Conducting a Cultural Competency Agency Assessment

Paula Mann-Agnew and Linda S. Spears Catholic Charities -Archdiocese of Hartford Child Welfare League of America pagnew@ccaoh.org lspears@cwla.org

Agenda
Why we attend to culture in child welfare & other fields Defining and building a cultural framework for agency assessment & collaboration Building capacity to do the work Considering policy, program, practices needed to achieve this goal. Best practice from the field.

Data and Information

Poverty rates for 22% of children live below the poverty level (US Census, 2010). Children in Poverty (Addy, Engelhardt, &
Curtis, 2013).

65% of African American children 65% of Latino children, 63% of American Indian children, 31% of white children are classified as low income

Data and Information

African American children are disproportionately reported to the child welfare system by community reporters including friends, family, and social services (GAO, 2007). Children of color also have more contact with mandated reporters due to their involvement in public services.
(GAO, 2007).

Data and Information

Data about investigations decisions for children of color is unclear African American & American Indian children are more likely to be removed from their families and placed in foster care White children & families are more likely to be provided with in-home services. 25% to 35% of American Indian children in some states were removed from their homes & placed in foster care or adoptive homes.

Data and Information

Native American children were 13 times more likely to be removed from their families than were non-Indian children. African American and Hispanic children were more likely to be placed with relatives (32% and 48% respectively) than White children (27%). The GAO report found that the average stay of African American children in foster care is 9 months longer than Whites.

Basis for the Work

CWLA Standards state: Children have a right to understand their heritage; to preserve their connections to culture and religions; to learn and preserve their traditions; and to have adults and peers support their development of strong and healthy racial, ethnic, cultural, and religious identity.
CWLA National Blueprint for Excellence in Child Welfare, 2013

Basis for our Work

CWLA Standards state: Children should not be treated unfairly on any basis, whatever their race, religion, or abilities; whatever they think or say; and whatever their family background or family constellation..All children should be protected from discrimination.
CWLA National Blueprint for Excellence in Child Welfare, 2013

Basis for our Work

CWLA Standards state: Each entity should examine disparities in its service delivery, as well as ways in which it contributes to racial, ethnic and other disproportionalities that negatively impact children, youth, and families.
CWLA National Blueprint for Excellence in Child Welfare, 2013

Frameworks for the Work

Historical frameworks that have driven discussions about difference:
Civil liberties, civil rights Cultural sensitivity Cultural competence Culturally responsive/diversity

Old Frameworks
Frameworks that define the problem in child welfare
Overrepresentatiom Disproportionality Disparity inequitable treatment, services, and outcomes for children of color

New Frameworks
Equity a social outcome measure that occurs when the distribution of societys resources, opportunities, and burdens are not predictable by race.

Fostering Equity
Understanding structural racism Our own history as a nation has created a set of values and principles about women, children, and people of color that still underpin our world In this context we can default to creating policies, practices and beliefs that directly or indirectly support racism Invisible cultural imperatives (Sotomayor)

Commitment to change
Info gathering Education Personal commitment Negotiation Direct action (political, communication) Reconciliation (restoring the relationship)

Understanding Our Goals

Setting a goal for equity in practice that is both visionary & concrete . Setting a process for the work Exploration Experimentation or testing Evaluation & feedback Execution

Fostering Equity in the Organization

Cultural competence requires that organizations:

Value and manage diversity Self-assess on an ongoing basis Learn and institutionalize cultural knowledge Function in the context of communities served
Cross, 1989

Fostering Equity in the Organization

Self- assessment involves Governance and Leadership Administration and Management Policy Program Design, Structure, & Operations Frontline Practice Child and Family Participation Community and Stakeholder Input
CWLA,2003

Key Steps in Agency Self-Assessment

Creating a work process that fosters buy-in and establishes a common vision.
Work group to guide the process Dialogs which identifies share concerns, common goals, etc. Open communication/transparency Cultural context for the group Safety & supported risk taking

Developing the self-assessment protocol

What information is needed? From whom? How will it be collected?

Goode, 2010; Nash & Velazquez, 2003

Key Steps in Agency Self-Assessment

Collect, analyze and disseminate data to inform the work plan National and Community-wide Agency and archival data Self-assessment surveys Interviews and Focus Groups

Goode, 2010; Nash & Velazquez, 2003

Fostering Equity in the Organization

Self- assessment is a tool that support a larger developmental process, therefore:

It is not a one time event It should be inclusive It should be used to create a dialogue AND an action plan

Creating Equity in Policy and Programs

Family and community engagement not just a seat at the table Innovation vs. Evidence Based Non-bias in decision making objective child safety measures, and not cultural, racial, or socioeconomic biases (outcome not intent). Applying the impact lens on all decisions

Additional information available at:

WWW.CWLA.ORG