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Better Outcomes for All Children
Addressing Disproportionality and Disparity When Working with CASA/GAL Youth This slide can be copied and used at different points during the training, such as during lunch.
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Objectives Explain the meaning of disproportionality and disparate outcomes and provide examples of each Utilize National CASA resources to address issues related to disproportionality and disparate outcomes Identify how advocacy can positively impact disparate outcomes experienced by children
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Agenda Define and develop awareness of:
Disproportionality Disparity Introduce National CASA tools to address disproportionality and disparate outcomes Apply knowledge and tools to a case study
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Why Are These Issues Important?
Ensure equitable outcomes for all children Proactively address disproportionality and disparate outcomes Continue to promote: Multicultural competency in our advocacy Increased knowledge about issues facing children in care
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Standards for Local Programs
Standard 4. - Disproportionality The CASA/GAL program demonstrates an understanding of and is committed to addressing disproportionality issues and how they impact the children served and the abused and neglected children of their community.
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Standards for Local Programs
Standard 7.C.9. - Volunteer In-service Training In-service training opportunities must include, but are not limited to, cultural competency, disproportionality, disparity in outcome training, and recognizing abuse. Note: Standard 6.G.4. mirrors this language for staff.
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Let’s Define: Disproportionality
Activity #1 Let’s Define: Disproportionality
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Source: National Council of Juvenile and Family Court Judges, 2013
Defining: Disproportionality Disproportionality is defined as the level at which groups of children are present in the child welfare system at higher or lower percentages or rates than in the general population. - Dr. Robert Hill (2006) Cite source Source: National Council of Juvenile and Family Court Judges, 2013
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US Child Census Report, 2011 Sources: US Census Report, 2011; childstats.gov , 2011
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US Foster Child Census Report, 2011
Source: AFCARS, 2011
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US Child Census Report vs. US Foster Child Census Report
US Child Census Data, 2011 AFCARS, 2011
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[Create and insert comparison graphs here.]
Local Child Census Report vs. Local Foster Child Census Report [Create and insert comparison graphs here.]
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Calculating Disproportionality
Percentage of children in foster care for a given race divided by Percentage of the same racial group in the child population Example: 40% of children in foster care are African American 20% of children in child population are African American Disproportionality index of 2.0
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Disproportionality Why does it exist?
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As CASA/GAL advocates and staff, what can we do to address issues of disproportionality when advocating for children of color or other children who are overrepresented in the system? Cite
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Activity #2 Let’s Define: Disparate Outcomes
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Defining: Disparity Disparity occurs when:
Disparity occurs when: Services are poorly provided or inadequate in addressing a family’s underlying needs Differences in service delivery are not justifiable based on the family’s identified need Disparity occurs when: services poorly provided or inadequate in addressing a family’s underlying needs; to one segment of the community, relative to other segments, are presumptively allocated, differences in service delivery are not justifiable based on the family’s identified need, available agency resources or other objective criteria .....PPCGW website Source: Positioning Public Child Welfare Guidance, 2013
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Disparity Where Can It Exist?
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As CASA/GAL advocates and staff, what can we do to address disparity when advocating for children of color or other children who are overrepresented in the system?
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National CASA Tools Addressing Disproportionality and Disparity
Decision Inventory Questionnaires Institutional Bias Checklist for Volunteers
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Decision Inventory Questionnaires from A Question of Balance
National CASA Tools Decision Inventory Questionnaires from A Question of Balance
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Institutional Bias Checklist for Volunteers
National CASA Tools Institutional Bias Checklist for Volunteers
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Activity 3: Utilizing Resources
Reviewing The Bleux Case: Child: Deshawn Bleux Race/Ethnicity: African-American Gender: Male Age: 2 months
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Activity 3: Utilizing Resources
Choose one person to record your ideas. Read the Bleux case notes. 3. What issues relating to disproportionality and disparity could affect the case? 4. Which decision inventory questions should be considered? 5. Review the case notes again, utilizing the “Institutional Bias Checklist.”
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Activity 3: Debriefing When you reviewed the case utilizing the Institutional Bias Checklist for Volunteers did you view anything differently? Ask different questions? What advocate actions could be developed to address the possibility of issues of disproportionality and disparity in this case?
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Questions?
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Objectives: Were They Met?
Explain the meaning of disproportionality and disparate outcomes and provide examples of each. Utilize National CASA resources to address issues related to disproportionality and disparate outcomes. Identify how advocacy can positively impact disparate outcomes experienced by children.
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Next Steps Please complete the following sentence: After leaving this session, I plan to use the information and tools provided to…
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For More Information State CASA/GAL: National CASA:
[Add facilitator or local program contact info] State CASA/GAL: [Add state program contact info] National CASA: Anthony Petrarca – Terene Bennett –
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Better Outcomes for All Children
Addressing Disproportionality and Disparity When Working with CASA/GAL Youth This slide can be copied and used at different points during the training, such as during lunch.
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