Highlighted Resources

Highlighted Resources: Child Welfare Training Curricula for Staff Working with Refugees and Immigrants

1. "Developing Cultural Competence." In National CASA Volunteer Manual. National CASA Association. 22 pages. 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)

2. Building Bridges: A Guide to Planning and Implementing Cross-Service Training. Lutheran Immigration and Refugee Service (LIRS),United States Conference of Catholic Bishops/Migration and Refugee Services (USCCB/MRS). 35 pages. 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.

3. 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 pages. 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)

4. Child Welfare Practice in a Multicultural Environment. California Social Work Education Center (CaLSWEC). var. pages. 2001. English This resource may be free from your local library or purchased from the publisher.

   This curriculum is part of the Standardized Core Curriculum for California Child Welfare Workers. It consists of a Particpant's Guide, a Trainer's Guide, a Supervisor's Cookbook and VISA. The Cookbook is a tool that has been designed to assist the child welfare supervisor or mentor in guiding each newly hired social worker from their first introduction to the office, into a full-case-carrying social worker. The VISA is the trainee's workbook. It coincides with the Cookbook. The VISA has a selection of On-the-Job-Training (OJT) exercises that will assist new workers transfer the theories they are learning in training into job performance. The Cookbook is designed to help supervisors implement and supervise the VISA exercises. - Publisher's description

5. Child Welfare Pre-Service Curriculum. Child Welfare Training Academy at the University of South Florida. var. pages. July 1 2007. English http:/ / cwta.fmhi.usf.edu/ public/ cdown.cfm.

   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)

6. Community and Cultural Considerations in Child Abuse and Neglect Cases. The Permanency Planning for Children Department. 200 pages. 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)

7. Culturally Competent Practice With Latino Families. Rice-Rodriguez, Tammy, Boyle, David. 69 pages. 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

8. From We to Me : A Curriculum on Working with Transitioning Youth from the Perspective of Culture. Berdie, Jane. 121 pages. September 2003. English http:/ / basis.caliber.com/ cwig/ ws/ library/ docs/ gateway/ Blob/ 44072.pdf;jsessionid=A8AC2B7047D0184A714C08FF6BA0D7AB?rpp=10&upp=0&m=1&w=+NATIVE%28%27an%3D%27%27cd-41174%27%27%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)

9. Immigration and Language Guidelines for Child Welfare Staff, 2nd edition. New York City Administration for Children's Services (ACS). 20 pages. 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.

10. Immigration and Naturalization Resource and Practice Guide. Santa Clara County Department of Family and Children's Services. 19 pages. 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.

11. Information Packet: Cultural Sensitivity With Immigrant Families and Their Children. Feldman, Inga. 18 pages. 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.

12. Training Resource on Legal Residency for Juveniles within the Child Welfare System: Special Immigrant Juvenile Status & the Violence Against Women Act. Becker, Irene. 9 pages. September 2007. English http:/ / calswec.berkeley.edu/ CalSWEC/ 00_Training_Resource_SIJS_MgrsSupes.doc.

    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)