Development and Implementation of a Cultured Compentency-Based Training Curriculum to Strengthen the Capacity of Child Protection/Child Welfare Agency Staff in a Collaborative Process.
Menominee Nation Coll., Keshena, WI.
Published: May 31, 2001
Publication Information: Menominee Nation Coll., Keshena, WI.
Available from: Menominee Nation Coll.
P.O. Box 1179
Keshena, WI 54135
Sponsoring Organization: Children's Bureau (DHHS), Washington, DC.
View Printable Version: Download
The College of the Menominee Nation in Wisconsin obtained a Children's Bureau Priority Area 3 grant to develop a training program to improve collaboration between Indian child welfare agencies and public child welfare agencies serving Native American families. Project staff designed a culturally relevant, competency-based training program about child abuse identification and prevention, and conducted the training for 60 workers employed by Tribal Indian Child Welfare agencies and 75 staff members from public and private sector agencies. They planned to modify the training program for the Human Services/Social Work/Police Science Program of the College of the Menominee Nation. College staff met with tribal leaders individually to obtain their perspectives on the Indian Child Welfare Act requirements and how the training could improve the practice of county social service agencies. Project planners reviewed existing curricula and facilitated needs assessment meetings with representatives from tribal social service agencies and other service providers. Meetings were held one-on-one and in small groups to overcome concerns about time scheduling and distance. Attendess at these meetings identified needs that were used to develop draft curricula on racism and discrimination, protective services for American Indian children, and American Indian child welfare policies and programs. They tested the draft programs in three sessions with staff of social service organizations and elders of the tribes. Comments and suggestions were integrated into revisions of the programs and 26 child welfare workers from tribal and county agencies attended a two-day demonstration of the training. Participants reported that they would continue to work together on the projects they started during the training. They also requested a follow-up class with the instructor. The success of the project is attributed to the small group approach, which collected input from all six target tribes, and the inclusion of the tribal elders in the pilot testing phase.
Native Americans; cultural competency; curricula; interagency collaboration; multidisciplinary teams; child welfare workers; program planning; Native Americans; outcomes; wisconsin; workforce; child protective services; prevention