Expert answer:Culture and Diversity within Child Sexual Abuse
Solved by verified expert:cultural analysis paper located on page 7 and 8 of syllabus (see attachment)Cultural Analysis: 15% (include all parts in paper) Students will write a three to five page paper in which they identify and describe the impact and influence of culture and diversity within a particular child welfare service. The following should be included in the discussion: Students will identify and describe a current service commonly used to respond to issues of child maltreatment and discuss where the service is most commonly used (Ex: Family preservation, foster care, wrap around services) Students will identify at least one different cultural group that has a different system or method for responding to this issue and describe this technique. Students will identify whether or not common services are administered in a way that accurately and effectively incorporate differences in cultural beliefs and experiences. What are the issues of power that may hinder culturally diverse practices and how can services include greater flexibility in incorporating these differences?
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MONMOUTH UNIVERSITY
SCHOOL OF SOCIAL WORK
BSW PROGRAM
SW 461 Culturally Diverse Child Welfare Practices
Instructor: Virginia Kenny, MSW
Class Schedule: Thursdays: 6:05pm-9:00pm
Class Location:
Office Hours: By Appt
Office Location:
Telephone: 848-203-2443
Fax:
Email: VKenny@monmouth.edu
Course Description: This course provides an understanding of the context from which
the practice of child welfare originates, examining the impact of policy upon the direct
care of children at risk. Contemporary issues that face children at risk such as sexual
abuse, neglect, physical abuse, poverty, and maternal substance abuse are covered, as
well as recommended services and treatment that address these concerns. Public child
welfare in New Jersey will be of central focus, including the impact and changes of the
system’s reform plan. In addition, issues of cultural diversity and cultural difference in
child welfare practices and child rearing behaviors will be reviewed, with a focus on how
the child welfare system could better infuse diversity of experience in policy and practice.
CLASS CAPACITY:
35
RATIONALE:
This course concerns itself with familiarizing the students with the issues children face.
This includes child abuse, teenage pregnancy, homelessness and poverty.
The central mission of the School of Social Work at Monmouth University is to prepare
its graduates for professional practice with a commitment to improving the quality of life
of vulnerable individuals, families, groups, and communities on the local, national, and
global levels. The program’s rationale, mission, goals, and objectives are progressively
more specific articulations of the three interrelated themes that weave throughout the
curriculum. Those themes are the strengths based empowerment approach, a commitment
to advancing human rights and social and economic justice, and understanding families
within a global context.
Educational Policy 2.1.1 – Identify as a professional social worker and conduct
oneself accordingly.
2.1.1-1 Advocate for client access to the services of social work
2.1.1.3 Attend to professional roles and boundaries
2.1.1-4 Demonstrate professional demeanor in behavior, appearance, and communication
2.1.1-6 Use supervision and consultation
Educational Policy 2.1.2 – Apply social work ethical principles to guide professional
practice.
2.1.2-1 Recognize and manage personal values in a way that allows professional values
to guide practice
2.1.2 -2 Make ethical decisions by applying standards of the National Association of
Social Workers Code of Ethics and, as applicable, of the International Federation of
Social Workers/International Association of Schools of Social Work Ethics in Social
Work, Statement of Principles
2.1.2-4 Apply strategies of ethical reasoning to arrive at principled decisions
Educational Policy 2.1.3 – Apply critical thinking to inform and communicate
professional judgments.
2.1.3-1 Distinguish appraise, and integrate multiple sources of knowledge, including
research-based knowledge and practice wisdom
2.1.3-2 Analyze models of assessment, prevention, intervention and evaluation
2.1.3-3 Demonstrate effective oral and written communication in working with
individuals, families, group organizations, communities, and colleagues
Educational Policy 2.1.4 – Engage diversity and difference in practice.
2.1.4- 1 Recognize the extent to which a culture’s structures and values may oppress,
marginalize, alienate or create or enhance privilege and power
2.1.4-2 Gain sufficient self-awareness to eliminate the influence of personal biases and
values in working with diverse groups
2.1.4-3 Recognize and communicate their understanding of the importance of difference
in shaping life experiences
2.1.4-4 View themselves as learners and engage those with whom they work as
informants
Educational Policy 2.1.5 – Advance human rights and social and economical justice.
2.1.5- 1 Understand the forms and mechanisms of oppression and discrimination
2.1.5-2 Advocate for human rights and social and economic justice
Educational Policy 2.1.6 – Engage in research-informed practice and practiceinformed research.
2.1.6-2 Use research evidence to inform practice
Educational Policy 2.1.7 – Apply knowledge to human behavior and the social
environment.
2.1.7-1 Utilize conceptual frameworks to guide the processes of assessment, intervention,
and evaluation
2.1.7-2 Critique and apply knowledge to understand person and environment
Educational Policy 2.1.8 – Engage in policy practice to advance social and economic
wellbeing and to deliver effective social work services.
2.1.8-1 Analyze, formulate and advocate for policies that advance social well-being
2.1.8-2 Collaborate with colleagues and clients for effective policy action
Educational Policy 2.1.9 – Respond to contexts that shape practice.
2.1.9-2 Provide leadership in promoting sustainable changes in service delivery and
practice to improve the quality of social services
Educational Policy 2.1.10 A-D – Engage, assess, intervene, and evaluate with
individuals, families, groups, organizations, and communities.
2.1.10(a)ENGAGEMENT
2.1.10(a)-1 Substantively and affectively prepare for action with individuals, families,
groups, organizations and communities
2.1.10(a)-2 Use empathy and other interpersonal skills
2.1.10(a)-3 Develop a mutually agreed-on focus of work and desired outcomes
2.1.10(b) ASSESSMENT
2.1.10(b)-1 Collect, organize, and interpret client data
2.1.10(b)-2 Assess client strengths and limitations
2.1.10(b)-3 Develop mutually agreed-on intervention goals and objectives
2.1.10(b)-4 Select appropriate intervention strategies
2.1.10(c) INTERVENTION
2.1.10(c)-1 Initiate actions to achieve organizational goals
2.1.10(c)-2 Implement prevention interventions that enhance client capacities
2.1.10(c)-3-Help clients resolve problems
2.1.10(c)-4 Negotiate, mediate, and advocate for clients
2.1.10(c)-5-Facilitate transitions and endings
2.1.10(d) EVALUATION
2.1.10(d)-1 Social workers critically analyze, monitor and evaluate interventions
Course Objectives/Outcomes:
By the end of this course, students will be able to demonstrate the following
competencies:
#
1.1
1.2
1.3
1.4
1.5
#
2.1
2.2
2.3
ETHNIC SENSITIVE AND MULTICULTURAL PRACTICE COMPETENCIES
Demonstrate sensitivity to clients’ differences in culture, ethnicity, and sexual
orientation.
Demonstrate the ability to conduct an ethnically and culturally sensitive assessment
of a child and family and to develop an appropriate intervention plan.
Demonstrate understanding of the importance of a client’s primary language and
support its use in providing child welfare assessment and intervention services.
Demonstrate understanding of the influence and value of traditional, culturally based
childrearing practices and use this knowledge in working with families.
Demonstrate the ability to collaborate with individuals, groups, community-based
organizations, and government agencies to advocate for equitable access to
culturally sensitive resources and services.
CORE CHILD WELFARE COMPETENCIES
Be able to identify the multiple factors of social and family dynamics in child abuse
and neglect, including the interaction of individual, family, and environmental factors.
Demonstrate understanding of the strengths-based “person in environment”
perspective, and is aware of strengths which act to preserve the family and protect
the child.
Demonstrate awareness and beginning understanding of the physical, emotional,
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
2.15
2.16
#
3.1
3.11
3.2
3.3
3.4
3.5
#
and behavioral indicators of child neglect and abuse, child sexual abuse, substance
abuse, and mental illness in child victims and their families—and be able to relate
these indicators to Title 9, Title 30, and to DYFS policy.
Be developing knowledge of the forms and mechanisms of oppression and
discrimination in the lives of low-income and single-parent families and uses this
knowledge in providing appropriate services.
Demonstrate an understanding of the dual responsibility of the child welfare case
worker to protect children and to provide appropriate services to enable families to
care for their children, including pre-placement preventive services
Demonstrate understanding of the dynamics of all forms of family violence, and the
importance of culturally sensitive case plans for families and family members to
address these problems.
Recognize the need to monitor the safety of the child by initial and ongoing
assessment of risk, especially for children with special needs.
Demonstrate a beginning understanding of legal process and the role of social
workers and other professionals in relation to the courts, including policy issues and
legal requirements affecting child welfare practice.
Be in the process of developing a knowledge base about the effects of attachment,
separation, and placement experiences for the child and the child’s family and the
effects on the child’s physical, cognitive, social, and emotional development.
Be in the process of developing an understanding of the importance of evidencebased practice and a basic understanding of empirical research.
Demonstrate awareness of the principles of concurrent and permanency planning
with regard to younger children as well as planning for older children about to
terminate from the child welfare system.
Develop the capacity to utilize the case manager’s role in creating a helping system
for clients, including working collaboratively with other disciplines and involving and
working collaboratively with biological families, foster families, and kin networks.
Show understanding of the value base of the profession and its ethical standards and
principles, and practices accordingly.
Demonstrate the appropriate use of power and authority in professional relationships,
as well as the dynamics of engaging and working with involuntary clients.
Demonstrate the ability to assess his or her own emotional responses to clients, coworkers, and situations.
Demonstrate an understanding of the importance of the termination process, with
clients and with systems.
HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT COMPETENCIES
Demonstrate understanding of the stages, processes, and milestones of physical,
cognitive, social, and emotional development of children and young adults—and how
it is determined and assessed.
Understand the profound negative impact of child maltreatment on children’s health
and development.
Demonstrate understanding of the stages and processes of adult development and
family life.
Demonstrate understanding of the potential effects of poverty, racism, sexism,
homophobia, violence, and other forms of oppression on human behavior.
Demonstrate understanding of the influence of culture on human behavior and family
dynamics.
Demonstrate understanding of how the strengths perspective and empowerment
approaches can influence growth, development, and behavior change.
WORKPLACE MANAGEMENT COMPETENCIES
4.1
4.11
4.2
4.3
4.4
4.5
4.6
4.7
Demonstrate knowledge of the basic structure of DYFS and child welfare practice,
including Title 30, Title 9, and ASFA.
Understand the vision, values, mission, mandates and desired outcomes of the New
Jersey Child Welfare System.
Be able to work productively with agency staff, supervisors, and clients in an
environment characterized by human diversity.
Demonstrate an awareness of community resources available for children and
families and have a working knowledge of how to utilize these resources in achieving
case goals.
Have a working knowledge of collaboration with multidisciplinary teams and can work
productively with team members in implementing case plans.
Be able to plan, prioritize, and complete activities within appropriate time frames.
Be aware of potential work-related stress factors and begin to develop appropriate
self-care strategies.
Be aware of worker safety issues and begin to develop strategies for preserving
worker safety in potentially volatile situations.
Course Submission Form
Course Submission Matrix for Cultural Diversity
The column headings will correspond to each of the following Cultural Diversity learning outcomes:
L.O. #1: Students will demonstrate a critical awareness of issues of bias related to asymmetries of power,
resulting in barriers for some and opportunities for others.
L.O. #2: Students will analyze how diverse groups have contributed and/or been excluded from sites of
power such as educational, social, cultural, political, and economic institutions.
L.O. #3: Students will demonstrate an understanding of the ways in which diversity is socially and
historically constructed.
L.O. #4: Students will reflect on how they are personally situated within hierarchies of race, class, gender,
etc.
L.O. #5: Students will explore the ethical constraints and personal responsibilities of citizens in addressing
issues related to diversity.
Student artifact to be used for
assessment
Mini assignment
Cultural Analysis
Quizzes
Group Presentation
Child Welfare Practice and Policy Paper
Class Participation
L.O. #1
L.O. #2
L.O. #3
X
L.O. #4
L.O. #5
X
X
X
X
X
X
X
X
Required Texts:
1. Baccalaureate Child Welfare Education Program website, located at:
http://www.stockton.edu/~falkd/BCWEP.htm, especially: (under Links):
X
▪ Office of Child Advocate reports on child deaths
▪ DP&P Reform plan
▪ ACNJ reports on the DYFS(DCP&P) reform efforts
2. Samantrai, K. (2004). Culturally Competent Public Child Welfare Practice. Brooks
Cole, California.
3. US Department of Health and Human Services Administration for Children
and Families http://www.acf.hhs.gov/
Required Articles:
1. de Haymes, M.V. & Simon, S. (2003). Transracial adoption: families identify issues
and needed support services. Child Welfare, 82 (2), 251-272.
2. Dettlaff, A.J. & Fong, R. (2011). Conducting culturally competent evaluations of child
welfare programs and practices. Child Welfare, 90 (2), 49-68.
3. Ferrari, A. (2002). The impact of culture among child rearing practices and definitions
of maltreatment. Child Abuse and Neglect, 26 (8), 793-813.
4. Waites, C.; MacGowan, M. J.; Pennell, J.; Carlton-Laney, I; & Weil, M., (2004).
Increasing the cultural responsiveness of family group conferencing. Social Work, 49,
291-300.
5. Coleman, H., Unrau, Y.A., Manyfingers, B. (2001). Revamping family preservation
services for native families. Journal of Ethnic and Cultural Diversity in Social Work, 10
(1), 49-68.
6. Fontes, L.A., Plummer, C. (2010). Cultural issues in disclosures of child sexual abuse.
Journal of Child Sexual Abuse, 19 (5), 491-518.
7. Lightfoot, E. & Williams, O. (2009). The intersection of disability, diversity, and
domestic violence: results of national focus groups. Journal of Aggression, Maltreatment
& Trauma, 18 (2), 133-152.
8. Lowe, W., Pavkov, T., Casanova, G., Wetchler, J. (2005). Do American ethnic cultures
differ in their definitions of child sexual abuse? American Journal of Family Therapy, 33
(2), 147-166.
9. Jacobs, J. & Freundlich, M. (2006). Achieving permanency for LGBTQ youth. Child
Welfare, 85, (2), 299-316.
10. Earner, I. (2007). Immigrant families and public child welfare: barriers to services
and approaches to change. Child Welfare, 86 (4), 3-26.
11. Gibbs, J. (2009). Changing the cultural story in child protection: learning from the
insider’s experience. Child and Family Social Work, 14 (3), 289-299.
12. Woldeguiorguis, I. M. (2003). Racism and sexism in child welfare: effects on women
of color as mothers and practitioners. Child Welfare, 82 (2), 273-288.
Recommened Text for BCWEP Grantees
1. Rycus, J. S. & Hughes, R. C. (1998). Field guide to child welfare (4 volumes).
Washington: Child Welfare League of America.
Optional, Supplementary Texts:
1. Crosson-Tower, Cynthia. (2004). Exploring Child Welfare: A Practice
Perspective, 3rd ed. Boston: Allyn-Bacon.
2. DePanfilis, D. and Salus, M. (2003). Child Protective Services: A Guide for
Caseworkers. Washington, DC: U.S. Government Printing Office (Handout).
3. Goldman, J.; Salus, M. K.; Wolcott, D.; & Kennedy, K. Y. (2003). A coordinated
response to child abuse and neglect: The foundation for practice. Washington: U.
S. Department of Health and Human Services (Children’s Bureau).
Assignments: Mini Assignment, Quizzes, Group Presentation and Final Paper.
•
Mini Assignment- Self Awareness and Reflection: 15%
• Student to write a two to three page reflection paper on your personal
reactions to course content on child maltreatment, where you process these
feelings and examine your ability to work in these particular areas. Students
should include in this assignment a discussion of how their personal
cultural experience may serve as both a strength and a hindrance when
engaging in child welfare work. When reflecting on their personal culture,
students should consider how privilege and power based on issues such as
race, ethnicity, and socioeconomic status will impact their work in child
welfare. You may be creative in your writing style. We will have a round
table discussion where you can share as much or as little as you like about
your feelings and the content of your paper will be held in confidence.
•
Cultural Analysis: 15%
•
Students will write a three to five page paper in which they identify and
describe the impact and influence of culture and diversity within a
particular child welfare service. The following should be included in the
discussion:
•
Students will identify and describe a current service commonly used to
respond to issues of child maltreatment and discuss where the service is
most commonly used (Ex: Family preservation, foster care, wrap around
services)
•
Students will identify at least one different cultural group that has a
different system or method for responding to this issue and describe this
technique.
•
Students will identify whether or not common services are administered
in a way that accurately and effectively incorporate differences in
cultural beliefs and experiences. What are the issues of power that may
hinder culturally diverse practices and how can services include greater
flexibility in incorporating these differences?
•
Quizzes: 10% each quiz
• There will be 2 quizzes covering readings and materials discussed in class.
•
Group Presentation—Confronting the Real World: 15%
•
Each student will be scheduled to participate in a group presentation,
which will review a section of the media coverage of New Jersey’s public
child welfare system (archived on the BCWEP website),or current child
welfare issue and will prepare an overview of the news article or policy
issues : present the issue with considerations to cultural consideration:
issues of power and community impact- prepare questions for class
discussion. Questions should focus on issues such as those listed below
Presenters will be expected to think “outside the box” and suggest
responses to these questions.
•
How ideas about effective child welfare practice can be reconciled
with the realities encountered in the field or community.
•
How a public child welfare system and/or public policy can assure
quality in the delivery of services.
•
Whether the experiences and beliefs of persons in client status(target
population) were included in the media portrayals, and if these
opinions were fairly represented.
•
Whether or not the media portrayals furthered stereotypes based on
race, ethnicity, and/or socioeconomic status.
•
The fairness of media portrayals of systemic problem or social
conversation.
•
•
How the public image of the child welfare system can be enhanced
and ways to bring about transformation in the public child welfare
system, including how cultural difference could be better included in
policies and practices within the child welfare system.
Child Welfare Practice and Policy Paper: 20%
•
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