1. The Summit TRIBAL STAR’s mission is to ENSURE that Tribal foster youth are connected to CULTURE, community and resources throughout their transition to adulthood thereby increasing POSITIVE outcomes for Tribal Foster YOUTH. Tribal STAR is a program of the Academy for Professional Excellence at San Diego State University School of Social Work

2. Stepping onto the Path * Understanding The Past * Valuing The Present * Creating The Vision

3. Welcome & Introductions Why are you here today? ~ Introduction of Clans ~ Introduction to materials

4. MODULE 1 History and Purpose of the Tribal STAR Project

5. Funded by the California Department of Social Services, Tribal STAR is a result of a partnership between the SDSU School of Social Work, Academy for Professional Excellence and: Southern Indian Health Council SD HHSA Indian Specialty Unit Indian Health Council Iipay Nation of Santa Ysabel SD HHSA Independent Living Unit YMCA YFS South Bay Community Services San Diego Community Services Intertribal Court of Southern California, Southern CA Tribal Chairmen’s Association Pala Band of Mission Indians Social Services Dept. Valley Oaks Foster Family Agency County of San Diego Office of Education Foster Youth Services San Bernardino County Child and Family Services Orange County Social Service Agency Casey Family Programs San Diego Field Office Soboba Band of Luiseno Indians

6. Training & Technical Assistance The Summit (training for management/supervisory staff) The Gathering (training for frontline workers) The Collaborative (1/2 day training for those who work with Tribal foster youth) Technical Assistance includes: Independent Living / Trainer Forums Tribal STAR website Drumbeats bi-monthly newsletter Community based collaborative support

7. What do we know about the needs of Tribal Youth? Dropout rates range from 45-85% High teen pregnancy rates (45% before the age of 20) Unemployment rates of up to 80% on the reservations 35% of Tribal youth experience out of home placement (more than any other racial group)

8. The Landscape of California CA has the largest Native American population in the nation (333,511 / 2000 Census, US Census Bureau / www.nahc.ca.gov) CA is the State with the largest number of foster youth

9. Chafee Guidelines “States must make benefits and services available to Indian children in the state on the same basis as other children.” “State must certify in its plan that: state will consult and coordinate with each Indian tribe in the state.” * all CA Tribal Chairs received a copy of the Proposed State Plan for Fiscal Years 2001-2004

10. How are Tribal Foster Youth Affected By The… CFSR (Child & Family Services Review) PQCR (Peer Quality Case Review) SIP (System Improvement Plan)

11. What outcomes does your county intend to improve in the area of Tribal Youth & their families? What goals do you have to improve services for Tribal youth?

12. MODULE 2 Connection and Loss

13. What About Connections? How could grief and loss affect the way youth and families interact with you and your staff?

14. Bringing Them Back – A Tribal Perspective Host a traditional ceremony Open communication Cultural awareness Non-judgmental Host a gathering Address their fears Help them find balance Patience

15. MODULE 4 Historical Context of American Indians

16. What Events Have Shaped Our Current Cross-Cultural Relations With Native Communities?

17. The “Indian Problem vs. Euro-American Problem” For four centuries, non-Indians in North America have had an “Indian problem”. In its most basic form, this problem has had three aspects:

18. 1.Economic: how best to secure access to Indian resources, land in particular 2.Cultural Transformation: how best to accomplish the cultural transformation of Indians into non-Indians 3.Political: how to maintain effective controls so that the problems 1 and 2 could be more satisfactorily resolved

19. Euro-American problem In essence, Tribal survival: the maintenance of particular sets of social relations, more or less distinct cultural orders, and some measure of political autonomy in the face of invasion, conquest and loss of power. The working out of these two conflicting agendas has given context and shape to Indian-White relations.

20. 500 Nations

21. An Apology Remarks of Kevin Gover, Assistant Secretary-Indian Affairs Department of the Interior at the Ceremony Acknowledging the 175th Anniversary of the Establishment of the Bureau of Indian Affairs September 8, 2000

22. Another Apology In 2001, the Child Welfare League of America acknowledged wrongful involvement in the 1950’s/1960’s effort to facilitate the adoption of Indian children into White homes for the purpose of “saving” these children from their own culture and language.

23. MODULE 3 Walking in Their Moccasins

24. Resilience A New Word; An Old Meaning Spirituality Family Strength Elders Ceremonial Rituals Oral Traditions Tribal Identity Support Networks

25. Traditional Indian Values vs. All American Values Clan/communal emphasisIndividual Emphasis SharingWinning Present-time orientationFuture Orientation SpiritualisticMaterialistic Time non-awarenessTime awareness Harmony with natureConquest of nature PassiveAggressive Giving/spendingAcquiring/saving Appreciates/honors silenceAvoids silence Respect of other religionsConverting/proselytizing (Source: The Indian Child Welfare Act, Handbook by Rose-Margaret Orrantia; Cultural Awareness; the Indian Perspective, Marilyn Robinson).

26. Presentation Listening to Those Who Have Been Affected by Foster Care What do youth & families feel when they are in the system? What do youth experience? What would help us provide more effective services in the future?

27. Considerations What stands out from the presentation? What solutions could be suggested to address the challenges?

28. What are some of the contributions of Native Americans to contemporary society?

29. Presentation Contributions of Native Americans

30. Working Lunch Community Announcements

31. The Indian Child Welfare Act

32. Purpose The purpose of ICWA is to protect the best interests of the Indian children and to promote the stability and security of Indian tribes and families by establishing minimum federal standards for the removal of Indian children from their parents or Indian custodians.

33. Intent of ICWA Prevent the unwarranted breakup of American Indian families Recognize tribal jurisdiction to make custody decisions Establish minimum federal standards that are to be followed when children are removed

34. Placement Preferences For Out of Home Placement 1. Extended family 2. Foster care licensed by Tribe FOSTER CARE 3. Indian foster home licensed by State 4. Institution approved by Tribe

35. Placement Preferences For Pre-Adoptive and Adoptive (Permanent) Placements 1. Extended family 2. Tribal member Permanent Placement 3. Other Indian family

36. What is your role in ensuring ICWA compliance? Case Worker Follow ICWA and local protocols for notification and placement IL Staff, Probation Officer, Case Manager, Counselor, Education staff etc. If there is any reason to believe youth is a member of a tribe, report to the CW case worker and collaborate with local ICWA staff

37. Resources www.gpo.gov www.nicwa.org www.childsworlds.ca.gov www.americanindiansource.com http://theacademy.sdsu.edu/TribalSTAR/ www.kumeyaay.com

38. Elevating Practice Standards How Does Knowledge of Tribal History Change The Way You Provide Services? How Does This Affect How You Will Conduct Yourself Among Native People and Native Youth?

39. MODULE 5 Current Strengths and Barriers to Connections Between Agencies and Tribes

40. Preparing a young person to take his/her place in the community as a young adult is the community’s responsibility.

41. Group Exploration What are examples of successful local collaborations? Why are they successful? What is the difference between collaboration, coordination and cooperation?

42. CollaborationCoordinationCooperation Commitment to common mission Understanding of compatible mission Individual interpretations of mission Mutual goals and plans Some planning and division of roles Informal structure Well-defined communication channels operating on many different levels Communication channels established Information shared as needed Resources contributed and pooled or jointly secured Resources availableLimited or no resources (Jones, et al., 1999).

43. Positive Outcomes from a Tribal Perspective Youth are contributing members of the community Youth have a sense of belonging to the community Youth are actively connected to Tribal and non-Tribal resources to achieve inter-dependency Youth recognize the importance of community involvement Youth are continuously exposed to culture, customs, and traditions Achieve cultural permanency through modification of parental rights (flexibility) Non-Tribal guardians of Tribal youth have access to Tribal cultural & community resources and allow youth to experience and explore their cultural identity

44. Discussion Questions How could collaboration support successful outcomes for your agencies, your county and Tribal youth? What outcomes can be achieved? Who are potential collaborative partners for each?

45. MODULE 6 Applying Strengths and Addressing Barriers to Improve Outcomes

46. What strengths exist in your organization that support successful collaboration? What strengths exist in your organization that support successful outcomes for Tribal Youth? What strategy can you initiate within your organization that will support successful outcomes? Who can you support to achieve successful outcomes in another organization?

47. The Importance of Introductions

48. Cross-Cultural Collaboration A recognition and appreciation of each participant’s world view, role and function and the values and mission of the organization they represent.

49. Culturally Responsive Communities, Tribes and Native Organizations Increase Cross- Cultural Understanding Through the Following: Establish a welcoming environment Assist local organization/tribes/communities that enhance cross-cultural understanding Sponsor regular meetings with the community/leaders Assist organizational personnel with the involvement of Elders Provide an annual open house /workshop Develop mechanisms to coordinate services of all local programs Provide encouragement and support for community members who show an interest & involve them as resources

50. Who to Contact First? ICWA representative or Tribal contact A personal visit, or phone call is better than a letter or an email. -Is anyone in the community working with Tribal foster youth? -Who do people go to for advice when working with Tribal foster youth? -Who should I contact at Tribal council / what is the best way to approach them?

51. Tips for Following Protocol Demonstrate respect for Elders & leaders Schedule meetings and events around meals Publicly acknowledge Tribal participation in meetings & make introductions Model a spirit of cross-cultural collaboration by including and recognizing all efforts

52. Values and Protocol That Enhance Collaboration Personal connection will go farther than a written letter Accepting food and drink and scheduling meetings during mealtimes cultivates trust Be natural – but not intrusive, remember that communication within communities is also non-verbal

53. Tribal STAR Best Practice Model Circle of Care ICWA Worker Probation Officer Community Based Organization Foster/Kinship Parent, Group Home Staff Independent Living Skills Case Manager Social Worker Biological Family CASA Education System -Teacher -Guidance Counselor -School Social Worker Community College Independent Living Skills Director Cultural Connections Religious, ethnic and community leaders/members Juvenile Judge / Attorney Tribal Foster Youth

54. Recommendations for Workers Build on young peoples’ connection to all living entities Encourage & openly discuss spiritual development Recognize the vital role played by elders & extended family / encourage participation Make use of the outdoors Encourage generosity of spirit Cooperative learning activities Respect their individualism Allow for a longer response time Be more flexible with timelines Respect that learning can occur through listening and in silence

55. Discussion Questions What steps can your agency take to strengthen cross-cultural collaboration? What steps can individuals take to increase cross-cultural collaboration? How can managers and supervisors support their staff in achieving outcomes that require cross- cultural collaboration?

56. Discussion Questions Identify 3 potential outcomes Identify strategies Potential partners

57. Developing Action Plans Participants complete personal action plan. Participants share with the larger group their Action Plans and their intentions in following-up after the Summit.

58. Groups share responses & engage in group discovery. What outcomes can be achieved through these next steps? What changes in CW or in our communities as a result of these activities? Individually Organizationally Community County Statewide

59. MODULE 7 Stepping Into The Circle

60. The Talking Circle Process Every individual participates and some can choose not to speak When someone else is speaking it is our turn to listen This is our time to speak our thoughts, our truth The process is not complete until everyone has participated

61. Thank you … for working to ensure that outcomes for Native American foster youth improve! Tribal STAR Academy for Professional Excellence SDSU School of Social Work http://theacademy.sdsu.edu/TribalSTAR 619-594-3546 Copyright © October 2010. All Rights Reserved.