w=+NATIVE%28%27recno%3D44072%27%29&r=1
This resource provides social services trainers with four curriculum activities and participant handouts to understand youth within the context of culture and how to use the culture to motivate, provide assistance, and effectively frame interactions and interventions for youth clients. Section I, Orientation to Culture, defines and identifies cultures and cultural indicators and how culture impacts independent living skills using case studies. Section II, Talking to Youth about Culture: Ethnographic Interviewing, presents questions about behavior based on the cultural context of the client. Section III, Cultural Resources for Working with Youth, assists the social worker to create a robust network of traditional service providers. Section IV, Incorporating Cultural Issues into Working with Youth, outlines case planning, assessing progress, and developing strategies for utilizing cultural knowledge into practice using case studies as seminar discussion tools. (IP)
Guidelines For Working with an Interpreter. CT Department of Children and Family page s . 2006. English . http://www.ct.gov/dcf/cwp/view.asp?a=2546&q=314466
This brief handbout covers how to prepare for and guidelines for working with an interpreter.
Hmong Population and Child Welfare. Public Child Welfare Training Academy 1 page . 2009. . http://theacademy.sdsu.edu/curriculumcatolog/PDF/Advanced/Hmong%20Population%20and%20Child%20Welfare.pdf
This training is intended for new and experienced supervisors and lineworkers who wish to have information on working with Hmong families. (Description from source).
Human Trafficking of Children: Participant Guide. Child Welfare Training Academy at the University of South Florida 24 page s . 2010. . http://centerforchildwelfare.fmhi.usf.edu/preservice/stopgap/participantguides/Core%20109_HumanTraffickingofChildren%20_PG_July%202013.pdf
This Child Welfare Pre-Service Training aims to familiarize participants with Florida's statutory definition of child trafficking, identify the major types of child trafficking, describe potential child traffickers, identify potential child trafficking victims and learn what to do when you suspect child trafficking.
Immigration and Language Guidelines for Child Welfare Staff, 2nd edition. New York City Administration for Children's Services (ACS) 20 page s . 2004. English . http://www.brycs.org/documents/upload/langguidelines.pdf
The New York City Administration for Children's Services wrote this booklet to offer an overview of immigration and language issues to best serve the child welfare issues for the city's immigrant community.
Immigration and Naturalization Resource and Practice Guide. Santa Clara County Department of Family and Children's Services 19 page s . May 2006. English . http://www.f2f.ca.gov/res/ImmigrationGuidebook.pdf
The Santa Clara County Department of Family and Children's Services modeled this booklet after the one written by the New York City Administration for Children's Services titled Immigration and Language Guidelines for Child Welfare Staff, 2nd edition. The booklet was written to offer an overview of immigration and language issues to best serve the child welfare issues for the county's immigrant community.
Information Packet: Cultural Sensitivity With Immigrant Families and Their Children. Feldman, Inga 18 page s . April 2003. English . http://www.hunter.cuny.edu/socwork/nrcfcpp/downloads/cultual-sensitivity-with-immigrants2.pdf
Provides basic information on incorporating cultural sensitivity in interventions with immigrant families and children. Social workers, child welfare professionals, and related professionals get: (1) a fact sheet on cultural perspectives on child rearing, which emphasizes the importance of taking into account a family's background and culture in order to avoid misinterpreting behaviors and making inappropriate interventions; (2) best practice tips for promoting a climate of cultural sensitivity, understanding, and mutual respect and also for ensuring the preservation of the child's unique cultural identity; (3) definitions of such terms as culturally competent agencies and systems, ethnocultural diversity, and organizational reflectiveness; (4) a list of model programs and Web-based resources, including the Alliance for Children and Families, the Child Welfare League of America, and the National Resource Center on Child Maltreatment; (5) a summary of policies and procedures regarding cultural sensitivity, including organizational structure and procedures as well as agency training curricula; and (6) a list of suggested reading on topics related to cultural competency and sensitivity. Using these resources, social workers and child welfare professionals can work with immigrant families to understand cultural differences and find ways to bridge them.
Manual acerca del Desarrollo: De la Niñez a la Juventud. New York State Office of Children and Family Services 84 page s . 1999. Spanish . https://www.bsc-cdhs.org/files/TrainingResources/MAPP/COMPASS/Child%20Development%20Guide%20%28Spanish%29.pdf
This guide follows a child through every stage of their life from birth to teen years and includes information on physical, emotional, social, and mental milestones.
Recruiting and Retaining African American and Hispanic American Foster and Adoptive Families. New York State Office of Children and Family Services , PDP Distance Learning Project 41 page s . 2010. . http://www.ocfs.state.ny.us/ohrd/materials/190292.pdf
This resource includes a variety of handouts to help support the recruitment of minority families in becoming foster and adoptive families.
Refugee Communities: Social and Practical Implication for Service Providers. Public Child Welfare Training Academy 2 page s . 2008. . http://theacademy.sdsu.edu/pcwtacurriculum/refugee-communities-social-and-practical-implication-for-service-providers/
This training is intended for new and current child welfare personnel and community partners who come into contact with refugee families and want to understand the plight of refugees and learn culturally competent practices to effectively work with them. (Description from source).
Resources for Child Welfare Professionals Working with Families from Refugee Backgrounds. Shannon, Patricia , Cook, Tonya 4 page s . June 27, 2016. English . http://cascw.umn.edu/wp-content/uploads/2016/05/Resources.pdf
This list from the Center for Advance Studies in Child Welfare (CASCW) provides resources for service providers and includes specific resources for two refugee communities, Bhutan and Burma.
Training Resource on Legal Residency for Juveniles within the Child Welfare System: Special Immigrant Juvenile Status & the Violence Against Women Act. Becker, Irene 9 page s . September 2007. English . http://calswec.berkeley.edu/training-resource-legal-residency-juveniles-special-immigrant-juvenile-status-violence-against-women
Delineates programming and training objectives for addressing the needs of immigrant minors in the child welfare system in relation to the Violence Against Women Act (VAWA) and the Special Immigrant Juvenile Status (SIJS). Trainees will learn: (1) the requirements and situations that trigger application of the SIJS and the VAWA to minor immigrants in the child welfare system; (2) methods to effectively communicate to peers and personnel about the VAWA and the SIJS; (3) the importance of the VAWA and SIJS when advocating for minors in the child welfare system; (4) the usefulness of developing relationships with government and community organizations to support equal access to culturally relevant services and resources; (5) sensitivity and understanding of legal, socioeconomic, and psychological issues facing refugees and immigrants; and (6) both federal and state policy and legislation pertaining to child welfare. Important time constraints are set forth as well as objectives, competencies, lesson plans, training activities, and handouts to insure in-depth delivery of pertinent information to managers and supervisors regarding the needs of undocumented youth. (IP)
Working with Clients who are Immigrants: A Guide for Connecticut Department of Children and Families' Social Workers. Zwerling, Rebecca 40 page s . 2008. English . http://www.ct.gov/dcf/lib/dcf/multicultural_affairs/pdf/immigrants_guide.pdf
This guide was designed for social workers in Connecticut but serves as an example that other states may wish to replicate. It includes sections on demographics, statuses and statistics, legislation regarding basic needs eligibility, the immigration experience, and more.
Working with Immigrant Children and Families Training Curriculum: Trainer's Manual. State of Georgia 165 page s . January 2009. English . http://www.brycs.org/documents/upload/GAtrainersguide.pdf
This training curriculum offers child welfare service providers with new practices for improving the welfare of newcomer children and their families. The training aims to help service providers deliver culturally competent services, better recognize signs of maltreatment and human trafficking, utilize different resources in assisting immigrant children, and identify legal regulations and their impact on newcomer youth. This curriculum is the result of a collaboration between refugee resettlement agencies and child welfare officials at the Georgia state level and includes a Participant's Guide along with this Trainer's Manual. The Georgia State Refugee Coordinator and state Child Welfare staff presented their collaboration at a BRYCS Roundtable held at the National Conference on Child Abuse and Neglect (NCCAN) in Atlanta in April 2009.