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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. “Expanding the Family Circle” grant

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Expanding the Family Circle


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    1. Expanding the Family Circle

    2. Expanding the Family Circle Module I

    3. Welcome Before the training begins…. Have you filled out your pre-training forms? Is your four digit ID on each of them? Thank you!

    4. “Expanding the Family Circle” Background • “Expanding the Family Circle” grant • University at Albany • School of Social Welfare

    5. Today’s Agenda • Today’s Schedule • Your Workbook & Resources • Housekeeping Information

    6. Introductions • Your Name • The “story” of your name (what it means or how you came by it) • Where you work • What you do there • In one sentence: what you hope to learn in this training.

    7. Agreements • What we need to feel safe to share • From other participants • From the facilitators • What the facilitators need from participants

    8. Frameworkfor Practice • Family-Centered • Culturally Competent • Themes in child welfare practice • Couples • Father involvement • Domestic violence

    9. Framework for Practice The framework is your blueprintfor practice. It guides practice; it can change with each family.

    10. 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 clockwise

    11. Benefits of a Framework Using this framework can lead to more effective and efficient compliance with • ASFA • ICWA • Cultural Competence • Family-Focus

    12. 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 RELATIONSHIPS are the foundation of our work with families Stories

    13. 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

    14. 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

    15. 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.

    16. Your casework You have control of how you interact with families

    17. 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.

    18. 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.”

    19. Challenges Work in the child welfare field includes working with many systems What are they?

    20. 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?

    21. Culture Each of these systems has its “culture” Culture is the sharing of knowledge and meaning which influences beliefs and behaviors

    22. 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.

    23. 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.

    24. 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.

    25. RESPECT What do you think of when you hear the word “respect?”

    26. RESPECT Respect = respectare A Latin word meaning to “to look again” or “to look with new eyes.”

    27. Cultural Competence Three legs of cultural competence: Respect Skills & Knowledge CULTURAL COMPETENCE KNOWLEDGE RESPECT SKILLS

    28. 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.

    29. SKILLS Skills = the third support to cultural competency • Skills are demonstrated by behaviors: • Good communication • Following customs • Respecting traditions • Evidence of skills include: • pictures and artwork reflecting diverse cultures and races.

    30. Cultural Competence • Cultural competence is a progression toward being more comfortable with cultures, our own and others. • Two models of cultural competency: • Cross Model • Bennett Model

    31. Cross Model of Cultural Competency • The Cross Model (Developed by Terry Cross) • 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.

    32. Bennett Model of Cultural Competency • 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.

    33. The six stages are: Ethnocentric: Denial Defense Minimization Ethnorelative: Acceptance Adaptation Integration Bennett Model

    34. Dimensions of Diversity Dimensions of diversity at many levels • MICRO-Level (Core/primary) • MEZZO-Level (Secondary/Organizational) • MACRO-Level (Era)

    35. Dimensions of Diversity

    36. 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

    37. Dimensions of Diversity At your tables, share WHY they are important to you and then we will talk about it with the whole group

    38. 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

    39. Expanding the Family Circle

    40. Module II A Framework for Practice

    41. Building a Framework • Building a framework piece by piece • Use this framework with families with the tool of an eco-map

    42. Framework for Practice: Ecological Systems and Intersections MEZZO-LEVEL Community, Extended Family Historical Events School MICRO- LEVEL: Individual, Family work Family/Individual Extended Family Social trends and Issues MACRO-LEVEL: Social, Political, Historical

    43. Systems Theory • Systems theory: all elements of our environment impact who we are as individuals and families • There are three levels in our environment: • The Macro level • The Mezzo level • The Micro level • The interactions occur between systems • transactional-relationships • “person-in-environment.”

    44. MICRO LEVEL SYSTEMS The individual, couple and family systems MICRO LEVEL

    45. MEZZO LEVEL Community and extended family MEZZO LEVEL MICRO LEVEL

    46. MACRO LEVEL Historical events & the political and social environment MACRO LEVEL MEZZO LEVEL MICRO LEVEL

    47. 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.

    48. 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 system.

    49. 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.

    50. Components of Family-Centered Practice • Safety, permanency and well being of children are the first priority. • The family is the focus of the casework process. • Successful outcomes are demonstrated by the child’s developmental progress and well being. • Families are at the center of the decision-making process. • Racial and ethnic background is respected