CAROLE WILCOX CHILD SAFETY AND PREVENTION MANAGER MNDHS CHILD SAFETY AND PERMANENCY DIVISION Minnesota: One State’s Journey March 6, 2014

Overview Minnesota Context Influence of Child Welfare Reform Development process Integration of Components Successes and Challenges

Minnesota Public Child Welfare System State-supervised, locally-administered structure; 87 counties Eleven federally recognized Tribes – 2 American Indian Child Welfare Initiative Tribes State with highest share of local property taxes for child welfare Differential Response continuum responding flexibly and proportionately to the severity of safety concern Statewide Structured Decision Making and MN CW Training system Disproportionately involves children of color and American Indian children

Minnesota Child Poverty Based on 3-year averages from the American Community Survey (ACS) Federal poverty level developed in 1960’s set out $17,170 for a family of 3. Currently approximately $19,000 yet ignores cost of child care, housing, and changing family structure

American Indian Children African American Children Almost 6 times more likely to be reported as abused or neglected 14 times more likely to experience out-of-home care 5 times more likely to be state wards who were adopted from guardianship Over 3 times more likely to be reported as abused or neglected 4 times more likely to experience out-of-home care 3 times more likely to be state wards who were adopted from guardianship Minnesota Comparisons of Disproportionality Comparisons to White Children

Previous Current Expert based system that sought to diagnose, repair and monitor families using sanctions when necessary to achieve compliance to a model Safety focused system maximizing partnership with families - respects and employs the strengths and resources available in families and their communities Significant Practice Shift

What We Believe About Families Families are more than the problem being presented Families are the experts and community connections matter All behavior is purposeful so listen to understand Many families have challenges that are atypical, temporary, or transitional Having problems is normal and the family can find another way with help The past cannot be changed but building on strengths and protective factors will leverage a better future Responding to trauma early through relationship- building and supports is key

Lessons Learned - Child Welfare Reform Research – Decrease in re-reports of child maltreatment – Improved family satisfaction – Increase in protective factors – Increased utilization of services – Positive worker attitudes – Decrease in the rate of foster care placement

Children in Out-of-home Care per 1,000 in Child Population by Race, 2003–2012 In 2012, 11,453 children spent some time in out- of-home care. The total number of children who experienced out-of-home care has decreased 25 percent since 2003.

Influences on Development of Practice Model By 2009, Differential Response was fully implemented and early intervention pilot was complete  Learned that resources + strength based solution focused interventions = improved outcomes  legislation passed 2005  Integrated in MN CW training system  Developed funding mechanism and formula  Identified data to track on public dashboard Minnesota institutionalized these changes into a formal practice model Shared publically as the touchstone for practice and policy decisions

Outside Facilitation Key Pursued guidance from the National Resource Center on Organizational Improvement concerning restructuring MN child welfare training and quality assurance systems Positioning Public Child Welfare Initiative (PPCWI) guidance from American Public Human Services Association External facilitation Brought knowledge of other practice models Knowledge of effective group process Freed all parties to be full participants Minimized misperception of one entity controlling process or outcome Resulted in ease in reaching agreement on principles and values

Partners Involved Primary partners in implementing the practice model  MN DHS (child services director, program managers and supervisors and training & quality assurance consultants)  County administrators  Tribal social service directors  Representatives from several Universities and Colleges  Parent leaders as past service consumers  Ombudspersons for African American, Hispanic and Native American families. Multiple participants vs. manageable group size Day time meeting logistics made it difficult for youth to participate

Preparation Facilitator provided information on practice model significant elements, values & principles, necessary skills and desired outcomes State staff  examined other state practice models to give context and background for the group  developed a draft to start discussion  covered practice values, principles and skills representing the practice orientation that had been developed over the past 10 years  Paid special attention to values & principles, skills, administrative practices, and service array variation

MN Practice Model Policy statement sets the tone for strength-based focus Sets out how families are best served in Minnesota  Engaging their protective capacities  Recognizing and employing strengths  Maintaining important connections – cultural and community  Addressing immediate safety and ongoing risks to the child

MN Practice Model Viewed as a roadmap created from lessons learned Outlines desired outcomes for families Sets out values, principles and skills that direct practice in the public child welfare system

Identified Skills Engaging Assessing Partnering Planning Implementing Evaluating Advocacy Communication Cultural Competence

Foundational Skill of Engaging Trust – to have the firm belief in the reliability of someone Empathy - to understand and share the feelings of another Listening – to give one's full attention Curiosity – to remain open to other possibilities

Foundational Skill of Engaging Be honest and genuine when interacting  Help the family to understand the social worker role  Provide full disclosure and use self-disclosure as fitting  Be transparent regarding the process and protocol  Listen and remain curious Be solution focused  Build on exceptions and help to re-create the circumstances that supported competence  Worries vs. Problems  Communicate hope and expectancy Be active in recognizing strengths  appreciate what they are coping with and acknowledge what they have already done  note the positives at the earliest point of the continuum

Protective Factors Across Continuum Concrete Supports in Times of Need Social Connections Parental Resilience Knowledge of Parenting and Child Development Children’s Social and Emotional Competence Nurturing and Attachment ACYF 2013 Resource Guide, U.S. Department of Health and Human Services

Practice Model Cross Walk with Disparity Reduction Strategies Legislation, Policy Change, Finance Reform Human Service Workforce Development Practice Change Public Will and Communication Youth, Parent, and Community Partnerships Research, Evaluation, and Data-informed Decision-making Policy Action to Reduce Racial Disproportionality and Disparities in Child Welfare: A Scan of Eleven States; Alliance for Racial Equity in Child Welfare; 2008

Systemic Benefits of Practice Model Provided a clear understanding of the Child Welfare System’s mission and the practices that support it Eased further integration of components in training and quality assurance efforts to prepare child welfare staff and their agencies to carry out that mission Formalized lessons learned to  encourage transparency about changes made  clearly articulate these changes for internal and external stakeholders and the public Set clear standards to assess related outcomes and integrate with continuous quality improvement

Successful Integration Challenges Looking Back Included in Parent Leadership for Child Safety and Permanency Team orientation and training Constituent communication in various forms Foundational to social worker and resource family training Developed public website and communications materials  Printable brochure; website; wall posters Included in coursework with university partners Omitted the key skill of screening to identify developmental and health needs for children Sustaining knowledge requires continual reminders, attentiveness and refresher training Missed out on the voice of youth Trauma-informed lens was overlooked  trauma experienced by all family members should be addressed  social and emotional needs for children Building Upon MN Successes and Challenges

J Carole Wilcox Interim Manager Child Safety and Prevention MN Child Welfare Practice Model