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									Expanding the Family Circle
Expanding the Family Circle

          Module I

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”
   “Expanding the Family Circle” grant
   University at Albany
   School of Social Welfare
          Today‟s Agenda

   Today‟s Schedule
   Your Workbook & Resources
   Housekeeping Information
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.

   What we need to feel safe to share
       From other participants
       From the facilitators
       What the facilitators need from participants
           Framework for Practice

   Family-Centered

   Culturally Competent

   Themes in child welfare
       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
   Lower left quarter for fourth, continue
   Benefits of a Framework

Using this framework can lead to more
effective and efficient compliance with
    ASFA

    ICWA

    Cultural Competence

    Family-Focus
          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

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
 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

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.

 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.”

Work in the child welfare field includes
working with many systems

           What are they?
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?
Each of these systems
has its “culture”

Culture is the sharing
of knowledge and
meaning which
influences beliefs and
          Definition of Culture
Culture is a symbolically transmitted design for
  living. It includes language, class, race, ethnic
  background, religion, and other diverse
 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
   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.

What do you think of when you hear the
            word “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


  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 = the third support to cultural competency
1. Skills are demonstrated by behaviors:
        Good communication
        Following customs
        Respecting traditions

2.   Evidence of skills include:
        pictures and artwork reflecting
         diverse cultures and races.
           Cultural Competence

    Cultural competence is a progression
     toward being more comfortable with
     cultures, our own and others.

    Two models of cultural competency:
    1.   Cross Model
    2.   Bennett Model
            Cross Model of Cultural
   The Cross Model (Developed by Terry Cross)
       Based on the history and experience of Native
       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
   Six stages
       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:           Ethnorelative:
1. Denial               4. Acceptance

2. Defense              5. Adaptation

3. Minimization         6. Integration
        Dimensions of Diversity

     Dimensions of diversity at many levels

   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 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
         Building a Framework

   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

                                  Extended Family
 Events           School
                                                      MICRO- LEVEL: Individual, Family


                           Extended Family
Social trends
and Issues

                      Social, Political, Historical
               Systems Theory
     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.”

The individual, couple and
family systems
                             MICRO LEVEL

Community and extended family

              MACRO LEVEL

 Historical events & the political and social

                MEZZO LEVEL        MICRO LEVEL
     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
   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
 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
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 decision-
     making process.
5.   Racial and ethnic background is respected
           Why be family-centered?
   Most children are raised in          FCP supports ASFA,
    families                              ICWA, and the Grand-
                                          parents Rights Law
   Families are the main source of
    social and financial support         Helping parents be better
                                          parents keeps children safer
   Engaging the entire family            in the long run.
    system leverages all available
    resources for a child                Using the eco-map is a non-
                                          threatening way to gather
   Involving families in decision        information for FASP and
    making processes strengthens          other forms.
    family ties, and encourages
    ongoing support for children
             Framework for Practice: Ecological Systems and Intersections

                                      Extended Family
     Events           School
                                                          MICRO- LEVEL: Individual, Family


                               Extended Family
    Social trends
    and Issues

                          Social, Political, Historical
Micro-Level: The Individual

             MACRO LEVEL
          MACRO LEVEL
       Individual Characteristics

 Personality traits
 Physical traits

 Culture

 Racial and ethnic identity

 Gender identity

 Sexual preference

 Age

“Intersectionality” describes the unique way that
  personal characteristics, such as age, race and
     ethnicity intersect with each other in one
               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

    The ECOMAP is a tool to “map” information
    for a family from all levels of the environment.
         Genograms vs. Eco-maps
   Genograms, family maps and eco-maps are all

   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

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
   Family Power Structure
   Boundaries
   Family Homeostasis
   Subsystems
   Family Rules
   Communication Patterns
   Family Roles
   Triangulation
   Family Myths
    Mapping Family Characteristics

   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 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
   In addition to biological parents, children also
    may have step-parents, foster parents, adoptive
    parents, or grandparents who are acting as
   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
                            MICRO LEVEL
MACRO LEVEL   Extended
              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
                             MICRO LEVEL
MACRO LEVEL   Community
             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

Historical events    MEZZO LEVEL
                                   MICRO LEVEL
Social trends
Social issues
         Historical Events
•Natural disasters
•Terrorist attacks
•Civil rights activities
•Space travel events
                  Macro Level
Social forces are not event based like historical
   They are part of our culture and our times
   These are values and ideas that influence us
   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
          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
   Micro Level
       Individual Characteristics
       Family Characteristics
   Mezzo Level
       Extended family
       Community Resources
   Macro Level
       Societal events, trends and issues
           How to use Eco-map

   As a source of information
   When completing the FASP relationship
   When planning a family case conference.
   When identifying gaps in resources
   When doing a needs assessment

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.   How many people are familiar with FGC,
     or have participated in FGC?
2.   What is the purpose of FGC?
3.   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
 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

 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?

African American
  children are “over
  represented” in care
Negative biases against
  AA families regardless
  of the worker‟s
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
You may take time later
  to see how this could
  fit into your practice.
   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
   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

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 non-
 resident father or extended family?
    Overcoming Barriers

How have you
 or could you
some of these
              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?
How would you include the input from
 members who could not or should not

SAFETY is paramount

Family violence requires forethought

Remember, the absent member can have
 input via phone, letter, etc..
       Module III

The Mezzo Level: Application
We are going to :
1.   Take a closer look at the 3 levels of the eco-
2.   Talk about how each of these levels relate to the
     families we work with
3.   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
                                  Extended Family
 Events           School
                                                    Micro level: Individual, Family


                           Extended Family
Social trends
and Issues

                      Macro Level: Social, Political, Historical
                   Mezzo Level

   Mezzo Level

                            MICRO LEVEL

The Mezzo level is the “cushion” between the
     macro level forces and the family.
              Mezzo Level

                       MICRO LEVEL
       Family & Kin

   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.

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

    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.

   First part of video tells us of the history of
    Native American Tribes in New York.
   “Historical Trauma” of Native Americans
                  ICWA DVD

   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?

   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?
   They may not be citizens of the US, instead
    they may be wards of the state.
   They may belong to a sovereign Nation or
   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

   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
   Must determine affiliation with Native
   Record all information regarding inquiries,
    tribal contacts and responses
   Collaboration with Native Workers
Tribal Social Worker can:
 Be the best resource for info

 Clarify current and future tribal legal
 Identify tribal resources for child

 Identifying family members who may not live
  on the reservation.
    How is lineage determined in Native
            American families?
   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
           Tribal Notification

   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 Points
 - Respect for Tribes

 - Know the Law

 - Timely notification

 - Work with Tribal SW

 - Active Efforts – ICWA

 - Include extended-extended family
      Multiethnic Placement Act &
   No conflict
   Congress wrote MEPA to exclude Native
    American children
   Native Children are citizens of Sovereign Nations
                Tribal Court

   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
   ASFA does not supersede ICWA
          Extended Family or Kin
   “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
   In many communities of color, kin are often
    called upon to care for children that have no
    blood relationship.
              Mezzo Level

                       MICRO LEVEL
    Diversity Issues to Consider When
            Making Referrals
   Language barriers
   Dietary concerns
   Gender concerns
   Age
   Handicapping conditions
    Questions when Considering Referral

   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
   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
   When the person lives out-of-state
   When the person is a professional who can’t
    take time to 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:


 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
           Extended Family

Extended family can be a resource .
Thinking of the family in the case you
 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

The Mezzo level is the “cushion” between the
     macro level forces and the family.
   Module IV

The Macro Level
We‟ve talked about the
 framework of practice,
 and have applied the
 Mezzo level to your
Now we‟re going to apply
 the Macro level of the
 framework to your work
 with families.
            Macro Level

                      MICRO LEVEL
          ECOMAP: Macro-level

   Remember - the Macro level includes the
     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

Based on their story,
what do you think
would go in the Macro
              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

What do we
mean by an
        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”?
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
Did this news report reflect any of your
own experiences?

How do you think you would react in a
similar situation?
   “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.
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?
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..

 What are
some of the
examples of
                 Your Cases
Let‟s take a few minutes to assess the impact of
    “isms” on the cases that you brought

1.   Look at the list of “isms” we have developed
2.   Choose at least two that have had an impact
     on the case that you brought today
3.   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
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: 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
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

The strength of a couple plays a direct role
    in the safety and stability of a child‟s
                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
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

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

   This activity is to help us recognize how
    power and privilege affect our lives even
    when we are unaware that it is
   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

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