307 - pacwrc.pitt.edu · the pennsylvania child welfare resource center 307 engaging latino...

The Pennsylvania Child Welfare Resource Center University of Pittsburgh, School of Social Work

403 East Winding Hill Road Mechanicsburg, PA 17055

Phone (717) 795-9048 Fax (717) 795-8013 www.pacwcrc.pitt.edu

307: Engaging Latino Families /

Entendiendo La Familia Latina y Su Cultura

Developed By: Gale L. Sherrid, LCSW

Revised by Jenny S. Gardner, MA

For: The Pennsylvania Child Welfare Resource Center

University of Pittsburgh, School of Social Work

Pittsburgh, PA

Revised October 2016

Copyright © 2016, The University of Pittsburgh

This material is copyrighted by The University of Pittsburgh. It may be used freely for training and other educational purposes by public child welfare agencies and

other not-for-profit child welfare agencies that properly attribute all material use to The University of Pittsburgh. No sale, use for training for fees, or any other commercial use of this material in whole or in part is permitted without the

express written permission of The Pennsylvania Child Welfare Resource Center of the School of Social Work at The University of Pittsburgh. Please contact the

Resource Center at (717) 795-9048 for further information or permissions.

Acknowledgements The Pennsylvania Child Welfare Resource Center would like to thank the following

people for their assistance in the development of the workshop 307: Engaging Latino

Families:

Loida Acosta-Rodríguez Lancaster County Children & Youth SSA Charito Calvachi-Mateyko Restorative Justice Practitioner Katie A. Davis PA Child Welfare Resource Center Bertha R. Saldaña DeJesús Lancaster County Children & Youth SSA Deborah Gonzalez Lancaster County Children & Youth SSA Grace E. Gross PA Office of Children, Youth & Families Darío Hernandez Berks County Children & Youth Jana Hitchcock PA Child Welfare Resource Center Carmen Medina PA Dept. of Education/GACLA. Cindy Milián Berks County Children & Youth Janice Miller PA Child Welfare Resource Center Joel Miranda PA Child Welfare Resource Center Francisco Molina Lehigh County Children & Youth Alyshea Santos Youth Representative Jeanne Edwards PA Child Welfare Resource Center Brenda Sosa Lancaster County Children & Youth SSA Maria Taveras-Garcia Lancaster County Children & Youth SSA Mirna Wildasin Hempfield Behavioral, Adams County Noelies T. Zavala Philadelphia DHS

Agenda for a One-Day Curriculum 307: Engaging Latino Families

Estimated Time

Section Name

Page

Number

45 minutes Section I:

Welcome & Introductions 1

60 minute

Section II: History

6

90 minutes

Section III: How to Engage Families

10

90 minutes

Section IV: Family Dynamics

21

45 minutes Section V:

Incorporating Knowledge into Casework Practice

24

30 minutes

Section VI: Closing and Evaluation

27

307 Entendiendo La Cultura Latina y Su Familia/Latino Culture Awareness

The Pennsylvania Child Welfare Resource Center 307: Engaging Latino Families Page 1 of 24

Section Name

Estimated Time

Key Concepts Resources Used

Section I: Welcome & Introductions

45 minutes

Method of Presentation: Lecture/Large Group Discussion/Individual Activity Trainer Note: Begin music (Music CD: El Ritmo de Nuestra Cultura/The Rhythm of Our Culture or own culturally-appropriate music) prior to participants’ arrival and have Idea Catchers on the sign-in table. Have Posters #1-3 displayed on walls. Prepare and display Required Flipcharts #1-3: Flipchart # 1: ¿Cómo me beneficiará?

What’s In It for Me? Flipchart # 2: Estacionamiento/

Parking Lot Flipchart # 3: Sobreponiéndose a las Barreras/

How to Get Around Barriers If using optional flipcharts, use second easel and to write Optional Flipchart #1 information (Bienvenida/Welcome) on it. (Alternately, trainer could prepare optional flipcharts in advance). Place name tents, pack of markers, Post-It notes, one Safety Assessment Form and one Risk Assessment Matrix on each participant table. If doing Handout packets, do not include Handout #1 or Handout #3. Display instructions in Spanish on PowerPoint #2 Section para Tarjeta de Presentacion. As participants enter, ask them to complete their name tents using the PowerPoint instructions also to review the Training

Nombres Papel/Name Tents Idea Catchers Post-It pads Markers Safety Assessment Form Risk Assessment Matrix Flipchart paper and easels Music CD #1: El Ritmo de Nuestra Cultura (The Rhythm of Our Culture) Handout #1: Name Tent

Instructions: English version (1 page)

PowerPoint #2: Section

para Tarjeta de Presentacion: (Spanish version of Trainer Note: Turn off music before beginning introductions.

The Pennsylvania Child Welfare Resource Center 307 Engaging Latino Families

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Room Rules posters (indicate Poster #2). If asked, trainer will provide English instructions, Handout #1 (Name Tent Instructions: English version) to the participants. Brief introductions & workshop overview:

о During introductions, ask each person to say how they completed their name tent, to indicate what type of coping mechanisms they used to get the information they needed, to share how it felt not to have instructions in their own language, and to share their name tent information.

o Completion of name tents should be as follows: 1. Center: Participant’s name (Nombre) 2. Upper left: Agency/County (Agencia/Condado) 3. Upper right: Unit/Department/Function

(Departamento/Posición) 4. Lower left: Length of Time at Position (Tiempo

trabajando en esta posición de trabajo) 5. Lower right: Most prevalent Latin American

population served in your agency (latina más servida por su agencia?)

о As time allows, comment on observations, asking how their background might affect acceptable interaction between an adult stranger (the trainer) and participant and noting that this may parallel how a client feels when asking English speakers to interpret or explain a process or form.

Display PowerPoint #3: Learning Objectives and review.

Review Poster #1: Agenda and answer any questions

Call attention to Required Flip Chart #1: ¿Cómo me beneficiará?/What’s in it for Me?) о Ask participants to record their answers on the Post-Its

and place them on the flipchart.

Name Tent Instructions)

PowerPoint #3: Learning Objectives PowerPoint #4: Reflections Poster #1: Agenda Required Flipchart #1: ¿Cómo me beneficiará?/ What’s In It for Me? Required Flipchart #2: Estacionamiento/ Parking Lot Poster #2: Reglas del Adiestramiento/Training Room Rules Required Flipchart #3: Pasando por las Obstrucciones/How to Get Around Barriers Poster #3: Considerar La Cultura/Consider Culture


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о Review the answers and affirm those topics to be covered. Move any Post-Its with topics not being covered to Required Flipchart #2: Estacionamiento/Parking Lot, explaining why it will not be discussed (e.g., time constraints, workshop is general overview only, etc.).

Ask participants which Training Room Rules they were able to figure out without having someone translate the posters. Review any rules not offered by participants from Poster #2: Reglas del Adiestramiento/Training Room Rules: o Be on time-Sea Puntual o 15-minute rule (If you miss more than 15 minutes, you

will not get credit for the training)- Regla de 15 minutos (La ausencia al adiestramiento por más de 15 minutos impedirá la obtención de créditos)

o Training schedule (9:00am to 4:00pm with breaks)-Horario (9:00am a 4:00pm con recesos)

o Document your presence-sign in sheet- Confirme su presencia (Por favor firme la hoja de registro)

o Provide constructive and motivational feedback- Provea conversación y motivadora

o Respect for others – Trate a todos con respeto o Risk-taking (ask questions, participate)-- Tome riesgos

(haga preguntas, participe activamente) o Whatever you repeat several times, whether good or

bad, remains in your mind. “Lo que se repite, bueno o malo, queda.”

Focus on learning- No cell phones & only contact office in emergencies, no side-bar discussion/conversation - Concéntrese en aprender –no se permiten teléfonos celulares - ninguna discusión/conversación privada - sólo contacte la oficina en casos de emergencia

Optional Flipchart #1: Bienvenida/Welcome PowerPoint #5 (PA’s Child Welfare Practice Model)


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Summarize this section by conducting an individual self-awareness activity and then a large group discussion. Display PowerPoint #4: Reflections and ask participants to reflect individually upon:

о Initial impressions о Personal experiences о Perception of how Latino families and individuals act the

same or different than themselves Then ask for volunteers to share their reflections. Record their answers on flip chart paper and post in the room. Ask participants to keep tuned into these thoughts and feelings throughout the day. Display PowerPoint #5: PA’s Child Welfare Practice Model. Check in with participants to gauge their understanding of the model. If anyone is not familiar with it, review it as follows:

The Child Welfare Practice Model guides service partners in working together, providing a consistent basis for decision making: clear expectations of outcomes, shared values and ethics, and a principled way to evaluate skills and performance. The model supports a team approach, and emphasizes modeling the values and principles of child welfare practice at every level and across all partnerships.

Present the model values, skills, and principles using the following list and examples, as well as with participants’ or your own examples:


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Values and Principles

1. Children, Youth and Families 2. Community – Assisting the client and family system in

observing meaningful practices whenever possible (e.g., with FGDM, completing family assessments, introductions & scheduling appointments)

3. Honesty 4. Cultural awareness and responsiveness – For our

work with Latino families this can be demonstrated by working to understand the history, traditions, values and family systems

5. Respect – Through cultural awareness and respect, and reluctance to stereotype and by self-reflection

6. Teaming – By building therapeutic alliances with clients, translators and resource providers

7. Organizational excellence Skills

1. Engaging, or establishing, and maintaining relationships

2. Teaming, or collaborating with others, including the family in a unified effort throughout all phases of the change process

3. Assessing and Understanding, or gathering and sharing information to fully inform the team, and using that information to keep the team’s understanding current and comprehensive – asking individuals what aspects of their cultural experience are meaningful recognizing that ethnic, cultural, spiritual, and religious factors can have an impact on choices

4. Planning, or developing strategies and supports to


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achieve goals 5. Implementing, or actively performing roles to produce

sustainable results 6. Monitoring and Adjusting, or continuously evaluating

effectiveness and modifying until goals are achieved Reiterate that all pieces of the model are important to use in working with families and children. Each piece supports the positive outcomes.

Section II: History

1 hour Method of Presentation: Lecture/Large group discussion/small group activity Keeping these issues in mind, it is important to first know the history and background of the Latino peoples.

Trainer Note: If using optional flipcharts, write Optional Flipchart 2 information: Latino Groups Prevalent in PA on second flipchart.

Introduce and review PowerPoint #6: Overview of Pennsylvania’s Latino Population. Explain the concept of disproportionality in child welfare (out of proportion, in size or number). Present the following statement based on child welfare research: “Findings demonstrate that although cases reported for abuse/neglect are relatively proportionate between Hispanic and White non-Hispanic children, substantiated cases are more likely to occur with Hispanic children. These children are more likely to be placed out of the home more quickly and for longer periods of time than their White non-Hispanic counterparts.” (Church et al,

Safety Assessment Form Risk Assessment Matrix Trainer Resource #3: Information for History of Sub-Group Activity cards Blank index cards Handout #2: Latino Traditions and American Culture PowerPoint #6: Overview of Pennsylvania’s Latino Population PowerPoint #7: History


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2005, p. 1279). Additionally, Latino children are less likely to receive treatment services, including mental health services, post-removal. Alternatively, they are also over-referred for behavioral problems and into the special education system (Lee et al, 2015). Ask participants how cultural competency might be used to counteract these disproportionate actions? Here are some suggested responses for culturally appropriate intervention:

Use of a translator to address communication issues/barriers

Cultural research and understanding of norms and expectations of the family/child’s culture

(You may recommend that participants view the video, What You Should Know About Disproportionality in Child Welfare in Pennsylvania, on the CWRC website at: http://www.pacwrc.pitt.edu/videos/Disproportionality/DisproportionalityCC.html

or you may show the video at the end of the lunch break as participants return to the room). Distribute Appendix #1 (Additional Participant Resources) and inform participants that the resource book they are about to use, and will use throughout the training, can be found on the CWRC website. Appendix #1 gives specifics on where and how to find it. Ask participants to look at information from their own county and region in Resource Book Section E (Ocurrencia de Latinos en Pennsylvania/ Prevalence of Pennsylvania Latino

of Migration PowerPoint #8: Mexico Migration 1845 Resource Book Section

A: History and Background

Resource Book Section

B: Migration and Immigration

Resource Book Section E: Ocurrencia de Latinos en Pennsylvania/ Prevalence of Pennsylvania Latino Groups Optional Flipchart 2: Latino Groups Prevalent in PA Optional Flipchart #3: History-Migration Appendix #1: Additional Participant Resources

http://www.pacwrc.pitt.edu/videos/Disproportionality/DisproportionalityCC.html


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Groups) related to the various sub-groups and to share with the large group how this is the same or different from their experiences with the child welfare population.

Ask participants to share which Latino groups are most prevalent among their caseload and record these on a flipchart sheet.

Trainer Resource: If using optional flipcharts, write Optional Flipchart #3 information: History-Migration-Religion-Time-Celebrations on second flipchart.

Assign each table a country/place of origin by distributing one card from Trainer Resource #3: Information for History of Sub-Group Activity to each table, making sure to include those which are most prevalent for participants. Also distribute an index card to each table on which to record their answers. Ask participants to take 20 minutes to review the Resource Book Section A (History and Background) section which relates to their small group’s assigned place of origin as well as regional or general information related to their assigned country from Resource Book Section B (Migration and Immigration). Direct groups to consider how the information they are reviewing might affect their interactions with a child or family from that culture, including how the information affects family dynamics, safety threats or risk factors. Refer participants to the Safety Assessment Form and Risk Assessment Matrix. Have them report out to the large group about the topic areas on their index card from the Resource Book, sharing their insights.

Trainer Note: Play music during small group activities and at breaks. During breaks you may want to play


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videos showing Latino musicians/dances from around the world.

Summarize the themes of what participants have shared regarding their individual countries regarding history, religion, racial/ethnic roots, family culture, gender roles, perception of time and social class. Provide an introduction to migration patterns from information provided in PowerPoint #7: History of Migration and PowerPoint #8: Mexico Migration 1845 and Resource Book Section B (Migration and Immigration), focusing on the Latino sub-groups mentioned by participants.

The migrations maps can aid in understanding which countries are more likely to have their populations to come to the USA by geographic proximity, as well introducing how USA international policies can add stress to the region.

The Monroe Doctrine, with which President Monroe declared the Western Hemisphere as the United States’ sphere of interest, made the Caribbean, Mexico, Central American and South America the backyard of United States. This approach to the U.S neighbors, sometimes with political and military intervention, has resulted in increasing migration to the U.S.

Remind participants of the importance of providing trauma informed care, when appropriate. Immigrants, especially recent ones, have often survived traumatic experiences from leaving their home and culture behind, to sometimes dangerous journeys and border crossings, the fear of living without documentation, and just trying to survive. Migration may make it difficult for families to build positive social support networks, leaving them without social and emotional support as they adapt to their new


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situation. These stressors can take psychological and physical tolls (Furman, et al, 2010). Review Handout #2 (Latino Traditions and American Culture) and compare this to information already reviewed from the various sub-groups.

Section III: Relaciones con Familias/ How to engage families

1 hour, 30 minutes

Method of Presentation: Lecture/Large group discussion/Video

Trainer Note: If using optional flipcharts, write Optional Flipchart #4 information: Engaging Families on second flip chart.

To enhance engagement skills with Latino families further, it is important to apply what has already been learned to case examples. Ask participants if anyone has already had the opportunity to work with a Latino family. Ask for one or two volunteers to describe their first meetings with Latino families and their first impressions. Read the following story about Sarah, who had to seek medical care while in a foreign country: “When we come for medical care, we’re in pain we’re on medication we’re confused, we’re angry, we’re altered from our normal selves…add a language barrier to that, and it’s very difficult. There was such a divide between me and my doctor. If someone had said, ‘Hi, how are you?’… just spoken in my own language, I would have felt better.” (Walker, 2015) Explain that these feelings are as likely to apply to a family participants are working with. They do not necessarily know the

Handout #3: Case Study

PowerPoint #9: Naming Conventions PowerPoint #10: Identifying Who’s in the Picture PowerPoint #11: Hidalgo’s Levels of Culture PowerPoint #12: Cultural Continuum PowerPoint #13: Geography and Culture PowerPoint #14: Potential Conflict Areas Resource Book Section F: Sample Letters


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language, they might not be familiar with your role, or why they are working you. They may also be fearful of losing their children or of deportation. Taking time to learn even just a few words, which do not need a translator, can mean a great deal to the families and children and can go a long way towards successful engagement and better outcomes. Building on information provided by participants, note that being unfamiliar with a language or culture can provide some challenges but preparing in advance for contacts will assist the trainees in successfully engaging children and families. Advise participants that one such way to prepare is by understanding how to appropriately interact with clients while using a translator. Show Video/DVD #1 (Trabajando con un Traductor/Working with a Translator) and process out with large group. Ask participants what they would have done the same and what they would have done differently. Highlight tone of voice, eye contact, seating arrangements, personal space, social expectations and use of body language in an attempt to communicate with each other. Emphasize the importance of remaining engaged while using a translator. Note that the use of idioms or refranes (adages) may make translation of words or concepts difficult as not everything will carry the same meaning in the other language. For instance, “Practice makes Permanent” is a phrase used to encourage workers to repeat what they have learned in order to master it. Unfortunately, it could be taken to mean something different. (Literalmente, dice: “La práctica hace permanencia” pero significa: “Lo que se repite, bueno o malo, queda.”) This will also mean that translators from various backgrounds

Resource Book Section G: Audio Dictionary Guidesheets & Ejemplo de Nombres/Names Example Resource Book Section H: Resources Video/DVD #1: Trabajando con un Traductor/Working with a Translator Optional Flipchart #4: Engaging Families Optional Flipchart #5: What is in a Name? Optional Flipchart #6: Definition of Acculturation Optional Flipchart #7: Areas of Concern Optional Flipchart #8: Take Time


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may need to clarify word usage with families, especially if the family is from a different Latino sub-group than their own. Share that, despite some differences, there are many commonalities among the Latino sub-groups, such as: “…Latino…adults were more likely…to place a high importance on adult engagement in the lives of children and adolescents outside their immediate family.” (From the Search Institute’s Insights &

Evidence: Promoting Healthy Children, Youth, and Communities, November 2003, Vol. I, No. 2, p.10.) Point out that, because Latinos are inclusive of many family and friends in their lives, it may be difficult to know who the people are who live in the home versus others that are there frequently during visits. Display PowerPoint #9: Naming Conventions. Start by stating that names are a primary way that people identify themselves. Review the information on the slide and then ask participants what issues they think might arise when someone moves from Latin America to the U.S. Here are some examples you may provide: Officials often changed immigrant names to fit the U.S. naming convention of first, middle, and last name. This removed important family connections from their names. There is also no standard, resulting in all sorts of combinations, none of which reflect the values of the Latinos. Mention some possible consequences of the naming confusion:

Latinos/Hispanics may be considered liars because documents do not have matching names

They might lose benefits due to documents without


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matching names

Difficulties in proving that they are the person on file, when the names do not match up

Latinos/Hispanics are stuck with being renamed, and not with the name they were given, due to the difficulties and costs of getting documentation corrected

Note that it is important for participants to ask their families about their names and to use them respectfully. Learning about the names can be a good starting point for engagement and cultural competency, as well as a good place to start understanding family or household composition. Display PowerPoint #10: Identifying Who’s in the Picture and review. Note that "estás" is the informal version of "is" but that staff should always use formal verbs (in this case "está") and titles as a sign of respect, unless given permission to do otherwise. Distribute Audio Dictionary CD to participants if you have not yet done so. Refer participants to the Audio Dictionary Guidesheets, Resource Book Section G, for further information. Note that some immigrants may speak only indigenous Indian languages, rather than English or Spanish.

Mention the influence of gangs on migration and how that might change the information a family is willing to provide.

Invite participants to offer examples from their own work of how this might impact permanency planning. Point out the importance


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of having correct names for all parties concerned.

Trainer Note: If using optional flipcharts, write Optional Flipchart #5 information: What is in a Name? on the second flipchart.

Ask participants to turn to Section G: Audio Dictionary Guidesheets, page G3 (Ejemplo de Nombres/Names Example). Review this resource or provide an example from one of the trainers. Note that having the full name of relatives may significantly impact diligent search and the ability to locate a viable relative to care for the child. Discuss the importance of engaging the family during initial contacts, using clarifying questions during interviews and treating the family as experts, capable of overcoming their own challenges. Interviews and conversations should include questions to help participants understand their families’ beliefs and values and to learn to tune into others’ points of view. Ask participants if they use FGDM or family group conferencing. Request that they share specific examples of ways in which this practice was helpful in engaging the family and/or overcoming obstacles (such as confidentiality). Offer the use of FGDM as a way of including the family in solution focused decision-making and in support of healing trauma. Ask participants to offer examples of ways FGDM could be beneficial during various phases of casework practice (intake, ongoing in-home, placement, adoption, etc.).

Encourage participants to identify community resources in


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their area that may be able to assist them in working with immigrant families (e.g., Lutheran Family Services or Catholic Charities’ Immigration & Refugee services, immigration lawyers, local faith-based organizations that sponsor families, agencies that provide bilingual services).

Refer participants to Section H (Resources) of the Resource Book for further information on national, statewide and regional resources.

Trainer Note: If using optional flipcharts, write Optional Flipchart #6 information: Definition of Acculturation: Process of adopting social patterns or cultural traits of another group on the second flipchart.

Display PowerPoint #11: Hidalgo’s Levels of Culture. Note that there is an impact on the norms and values, depending on whether the family is first generation versus second or third generation immigrants. Generate discussion regarding the impact of acculturation on the types of issues which may result in Children & Youth involvement. Display PowerPoint #12: Cultural Continuum. Explain that cultural expression can be influenced by more than where a family is from or how long a family has been living somewhere. Consider the following terms, as defined in the PowerPoint: assimilation, acculturation, transculturation, alienation and marginalization. Ensure that participants understand that although there are trends and commonalities, it is very important to avoid stereotyping and instead to take general cultural knowledge to guide conversations and questions with the family while learning what beliefs are important to them. Display PowerPoint #13: Geography of Cultures. Review the


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influence of geography and terrain on culture and language use, which both serve to add variety to cultural expression, including political views. Additionally, point out that even within countries there may be significant indigenous populations and influence (Guatemala, Ecuador, Bolivia and Peru), while others are more heavily influenced by European culture (Chile, Argentina, and Uruguay). Display PowerPoint #14: Potential Conflict Areas. Ask participants for examples of areas of conflict they have observed in Latino families. Encourage participants to use areas of difference as an educational opportunity with the family, not only about American laws, but also about services that may be available in the community.

Trainer Note: If using optional flipcharts, write Optional Flipchart #7 information: Areas of Concern: Discipline, Norms/Customs, Communication, Perception of Law, Holistic Approach, Immigration on the second flip chart.

If not offered, review the following: Discipline

Latino way of discipline: “chancleta” (house slipper/flip-flop) or “baleta”

Help families understand the law: discipline v. abuse Just because the practice exists in the culture doesn’t

make it right -- re: parenting/discipline; prevention How to educate families on what is not acceptable in the

U.S. that might be acceptable where they are originally from

Norms/Culture/Customs (including history/traditions) Relatives CAN ensure safety – do not assume that,


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because the family is close-knit, the relatives won’t protect the child

Caseworkers tend to assume that Latino families are mismanaging their money and try to force people to follow rules that are contrary to their culture i.e. take care of immediate needs may result in other bills not being paid

Everything is all about family Latinos are a collective culture

Communication (greetings, introductions, patterns) Assessment – the thought that one can do it over the

phone is crippling instead of helping Develop trust – have a cup of coffee together. Not doing

so can be unintentionally offensive – caseworkers need to be able to have an open conversation with families seeking understanding and clarification to ensure that no one is offended

Train people to help facilitate conversations Perception of the law

Church, State, Emotions Be able to explain what CYS is, why CYS is involved, and

what the process is Understand treatment of how to handle a child that is ok in

the USA Issue of “illegal” families/understanding county policy on

how to respond If they are aware of the system/law

Holistic approach: Mind, Emotions, Soul (realm/part you can’t see/spiritual), Body

Indigenous Roots/Value Base Latino culture is comprised on “intuition and heart” Explore the impact and role of Religion in the Latino

Culture Immigration


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Differences in acculturation when someone moves to this country as opposed to being born in this country with parents born in a different country (born vs. immigrate)

Being undocumented vs. documented Understand the loss of culture and roots Latinos are diverse

Note that asking questions and listening to the family’s responses, especially as an authority figure, shows interest and is likely to help engage the family, build a supportive relationship, and open the door to offering help/services to the family. Ask what other factors might come into play when establishing the worker-client relationship.

Trainer Note: If using optional flipcharts, write Optional Flipchart #8 information: Take Time, Casual Attitude, Body Language, Be Prepared, Neutral Translator on the second flipchart.

If not offered by the group, review the following information:

Take time (during family assessment) o Keep in mind that the perception of time/timeliness may

be different: Mañana (tomorrow) may be soon enough Having conversation with a person may be more

important than keeping an appointment time

Initial meeting – How to connect: “getting in” with the family o Find out what type of initial greeting is best when

contacting families for the first time (e.g. how, who, when)

o Invest time getting to know the person/family


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o Show interest in the family, home and background o Be considerate of language and cultural differences o Make sure all the necessary people (e.g., family

decision-makers) are in the room o Have a dialogue o Ask questions if you are unsure of meaning, role or

context o Demeanor and approach should be non-threatening

(balanced use of protective authority) o Accept hospitality, if offered (e.g., coffee) о Too much formality will shut down the family о Be professional but casual

Learn the family o Collective mindset:

Decision-making may be made as a family or based on family needs rather than the child’s or individual needs

Immigrants (especially recent ones) may have conflicted loyalties to current home and native land or family there

Inclusion of the family is key to a culturally sensitive assessment

о Body language/reactions Very humble approach

о Language barriers Remain calm -- showing frustration can come

across as resentful Use simple, non-offensive words:

Referral v. Report I heard …. I’m here to help you (create a healthy family,

not to take your kids) о Have something written in Spanish


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I don’t speak Spanish …. Slowly, please

о Find a neutral translator Refrain from using a child or family member Whenever possible, speak to the parent(s) first Alternatives when no translator available:

School Hospital (person/translator phone) Church Court translator

o Have a basic respect for the family’s customs o Address concrete needs (e.g., medical coverage, food,

housing) Encourage participants to keep these issues in mind as they

consider the following case study. Distribute Handout #3 (Case Study). Ask participants to use the scenario provided or an example from their own experience to answer the questions listed. Ask them to identify which of the above questions might be incorporated in the interview in order to elicit the information. While processing out the activity, solicit input from participants regarding what other questions might be asked. Encourage participants to distinguish between when a cultural practice is

Trainer Note: Refer participants to the Audio Dictionary (Section G) & Sample Letters (Section F) of the Resource Book if they are having difficulty identifying where to start.

Trainer Note: Cue Videotape/DVD #1 (¡Celebrate!: Three Kings Day.


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harmful to the child and when it is merely a cultural difference. Promote cooperative relationships with families through honoring cultural preferences and practices, whenever possible. Remind participants that relationship-building and a conversational approach are key to positive interactions with Latino families.

Section IV: Relaciones

dentro de la Familia/ Family

Dynamics

1 hour, 30 minutes

Method of Presentation: Lecture/Small groups/Large group discussion/Video

Trainer Note: If using optional flipcharts, write Optional Flipchart #9 information: Culture, Traditions, Family Dynamics on the second flipchart. Trainer Note: Resource Book Section D has been renamed Dances of Mexico. The recipe section has been updated and is now Handout #8 to be used in class discussion and as a take home resource for participants.

Taking time to understand each family’s culture and traditions is important for successful engagement. Every family is unique in terms of traditions and culture. These traditions and culture offer insight into family dynamics.

Ask each table to take 2-3 minutes to look up and discuss in their small groups what holiday traditions occur in their assigned country as well as what other rituals it might involve, using the Navidad Latinoamericana/Latin American Christmas book (as well as Resource Book D: Dances of Mexico). Bring the

Trainer Note: Play the Navidad Latinoamericana/Latin American Christmas CD (from the inside front cover of the book) while participants are working in their small groups.

Navidad Latinoamericana/ Latin American Christmas book and CD Resource Book Section C: Spiritual Influences Resource Book Section D: Dances of Mexico Video/DVD #2:

“¡Celebrate!: Three Kings’ Day”

Optional Flipchart #9:

Culture, Traditions Optional Flipchart #10:

Family Dynamics Optional Flipchart #11

information: Holistic Approach-Self Awareness


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group back together and advise participants that they will view one common tradition example on video.

Prepare participants by asking them to write down any observations about culture that might affect their assessment of the family or the child’s safety on their Idea Catchers.

Show DVD/Videotape #2: “¡Celebrate!: Three Kings Day”— produced by Kinocraft for Coronet/MTI Film; offers a brief introduction to one of the holidays celebrated by most Latinos.

Have participants share their observations with the large group. How do their observations connect to the work we do as child welfare professionals?

Note how Latino families may prioritize their finances differently based on their value system. For example, it may be more important to be able to share in the Three Kings Day celebration or to pay for a Quinciñera (15th birthday/coming out party for a young girl) than to pay other bills, buy medication, or make a long-term investment. An accompanying ceremony includes the father changing the girl’s shoes from flats to heels, signifying her entrance into womanhood. Families may take out loans to pay for the Quinciñera celebration. Share that this comes from a key value: Latino culture focusses on family which includes immediate and extended family members, neighbors or other people with shared roots. Latino family members want to be involved/included in each other’s’ lives and share responsibility for each other.

Trainer Note: If using optional flipcharts, write Optional Flipchart #10: Family Dynamics information:


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Traditional Latinos vs. mainstream Americans, Spiritual Influences on second flip chart.

Note that the children joining in the dancing and singing until late at night is seen as a way to pass on traditions and teach the younger generation, rather than as inappropriate parenting.

o Hold a large group discussion regarding what the small groups found. Relate participant observations to how family dynamics play a large role in interactions and celebration, arising from values and beliefs of the family.

o Note that values conflicts can arise from religious convictions, cultural norms, or political perspectives

o Note that the presence of alcohol is common in the home, but the mere presence of alcohol does not necessarily mean that alcohol is abused. It is commonly offered to guests as a demonstration of hospitality.

o Point out that caseworkers may be able to identify community resources/supports from among family and friends, sources of further information, additional parents/caregivers to assess and potential placement resources, if necessary.

Refer to Resource Book Section C (Spiritual Influences) and

discuss the role religion may play in family values. Address the difference between religious experiences, often relating to Catholic beliefs and hallucinations (e.g., being comforted by having a dead family member appear to one). Discuss Dia de la Muerte (Day of the Dead) in Mexican culture as a way to honor the dead versus Haitian voodoo practices, which are associated with non-Christian beliefs. Tie in to the concept of Babalao (folk healer) as someone from whom family may seek assistance for healing of depression or issues related to


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drug and alcohol use. Discuss the interrelationships of Catholicism and native beliefs.

Trainer Note: If using optional flipcharts, write Optional Flipchart #11 information: Holistic Approach-Self Awareness on second flip chart.

Discuss the importance of understanding family dynamics and how the collective nature of family impacts decision-making and family rules. Inform participants that Latino culture is comprised of intuition and heart, based on a holistic (mind, emotions, soul, and body) view of the world. Briefly discuss that the holistic nature of Latino culture impacts their views on mental health evaluation/treatment, a common component in child welfare Family Service Plans. Note that families may be more inclined to first seek out folk remedies or religious intervention to ameliorate their mental health concerns rather than sources of medical treatment. Advise participants that these issues should be taken into consideration when meeting with families on an ongoing basis.

Section V: Incorporando Lo Que Hemos Aprendido/ Incorporating Knowledge into Casework Practice

45 minutes

Method of Presentation: Lecture/Large group discussion

Trainer Note: If using optional flipcharts, write Optional Flipchart #12 information: Parenting Styles: Authoritative, Indulgent, Permissive, Disengaged/Neglectful on the second flipchart.

Review Handout #4 (The Effects of Culture on Parenting Styles).

Handout #4: The Effects of Culture on Parenting Styles Handout #5: Where Children and Youth Intersect with Pennsylvania Latino Families Handout #6:


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Incorporate how parents’/children’s perception of the law/child welfare system (e.g., child welfare workers are “governmental officials” and should be avoided). Ask one person from each table to offer an example of how this might affect a family’s interaction with their agency. Reinforce that it is important to ask each family how this might affect them personally and to reassure the family of what the role of the child welfare professional is/is not in each situation. Use Handout #5 (Where Children and Youth Intersect with Pennsylvania Latino Families) to generate discussion surrounding what type of referrals are commonly seen in working with Latino families. Note that, although many values and expectations are virtually universal, many Latino families prefer the use of re-direction, changing the situation or ignoring negative attention-seeking, at least initially (Lubell, et al., 2008, p.7). Physical punishment is acceptable in nearly all groups, especially if the child has done something severe – in which case they might be spanked with a belt -- if other strategies did not work (Lubell, et al., 2008, pp.11-12). Also, hitting the child on the hand to keep them from immediate danger (e.g., to keep away from a hot stove) is considered a means to get the child's attention, not a form of physical punishment. Display PowerPoint #15: Cultural Components in the Casework Relationship. Review the various factors listed and tie into successes and challenges participants have shared throughout the day.

Recommendations for Working with Latino Families PowerPoint #14: Potential Conflict Areas PowerPoint #15: Cultural Components in the Casework Relationship Required Flipchart #3: Pasando por las Obstrucciones/How to Get Around Barriers Optional Flipchart #13: Cultural Components


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Trainer Note: If using optional flipcharts, write Optional Flipchart #13 information: Cultural Components: Barriers, Recommendations, Action Plan on the flip chart and keep it on display until participants complete their Handout #8 (Action Plan) in Section VI.

Ask participants to write suggestions for how to overcome barriers with Latino families on Post-It notes and put them on Required Flipchart #3 (Pasando por las Obstrucciones/How to Get Around Barriers). Review suggestions offered by participants and then conclude with Handout #6 (Recommendations for Working with Latino Families). Considerations to make in the helping relationship:

Engagement skills

Discussing how different strategies fit with the parents’ cultural beliefs

Use common values regarding child-rearing to develop a relationship

Be flexible in viewing the parents’ goals and values Ethnographic interviewing

Tools for dialogue

Communication (language, interpretation,

greetings)

Culturally competent practice: Latino Tradition Community-based services

Networking

Use of faith-based organizations and folk healers

Establish relationships with translators/contracts with translation services


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Incorporating the use of culturally-sensitive interventions throughout the life of the case can help achieve permanency for the child in their own family or community, safety through the use of extended family and friends, and well-being of the child through use of culturally-appropriate services and traditions.

Section VI: Evaluación y Final / Closing and Evaluation

30 minutes

Method of Presentation: Lecture/Individual Activity Display PowerPoint #16: The Impact of Culturally Competent Practice and use this with Poster #3 (Considere La Cultura/Consider Culture -- Practice Standard I-H) as a summary to principles covered during the training. Distribute Handout #7 (Action Plan) and ask each participant to write down two items or concepts they will take away from the training and implement in their practice. Encourage participants to hang their action plans at their desks as a reminder. Distribute training evaluations and ask participants to complete them prior to leaving. Provide Handout #9 (References) to participants. Review Required Flipchart #1: ¿Cómo me beneficiará?/ What’s In It for Me? and answer any remaining questions. Thank participants for their interest and participation.

Trainer Note: If using optional flipcharts, close with the quote from Optional Flipchart #14: Respect, curiosity, and a little time can make all the difference in the work we do!

Handout #7: Action Plan Handout #9: References PowerPoint #16: The Impact of Culturally Competent Practice Poster #3: Considere La Cultura/Consider Culture Required Flipchart #1: ¿Cómo me beneficiará?/What’s In It for Me? (1 page) Training evaluations Optional Flipchart #14: Parting Words


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