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Biases: NCWWI 1-Page Summary This document describes the biases that can create barriers to organizational change and gives pointed recommendations for confronting and changing institutionalized racism and biases in the organization. Best Practices Guide for Working with Families from Refugee Backgrounds in Child Welfare This guide is an overview of selected topics that are relevant to providing culturally responsive services to families with refugee backgrounds and understanding their unique needs.

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Child Welfare Information Gateway: Cultural Competence This webpage provides resources to help workers, agencies, and systems better understand and enhance their cultural competence, including information on working with children, youth, and families; disproportional representation of minority groups in the child welfare system; culturally competent services; training for child welfare staff; and the specific role of cultural competence in child maltreatment, out-of-home care, and adoption. Cultural Resources for Practitioners This document provides child welfare practitioners a list of resources and learning opportunities that focus on cultural issues and specific populations, raise awareness and promote critical thinking about cultural issues common to child welfare practice.

Cultural Humility This minute documentary explains what cultural humility is and why we need it, and describes a set of principles that guide the thinking, behavior and actions of individuals and institutions to positively affect interpersonal relationships as well as systems change. Cultural Humility and Management in Child Welfare This webinar discusses culture, multiculturalism, intersectionality and how cultural humility connects to cultural competence and contributes to cultural responsiveness.

It includes a video case example and discussion on how to apply the concepts to agency practice. Cultural Humility in Child Welfare Practice This webcast provides a case-based, self-reflective and interactive training curriculum, helping child welfare staff to learn from the diverse people with whom they work, reserve judgment, and bridge the cultural divide between perspectives in order to develop and maintain mutual respect and a collaborative working relationship.

Culturally Competent Practice with Latino Children and Families Instructor Manual This training curriculum is designed to child [WU1] protection staff on culturally competent practice with Latino children and families by building competency for work with this population using a Systems of Care model. Culturally Competent Practice with Latino Families Georgia This training curricula provides participants with an introduction to the basic concepts of culturally competent practice, and specific skills and knowledge for culturally competent practice with Latino families.

Culturally Responsive Child Welfare Practice - CW This issue explores cultural responsiveness and concepts related to culturally informed practice, features an expanded practice section focusing on innovative, community developed practices, presents articles from child welfare stakeholders on practice implementation and the personal impact of addressing culture in child welfare work, and offers tools and information to help professionals apply the concepts in their own work settings.

Dismantling Racial Inequity 2: Community Collaboration and Grassroots Effort This webinar is the second session of "Dismantling Racial Inequity Through Child Welfare Systems Change" webinar series and highlights the partnership between Iowa Department of Human Services and Native American community representatives and their efforts to address the overrepresentation of Native American children in the Woodbury County child welfare system.

Dismantling Racial Inequity 4: Slow and Steady Wins the RACE of Child Welfare Equity This webinar is the fourth session of "Dismantling Racial Inequity Through Child Welfare Systems Change" webinar series and focuses on DCF's work related to agency and workforce development, as well as sustainability The team shares their experiences on what it seems to take to keep the work of racial justice in the forefront, in the background, and at all levels—in ways that ultimately impact children, families, and communities.

Expanding the Family Circle This webpage provides Expanding the Family Circle training which teaches a framework for the experienced caseworker to integrate a culturally competent family-centered approach to casework practice with all families engaged in child welfare services and offers skills and strategies for working with all members of a family system, including couples, resident and non-resident fathers, extended family members and community supports. Family Reunification Among Mexican and Vietnamese Immigrant Children in the Child Welfare System: Toward an Understanding of Promising Practices to Improve Service Availability and Effectiveness This study examines family reunification among Mexican and Vietnamese immigrant and non-immigrant children and identifies promising practices to improve service availability and effectiveness.

FRIENDS National Resource Center for Community-Based Child Abuse Prevention: Cultural Responsiveness This webpage provides training tools on cultural responsiveness and offer a basic framework for stimulating discussion about: a what is meant by cultural responsiveness and why it is important, b how to evaluate individual and organizational cultural responsiveness, and c how to begin to develop cultural responsiveness and create a culturally specific approach to ensure ongoing success.

Immigration and Language Guidelines for Child Welfare Staff, 2nd edition This booklet offers an overview of immigration and language issues to best serve the child welfare issues for the New York City's immigrant community. Information Packet Cultural Sensitivity with Immigrant Families and Their Children This document provides basic information on incorporating cultural sensitivity in interventions with immigrant families and children.

Keywords: Native American, American Indian Resources for Child Welfare Professionals Working with Families from Refugee Backgrounds This guide provides information and resources to assist child welfare workers in providing culturally responsive, appropriate services to meet the unique needs of families with refugee backgrounds. It provides concrete tips that supervisors can utilize in their day-to-day work in order to provide supervision that helps workers to enhance their skills in practicing with LGBTQ children, youth, and families and to promote an LGBTQ-affirming agency environment.

Working with Clients who are Immigrants a Guide for Connecticut DCF' Social Workers This guide was designed for social workers in Connecticut but serves as an example that other states may wish to replicate. It includes sections on demographics, statuses and statistics, legislation regarding basic needs eligibility, the immigration experience, and more. Back to the Top. Addressing Disproportionality of Minorities in the Iowa Child Welfare System This Executive Summary document serves to provide a brief introduction to the issues, data, and next steps for a statewide approach to get beyond dialogue to action for addressing disproportionality of minorities in the Iowa child welfare system.

It features an inside look at how the W. Haywood Burns Institute and the Kirwan Institute for the Study of Race and Social Policy use disaggregated data on race and ethnicity to improve the lives of children and communities. The Kirwan and Burns examples illustrate why the collection, analysis and use of race and ethnicity data should be an integral part of any strategy, initiative or legislative agenda affecting children, families and communities.

Data Strategies: Measuring Racial Disparities in Child Welfare This webinar helps agency leaders, managers and data staff identify at which decision points children of different races experience inequitable outcomes, and measure the effectiveness of improvement efforts. The Bulletin makes comparisons between and disproportionality rates to illustrate changes that have occurred in the last decade regarding overrepresentation of children of color in the foster care system.

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African American and Native American disproportionality rates are illustrated in color coded maps demonstrate trends over time. The report features the new Race for Results Index, which compares how children are progressing on key milestones across racial and ethnic groups at the national and state levels, and makes four policy recommendations to help ensure that all children and their families realize their full potential.

Race to Equity: A Baseline Report on the State of Racial Disparities in Dane County This report summarizes the first year of data collection, analysis and community feedback--all aimed at promoting greater public awareness and understanding of the depth and breadth of the racial disparities that differentiate the white and black experience in Dane County, Wisconsin. Racial Disproportionality and Disparity in Child Welfare This issue brief explores the prevalence of racial disproportionality and disparity in the child welfare system and describes strategies that can assist child welfare administrators, program managers, and policymakers with addressing these issues in general and at specific decision points in the child welfare process e.

Examples of State and local initiatives that address disproportionality also are highlighted. The authors review data, research on theories of racial disproportionality in the child welfare system and efforts by organizations and jurisdictions around the country to reduce disproportionality. The report features promising practices that include further analysis of child welfare data, creation of an action committee, and development of an action plan.

Racial Equity Child Welfare Data Analysis Tool State of The Science: Implicit Bias Review This this publication highlights new academic literature through the lenses of five main domain areas: criminal justice, health and health care, employment, education, and housing. Accompanying these five content areas is a discussion of the latest research-based strategies for mitigating the influence of implicit biases, assessments, measurements, as well as a recognition of major contributions that expand beyond these domain-specific boundaries.

Courageous Conversations about Race This webinar presentation describes four steps: notice, engage, understand, and empathize of having courageous conversations about race. Dismantling Racism: A Resource Book: For Social Change Groups This resource book is a compilation of materials designed to supplement a Dismantling Racism workshop, which supports organizations to build a shared analysis of race and racism, to engage in anti-racist organizational development and to move racial justice organizing campaigns.

Facing Racism in a Diverse Nation Discussion Guide This discussion guide helps all kinds of people take part in meaningful dialogue to examine gaps among racial and ethnic groups and create institutional and policy change. It is the first installment in the 5-part Race for Results Case Study series, which explores the intersection of kids, race and opportunity in America.

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Hardy's Tasks of the Privileged and Subjugated This model offers guidelines for effectively discussing racism or other forms of social oppression in a mixed group. Racial Equity Tools Glossary This list defines commonly used terms in order to enhance the quality of dialogue and discourse on race in America and your community. Speed Meeting Activity for Communities Addressing Racism This activity is for programs addressing racism and racial equity and can be used whenever people don't know each other and need to connect at any phase of the work, and especially in the organizing phase.

The Four Agreements of Courageous Conversations This document offers guidelines that help create the conditions for safe exploration and learning for all throughcourageous conversations about race. Building Bridges: A Guide to Planning and Implementing Cross-Service Training This guide outlines a training program for service providers in the specific needs of refugee families, with an emphasis on coordination of services among public child welfare agencies, refugee-servicing agencies, and refugee community associations.

The guide reinforces the concept of establishing mechanisms of ongoing communication and collaboration among all service providers through cross-service training, with the ultimate goal of creating and sustaining a comprehensive continuum of care for the refugee population. Child Abuse Characteristics and Patterns among Cambodian, Chinese, Korean, and Vietnamese American Families This curriculum strives to meet the core competencies as outlined by the California Social Work Education Center CalSWEC , to provide child welfare and social workers with the information to serve their clients with basic practices that are ethnically sensitive and multicultural in scope.

Canadian Education is Steeped in Anti-Black Racism

Child Welfare Practice in a Multicultural Environment: A Core Class for New Child Welfare Workers This presentation facilitates self-reflection and openness to cultural differences on the part of child welfare workers and to assist the worker in applying this material to work with individuals and families in child welfare.

Curriculum for the Worker Factors in the Overrepresentation of African Americans in the Child Welfare System Research Projec t This curriculum outlines five modules to address the issue of overrepresentation of African Americans in child welfare, and provides materials including historical context, current statistics, theories, research findings, and strengths-based materials on African Americans to support and encourage cultural competency and social and cultural justice in practice. Dismantling Racial Inequity 5: Strengthening Our Efforts Through Partnerships with Academia This webinar is the fifth session of "Dismantling Racial Inequity Through Child Welfare Systems Change" webinar series and focuses on New York State's work with local counties, in collaboration with the University at Albany, on race equity and cultural responsiveness and proposes that a partnership with local colleges and universities be considered as part of a promising strategy to address, reduce, and ultimately eliminate race-based disparities in child welfare and other systems.

Diversity QuickBit Module 1: Cultural Identity and Situational Factors Knowing ourselves helps us to recognize our personal biases and stereotypes and to see the world from the perspective of others.

Prejudice and Discrimination: Crash Course Psychology #39

This short 7 minute module, also explores two situational factors that affect our ever-changing sense of cultural identities: saliency and intersectionality. Diversity QuickBit Module 2: Cultural Openness An important dimension of cultural humility is to maintain an openness to the cultural differences. This short 3 minute module provides an overview of the ways we can learn from the people with whom we interact, reserving judgment, and bridging the cultural divide between our perspectives. Engaging Tribes: FRIENDS Online Learning Center Course This course, narrated by American Indians, consist of four modules designed to provide users information and resources on the historical experiences of the tribes, its impact on the children and families, and the importance of engaging tribes in practice.

Implementing Anti-Racist Pedagogy in Health Professional Education: A Realist Review

The last module addresses specific strategies for effectively engaging tribes and overcoming barriers that might be encountered. Introduction to Cultural Responsiveness: A Training Tool This document is a guide for facilitators using the CBCAP PowerPoint presentation Introduction to Cultural Responsiveness: A Training Tool as a guide for instruction and discussion about: a what cultural competence is and why it is important, b how to evaluate individual and organizational cultural competence, and c how to begin to develop cultural competence and create means to ensure ongoing success.

It helps child welfare professionals explore race and ethnicity, preparing them to support the healthy development of racial and ethnic identity of youth in care. Knowing Who You Are: Helping Youth in Care Develop Their Racial and Ethnic Identity This video provides the catalyst for inspiring courageous conversations and ultimately helping youth in care develop a healthy perspective and vision about their racial and ethnic identity.

LAS Take the Lead: Diversity Leadership Strategies This module presents the framework of cultural humility to promote recognition and valuing of cultural differences and includes concrete strategies for supervisors to use at the interpersonal and agency level. Racial Equity Training: NCWWI 1-page Summary This document summarizes a study that examines participant knowledge and attitudes about race, engagement in racial equity work, and organizational progress on racial equity following participation in Undoing RacismTM Workshops.

The Challenge of Sustaining Cultural and Linguistic Competence This brief provides advocates and experts interested in garnering support for policies that would prevent or remediate disparities with a communications roadmap of how best to get there. A Roadmap for Collaborative and Effective Evaluation in Tribal Communities The guide identifies values and priorities that can foster trust and build the knowledge and skills of Tribes, their evaluation partners, and other stakeholders to conduct more useful and meaningful child welfare evaluations.

Addressing Disproportionality in the Child Welfare System: What State Policymakers Should Know This webcast, hosted by the National Governors Association Center for Best Practices, discusses the disproportional representation of minorities in the child welfare system and offers State examples for responding to this complex issue. Javier Mignone. But implementation of curricular content about racism has been slow to emerge in these programs and a focus on culture rather than racial oppression persists. Few guidelines currently exist to assist in the application of anti-racist pedagogy in health education, and the published research in this area is relatively limited.

The purpose of this systematic review was to explore the peer-reviewed literature using a critical realist framework to identify the factors and processes that influence the implementation of anti-racist teaching in a health context. The findings highlight the role of human actors, contextual factors, and pedagogical processes in either facilitating or impeding the advancement of anti-racist pedagogy in health education.

Rooted in colonial history, anti-Indigenous racism permeates social institutions, including health care [1,2]. Stereotyping and other forms of discrimination can create environments in which Indigenous patients do not feel safe, contributing to systemic barriers that result in delayed diagnosis, treatment, and missed opportunities for preventive care [1].

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It is imperative to attend to the underlying causes of mistrust, particularly among populations who are known to experience poorer health status than mainstream Canadian population [3,4] Incidents such as the death of an Indigenous man, untreated during the 34 hours he spent in the waiting room of a Canadian emergency department, underscore the dire need to examine how racial stereotyping operates in health care [5], prompting academics and physicians to make public calls for action around this issue [6,7].

Canadian professional organizations in the fields of nursing and medicine have codified the need to address anti-Indigenous racism. The Canadian Nurses Association [8] passed a resolution to improve health equity for Indigenous peoples through identifying strategies to reduce racism and structural discrimination. A policy statement from the Royal College of Physician and Surgeons of Canada [9] one year earlier stressed the importance of critical reflection and analysis by doctors to recognize the impacts of racism and oppression on Indigenous patients.

The inclusion of the topics of racism and colonial oppression within health professional training is gaining momentum. Frameworks for teaching Indigenous health in undergraduate medicine [10], post-graduate medicine [11], and baccalaureate nursing [12] have been developed through the collaborative efforts of Indigenous and non-Indigenous health professional organizations and academic associations.

Central to these frameworks is the fostering of critical reflection skills that enable learners to identify and interrupt the processes that perpetuate colonial oppression in healthcare. The Truth and Reconciliation Commission of Canada [13], through its mandate to seek redress for the legacy of residential schools, included among its calls to action that Canadian medical and nursing schools institute a mandatory Indigenous health issues course that includes skills training in anti-racism.

Implementation of curricular content about racism has been slow to emerge within Canadian schools of nursing and medicine, and teaching about Indigenous health has tended to focus on cultural awareness or competence and health disparities rather than concepts of colonial oppression, discrimination, power, and privilege []. Ly and Crowshoe [18] suggest that the lack of substantive training about racial stereotyping and the related social, political, and historical context not only place health professionals at a disadvantage in practice but also put Indigenous patients at risk.

Anti-racist pedagogy is an approach to teaching which seeks to identify, challenge and transform those aspects of a system that maintain, power, privilege and racism [19,20]. Race and social difference are explicitly named as issues of power and equity rather than cultural or ethnic matters [21]. Literature focusing on anti-racist pedagogical approaches in health education is limited [22], and has yet to emerge as a significant area of inquiry for Indigenous health education in Canadian professional health schools.

The examination of the literature from non-health disciplines reveals the challenging nature of undertaking this approach in post-secondary education; resistance from students and administration, negative evaluations, and instructor discomfort and uncertainty are frequently described []. With few systematic examinations of how the implementation of anti-racist education functions in health disciplines, there is little currently to guide professional health programs in Canada to address racism in the context of Indigenous peoples. The purpose of this systematic review was to explore the experiences of health professional education programs to understand the process of implementing anti-racism initiatives.

In particular, the review sought to identify the factors and mechanisms that may contribute to the feasibility and sustainability of employing an anti-racist pedagogical approach in health professional education. Health professional education was operationalized as programs that train individuals to develop the knowledge, skills, attitudes, and behaviors required to earn or maintain the designation of health professional. The approach taken in this systematic review draws upon critical realism, which considers the social world as comprising multiple, interconnecting systems with complementary and countervailing mechanisms that interact in complex ways to influence outcomes [28].

Realism provides a particularly useful ontological framework for examining interventions in health education as outcomes are often highly context dependent and thus pose a challenge when reviewing the literature to gain insight into the best practices for implementation of particular teaching strategies [29]. Within the realm of anti-racist teaching interventions, critical realism offers a means to unpack the complexity of factors at play, including those related to power and oppression.

Consistent with realist review guidelines developed by Pawson, Wong and others, this review considers how outcomes emerge through their association to context and social processes or mechanisms [30,31]. Systematic review undertaken with a critical realist approach therefore requires the researcher to examine outcome patterns, social processes and structures, the social and temporal contexts, and the experiences and responses of the actors involved [28,32].

The intent of this review was not to evaluate whether teaching about racism is effective in professional health education, but rather to understand how anti-racism teaching works when training health professionals, in what ways it is influenced by the social context, and the role of various actors e.