Support Groups and Training Seminars for Latino Kinship Caregivers: A Grant Writing Project

1. Support Groups and Training Seminars for Latino Kinship Caregivers: A Grant Writing Project By: Daisy Mejia, B.S.W. School of Social Work California State University, Long Beach May 2012

2. Introduction • In 1999, 2.3 million children were being raised by a relative¹ • Kinship caregivers often do not receive the services they need and have limited or no access to quality support services² • Underutilization of services by kinship caregivers due to issues such as limited availability, access, and knowledge; lack of funds to pay for services; and poor health³ • One of the most significant problems kinship caregivers struggle with is the lack of social support 4 • Many Latino kinship caregivers are faced with additional challenges due to cultural issues such as adapting to the language and culture, living in poverty, and being discriminated against 5 • Within Los Angeles County, there are few kinship care services and even fewer programs designed to meet the needs of Latino, Spanish speaking kinship caregivers Goal of Project: • Secure funding for a program that provides Latino kinship caregivers and family a combination of support groups and training seminars • Improve the well-being of kinship caregivers and children • Maintain safety &permanency for children • Provide: Support, access to resources, & information

3. Social Work Relevance • Caregivers and children who cannot live with their birth parents continue to be a vulnerable population within our society • Kinship Caregivers’ adversities =Children also suffer by these challenges in addition to other difficult challenges the child is experiencing • They face many challenges that are current SOCIAL JUSTICE ISSUES • We are responsible to advocate for and encourage empowerment for all vulnerable and at-risk children and caregivers • We need to provide culturally appropriate services and aim towards cultural competence • Purpose of project is to help enhance and restore kinship children and caregiver capacity for social functioning by: Empowerment, Support, Advocacy, & Education

4. Cross-Cultural Relevance • Increase in custodial grandparents and other relative caregivers among ethnically diverse subgroups 6 • % of children who lived with their grandparents who had primary caregiver responsibility in 2003 6 17% of African American children 12% of Latino or Hispanic children 14.5% of Native American children 6% of European American children • Understanding the cultural context of being a caregiver is essential to a successful, collaborative relationship when working with ethnically diverse families 7 • Some differences in Kinship Care that vary in according to ethnicity are: • household composition • social support • coping mechanisms • language • financial stress • the family’s perceptions regarding seeking help 7 • Traditions in many cultures form every aspect of family functioning, including kinship care • Important to consider the varying subgroups among Latinos and heterogeneity among kinship caregivers in order to apply understanding and sensitivity in other multicultural contexts.

5. Methods Target Population: Spanish speaking Latino kinship caregivers who are caring for a child who cannot live with their birth parents (i.e. grandparents, aunt/uncle, sibling, neighbor, etc.) Strategies used to identify & select funding source: • Consulted with colleagues • Examined Local, state, and federal funding sources • Used two main search engines to identify potential financial sources: the internet & CD-ROM grant database at the Long Beach Non-Profit Partnership Library • Used key terms such as: “grants,” “kinship care,” “Latino,” “training,” “relative caregivers,” “family,” “children at risk,” and “support group” Funding source selected: The National Institute of Food and Agriculture (NIFA) NIFA was selected for this grant based on the funding criteria and mission and the proposed program goals

6. Methods cont… • Sources used for the needs assessment: • Child welfare websites • Scholarly journals • Textbooks • Interviews • Consulted with potential partner agencies who work directly with Kinship Caregivers: Family Services of Long Beach & Grandparents as Parents (GAP) • Projected budget range and categories • Personnel Costs • Direct Program Costs • In-Kind Resources Total being requested: $165,031

7. Grant Proposal Program Summary & Description • Project will be offered by Grandparents as Parents (GAP) in Los Angeles County • 16-week program that includes: • Training seminar that includes parenting skill training and other important topics • Psycho-educational support group • Kinship Peer Mentor • Trainings/Groups are conducted in Spanish • Expected Outcomes: • Gain Support, A access to resources, & Information • Empower individuals and families by educating them on their rights and resources • Connecting Kinship Families to on-going support • Increase their support system in order to cope successfully with the challenges of becoming a kinship caregiver Population Served Spanish speaking Latino kinship caregivers who are caring for a child who cannot live with their birth parents (i.e. grandparents, aunt/uncle, sibling, neighbor, etc.) Sustainability • Funding sources will be sought throughout the year by Project Coordinator • Based on evaluation data, necessary changes and improvements will be made in order to improve the quality of services that are offered to enhance the likelihood of further funding

8. Grant Proposal cont… Program Objectives 1. Within a year after the program begins, to enable approximately 30 Latino kinship caregivers to participate in a supportive and educational environment lasting a minimum of 16 weeks. 2. Within the 16-week cycle, to enhance the effective parenting techniques of kinship caregivers through modeling, coaching, and guidance. 3. Within the 16-week cycle, to enhance the support systems of caregivers through meetings and interacting with other Latino caregivers with similar experiences. 4. Within the 16-week cycle, to increase in caregiver knowledge and access to resources through providing information regarding resources in their community 5. Within the 16-week cycle, to decrease the levels of stress for kinship caregivers through fun activities in group, peer support, and linking them with supportive services to meet their needs. Program Evaluation 2 forms of evaluations.: 1. Pre- and Post-test- • Administered prior to the first group session & after their last session • Utilize self-efficacy & Zarits Caregiver Burden Index instruments 2. Satisfaction Surveys- • Administered after each group session • Series of Qualitative & Likert-scale questions • Example: “What component of today’s session was most helpful to you?” “What is something you learned today that you did not know prior to group?”

9. Lessons Learned & Implications for Social Work Learned • Complexity of the issues kinship caregivers and children face • Lack of culturally sensitive, quality services & resources that meet the needs of Latino Families • Grant writing process & the challenges grant writers may face • Skills & knowledge that will be used to help clients and other service providers on multiple levels such as writing grants & research. Implications for Social Work • As people live longer and children continue to be at risk, formal and informal kinship care will continue to be a growing trend that will need supportive services and professionals who are sensitive to their particular needs • Continue to advocate for and empower kinship caregivers to fight for adequate resources, services, and legislation that protect them and the children in their care • Understand & respond to the needs of children and kinship caregivers; It is critical in addressing the overall health &well-being of these individuals and their communities • Figure out how to collaborate and build partnerships with kinship caregivers to achieve their mutual goal of a child’s safety and well-being • Provide culturally appropriate services and practice competency by engaging in evidence-based practices

10. References • Billing, A., Ehrle, J., & Kortenkamp, K. (2002). Children living with relatives: What do we know about their well-being? (Brief No. B-46). Washington, D.C.: The Urban Institute. Retrieved from http://www.urban.org/UploadedPDF/310486.pdf • Scarcella, C.A., Ehrle, J., & Geen, R. (2003). Identifying and addressing the needs of children in grandparent care. (New Federalism: Nationalism Survey of America’s Families, Series No. B-55). Washington, DC: Urban Institute. Retrieved from http://www.urban.org/UploadedPDF/310842_B-55.pdf • Hairston, C.F. (2007). Focus on children with incarcerated parents: An overview of the research literature. A report prepared for the Annie E. Casey Foundation. Retrieved from http://www.fcnetwork.org/AECFOverview%20of%20the% 20Research%20Literature.pdf • Wohl, E., Lahner, J., & Jooste, J. (2003). Group processes among grandparents raising grandchildren. In B. Hayslip & J. Patrick (Eds.), Working with custodial grandparents (pp. 195- 212). New York, NY: Springer. • Organista, P.B., Organista, K.C., & Kurasaki, K. (2003). The relationship between acculturation and ethnic minority mental health. In K. M. Chun, P. B. Organista, & G. Martin (Eds.), Acculturation: Advances in theory,measurement, and applied research (pp. 139-161). Washington, DC: American Psychological Association. • U.S. Census Bureau. (2003). Summary file 3 (SF 3). Retrieved September 11, 2011, from http://www.census.gov/Press-release/www/2002/sumfile3.html • Kopera-Frye, K. (2009). Needs and issues of Latino and Native American nonparental relative caregivers: Strengths and challenges within a cultural context. Family and Consumer Sciences Research Journal,37(3), 394-410. doi: 10.1177/10 77727X0 329563