University of Minnesota School of Social Work … · University of Minnesota School of Social Work . Syllabus . SW 5905-Permanency in Child Welfare . ... values and ethics Culturally

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University of Minnesota School of Social Work Syllabus

SW 5905-Permanency in Child Welfare

Part I: Course information SW 5905-Permanency in Child Welfare 2 credits Faculty contact:

Name: Email: Phone: Office Location:

Course descriptions:

a. Short Version: This course provides knowledge and skill acquisition for advanced social work students in work toward achieving permanency for children receiving services within public, tribal & private child welfare systems. Topics for study include specific permanency interventions and child & family responses to different permanency options.

b. Long Version This course provides depth and breadth in knowledge and skill acquisition for advanced social work students in their work toward achieving permanency for children receiving services within public, tribal and private child welfare systems. Students will develop knowledge and skills in concurrent planning, preparation for court and custody proceedings, and the process of obtaining orders for protection. Advanced content on implementation of and compliance with the Indian Child Welfare Act, customary adoption, kinship care and independent living provides students with deeper understanding of the range of permanency options. Course content also includes critical aspects of adoption (domestic, international) including issues of attachment, grief, loss, identity formation, and disruptions/dissolution.

Clinical Content for MN Social Work Licensure:

This course contains some clinical content, as required by the Minnesota Board of Social Work for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The number of hours in each required category is listed below:

Area Differential Diagnosis

Assessment based treatment planning

Clinical Intervention Methods

Evaluation methodologies

SW values and ethics

Culturally specific clinical assessment

Other areas

Hours 6 2 6 0 6 5 5

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Part II: Course objectives After successfully completing the course, students will be able to:

1. Identify the major time frames and themes in U.S. history of foster care and adoption 2. Identify the three major perspectives of the adoption triad and describe the main

practice and clinical needs of each group 3. Identify and who is left out of the adoption triad, as well as the issues and remedies 4. Analyze the ways in which intersections of race, culture, nation, gender, sexual

orientation and normative family values affect permanency/adoption/foster care 5. Describe the similarities and differences among kinship, foster care, Independent Living,

customary adoption, domestic adoption and international adoption 6. Demonstrate best-practice permanency planning skills 7. Identify ethical issues and conflicts in permanency practice, policies, services 8. Demonstrate knowledge of the Juvenile Court processes and the social worker’s role

within that structure

Competency: 2.1.1 – Identify as a professional social worker and conduct oneself accordingly Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers:

Practice Behavior Covered in class

through (i.e., activity, reading, content)

Assessed

• Foundation: Advocate for client access to the services of social work

Wk.1: Balancing multiple needs, goals, interests and clients; Examining personal and professional perspectives Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes

In-class activities Online discussion Assignment - Transition Plan

• Foundation: Practice personal reflection and self-correction to assure continual professional development

Wk.1: Examining personal and professional perspectives Wk.6: Multicultural approaches to permanency

In-class activities

• Foundation: Attend to professional roles and

Wk.1: Examining personal and

In-class activities

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boundaries professional perspectives

• Foundation: Demonstrate professional demeanor in behavior, appearance, and communication

Wk.1: Balancing multiple needs, goals, interests and clients; Examining personal and professional perspectives Wk. 13,14: Legal processes

In-class activities

• Foundation: Use supervision and consultation.

Wk.1: Examining personal and professional perspectives

In-class activities

• Advanced: Apply knowledge of social services, policies and programs relevant to their area of practice

Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption


Competency: 2.1.2 – Apply social work ethical principles to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers:

Practice Behavior Covered in class through

(i.e., activity, reading, content)

Assessed

• Foundation: Recognize and manage personal values in a way that allows professional values to guide practice

Wk.1: Examining personal and professional perspectives Wk.3: Use of technology Wk.6: Multicultural approaches to permanency

In-class activities Online discussion Final paper

• Foundation: Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles

Wk.1: Examining personal and professional perspectives Wk.2: concurrent planning Wk.3: Siblings; use of technology Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency


• Foundation: Tolerate ambiguity in resolving ethical

Wk.1: Balancing multiple needs, goals, interests and

In-class activities Online discussion

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conflicts clients; Examining personal and professional perspectives Wk.2: concurrent planning Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency

Final paper

• Foundation: Apply strategies of ethical reasoning to arrive at principled decision.

Wk.2: concurrent planning Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC


• Advanced: Identify and analyze value-based and ethical dilemmas that arise in their area of practice, using professional codes of ethical standards and through appropriate professional consultation.

Wk.1: Balancing multiple needs, goals, interests and clients; Examining personal and professional perspectives Wk.3: Siblings; Use of technology Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes

In-class activities Online discussion Assignment - Transition Plan Final paper

Competency: 2.1.3 – Apply critical thinking to inform and communicate professional judgments

Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers:

Practice Behaviors Covered in class through


Assessed

• Foundation: Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom

Wk.2: concurrent planning Wk.3: Siblings Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services


• Foundation: Analyze models of assessment, prevention,

Wk.4: Disruptions, attachment


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intervention, and evaluation Wk.8,9: Foster care & Independent living

Assignment - Transition Plan

• Foundation: Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

Wk.2: concurrent planning Wk.3: Siblings Wk.6: Multicultural approaches to permanency Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services


• Advanced: Identify and synthesize multiple sources of knowledge to understand policy and practice issues related to their area of practice.

Wk.1: Balancing multiple needs, goals, interests and clients; Wk.6: Multicultural approaches to permanency

In-class activities

• Advanced: Identify and evaluate models of assessment, prevention, intervention and evaluation that are appropriate to their area of practice.

Wk.6: Multicultural approaches to permanency Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services


EP 2.1.4 Engage diversity and difference in practice Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers:



Assessed

• Foundation: Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power

Wk.1: Examining personal and professional perspectives Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes

In-class activities Assignment – customary adoption

• Foundation: Gain sufficient self-awareness to eliminate the

Wk.1: Balancing multiple needs, goals, interests and clients; Examining personal


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influence of personal biases and values in working with diverse groups

and professional perspectives Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services

Assignment – customary adoption

• Foundation: Recognize and communicate their understanding of the importance of difference in shaping life experiences.

Wk.1: Balancing multiple needs, goals, interests and clients Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services

In-class activities Online discussion Assignment - Transition Plan Assignment – customary adoption

• Foundation: View themselves as learners and engage those with whom they work as informants.

Wk.1: Balancing multiple needs, goals, interests and clients; Examining personal and professional perspectives

In-class activities Assignment - Transition Plan

• Advanced: Engage in practice that challenges the systems of privilege and oppression by utilizing the culturally relevant assessments and interventions specific to the context of their area of practice

Wk.2: concurrent planning Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services


EP 2.1.5 – Advance human rights and social and economic justice Each person, regardless of position in society, has basic human rights, such as freedom, safety,

privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and

strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed

equitably and without prejudice. Social workers: • Foundation: Understand the

forms and mechanisms of Wk.1: Balancing multiple needs, goals, interests and


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oppression and discrimination clients; Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption

Assignment - Transition Plan

• Foundation: Advocate for human rights and social and economic justice

Wk.6: Multicultural approaches to permanency Wk.8,9: Foster care & Independent living Wk. 13,14: Legal processes


• Foundation: Engage in practices that advance social and economic justice.

Wk.2: concurrent planning Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services


• Advanced: Gain a full comprehension about disparities and their development, contribute to knowledge about institutional barriers to equality and apply concentration-appropriate strategies to advance social and economic justice.

Wk.1: Balancing multiple needs, goals, interests and clients; Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services


EP 2.1.6 – Engage in research-informed practice and practice-informed research Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers:

Practice Behaviors Covered in class through


Assessed

• Foundation: Use practice experience to inform scientific inquiry

Final paper assignment Final paper

• Foundation: Use research evidence to inform practice.

Wk.2: concurrent planning Wk.3: Siblings

Online discussion In-class activities

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Wk.5: Attachment, grief, loss & separation Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services

Assignment - Transition Plan Assignment – customary adoption Final paper

• Advanced: Demonstrate ability to evaluate practice and/or programs in an area of concentration

Final paper Final paper

• Advanced: Demonstrate ability to use practice experience to shape research questions, methods and processes to advance knowledge in an area of concentration.


Competency: 2.1.7 – Apply knowledge of human behavior and the social environment Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers:



Assessed

• Foundation: Utilize conceptual frameworks to guide the processes of assessment, intervention and evaluation.

Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency


• Foundation: Critique and apply knowledge to understand person and environment.

Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency

In-class activities Online discussion Assignment – customary adoption

• Advanced: Evaluate and synthesize theories and perspectives of human behavior and the social environment to choose and apply methods of assessment, intervention and

Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.8,9: Foster care & Independent living


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evaluation in their area of practice

Wk.10,11: Int’l adoption & domestic adoption

EP 2.1.8 – Engage in policy practice to advance social and economic well-being and to deliver effective social work services

Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers: • Foundation: Analyze,

formulate, and advocate for policies that advance social well-being

Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk. 13,14: Legal processes

In-class activities

• Foundation: Collaborate with colleagues and clients for effective policy action.

Assignment - Transition Plan Assignment - Transition Plan

Competency: 2.1.9 – Respond to contexts that shape practice Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers:



Assessed

• Foundation: Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services

Wk.1: Balancing multiple needs, goals, interests, clients Wk.3: Use of technology Wk.6: Multicultural approaches to permanency Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes

In-class activities Assignment – customary adoption

• Advanced: Assess the impact of historical and contemporary contexts on practice and policy in their area of practice.

Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption

In-class activities Online discussion Assignment - Transition Plan Assignment – customary adoption

• Advanced: Organize and advocate with community members, program participants, service providers, community organizations, policy makers and the public to improve practice and service delivery in

Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption


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their area of practice. Wk. 12: Post-adoption supports & services

Foundation Competency: 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. • Engage: Substantively and

affectively prepare for action with individuals, families, groups, organizations, and communities

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes


• Engage: Use empathy and other interpersonal skills

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services


• Engage: Develop a mutually agreed-on focus of work and desired outcomes.

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption &


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domestic adoption Wk. 12: Post-adoption supports & services

• Assess: Collect, organize, and interpret client data

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.8,9: Foster care & Independent living


• Assess: Assess client strengths and limitations



• Assess: Develop mutually agreed-on intervention goals and objectives



• Assess: Select appropriate intervention strategies.



• Intervene: Initiate actions to achieve organizational goals

• Intervene: Implement prevention interventions that enhance client capacities

Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services


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• Intervene: Help clients resolve problems

Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.7: Kinship & ICPC Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services


• Intervene: Negotiate, mediate, and advocate for clients

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services


• Intervene: Facilitate transitions and endings.

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services


• Evaluate: Social workers critically analyze, monitor, and evaluate interventions.


Families & Children Competency: 2.1.10 (a)-(b) – Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities

Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

Practice Behavior Covered in class through Assessed

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• Advanced - Engage: Use empathy and sensitive interviewing skills to engage individuals and families in identifying their strengths and problems.

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services


• Advanced - Engage: Establish rapport and maintain effective working relationships with families and children.

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes


• Advanced - Engage: Employ diverse strategies to arrive at a collaborative focus of work and desired outcomes in social work practice with families and children.

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes


• Advanced - Assess: Conduct comprehensive bio-psychosocial, spiritual and culturally appropriate assessments as needed for social practice with families and children

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation


• Advanced - Assess: Administer Wk.2: concurrent planning In-class activities

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and interpret standard assessment and diagnostic tools that are appropriate for use in social work practice with families and children (e.g., risk assessment, family strengths scale)

Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation

Online discussion

• Advanced - Assess: Assess individuals, families, groups, organizations, and communities to determine a range of potentially effective and appropriate interventions to improve practice outcomes related to social work practice with families and children, as well as to determine their existing strengths and assets.

Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk. 12: Post-adoption supports & services


• Advanced - Intervention: Use appropriate evidenced-based interventions to help families and children resolve identified and agreed upon problems.



• Advanced - Intervention: Implement evidenced-based interventions that enhance family and child capacities.



• Advanced - Intervention: Intervene at different levels to achieve the agreed upon desired practice outcomes.



• Advanced - Intervention: Maintain accurate records documenting the assessment, interventions and outcomes.



• Advanced - Evaluate: Apply research skills to analyze, monitor, evaluate and improve treatment alliance and interventions and programs in social work practice with families and children.


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Part III: Course requirements Required texts and materials Kerman, B., Freundlich, M., & Maluccio, A. (2009). Achieving Permanence for Older Children and Youth in Foster Care. Columbia University Press, NY.

Henry, M., & Pollack, D. (2009). Adoption in the United States; A Reference for Families, Professionals, and Students. Lyceum Books, Ill.

LaLiberte, T. & Snyder, E. (eds) (2011). Child Welfare and Technology. CW 360°, Vol (4). Center for Advanced Studies in Child Welfare, University of Minnesota, St. Paul, MN. Retrieved on 8-19-11 from http://www.cehd.umn.edu/ssw/cascw/attributes/PDF/publications/CW360_2011.pdf

LaLiberte, T. & Snyder, E. (eds) (2010). Promoting Placement Stability. CW 360°, Vol (3). \ Center

for Advanced Studies in Child Welfare, University of Minnesota, St. Paul, MN. Retrieved on 8-19-11 from http://www.cehd.umn.edu/ssw/cascw/attributes/PDF/publications/CW360_2010.pdf

LaLiberte, T. & Snyder, E. (eds) (2009). Permanency or Aging Out: Adolescents in the child

welfare system. CW 360°, Vol (2). Center for Advanced Studies in Child Welfare, University of Minnesota, St. Paul, MN. Retrieved on 8-19-11 from http://www.cehd.umn.edu/ssw/cascw/attributes/PDF/publications/CW360_2009.pdf

Required articles have been placed on E-reserve through the library for this course

http://www.lib.umn.edu/services/eres

This course has a Moodle site. Students are expected to utilize the course site to access readings, resources and participate in other assigned course activities.

Assignments Course Participation: 15 points. Points are earned weekly through active participation in discussion, role plays, group activities, and respectful, appropriate, attentive body language. POINTS ASSIGNED WEEKLY Customary Adoption paper: 5 points. Write a 2 page summary of a journal article which discusses customary adoption in any country of the world. Be prepared to share key elements of the article in class discussion. DUE SESSION 6 Online Discussion: 25 points. Online discussions of CW 360 articles-Over the course of sessions 3, 4, 5, 9 students will select three articles of their choice from the assigned issue of CW360. In small groups (assigned by the instructor during week 1), students will engage in online discussions PRIOR to the class period for which the articles were assigned. One student for each week is identified as the ‘leader’. Leaders should discuss the articles, why they selected them,

http://www.cehd.umn.edu/ssw/cascw/attributes/PDF/publications/CW360_2011.pdf



http://www.lib.umn.edu/services/eres

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what they learned from reading them and what questions then have been left with. Group member should engage in discussion around the writings of the leaders and can also introduce elements from other articles (if those they selected differed from the leader). DUE SESSIONS 3, 4, 5, 9 Transition Planning: 20 Points. During class session 9, students will begin to engage with a partner in writing a transition plan for an adolescent preparing to age out of foster care to independent living. Outside of class, students will repeat these activities, utilizing the knowledge acquired over the course of the semester to construct a Transition plan for a child (see scenarios provided by instructor) as they move into a ‘permanent’ placement. Some students will prepare children for kinship care or adoptions while others will return home. Students will also be asked to prepare a plan for working with the child if a disruption occurs. DUE SESSION 11 Final paper: 35 Points. -Select a topic from class which presents an ethical scenario or dilemma. Thoroughly describe the scenario/dilemma (1-2 pages) and complete a brief literature review (5 pages) and discuss current practice knowledge related to this circumstance. Take a position and utilize the research to support your decision. Be sure to discuss the impact on all parties and systems involved (10-12 pages). DUE FINALS WEEK Grading Structure

Element Points Due Date Course Participation 15 Entire Course Customary Adoption Paper 5 Session 6 Online article discussion 25 Sessions 3-5,9 Transition Plan 20 Session 11 Final Paper 35 Finals Week

Grading Scale

A = 93 - 100 A - = 90 - 92 B+ = 87 - 89 B = 83 - 86 B- = 80 - 82 C+ = 77 - 79 C = 73 - 76 C- = 70 - 72 D+ = 67 - 69 D = 60 - 66

Students who are taking this class S/N must earn at least 70 points in order to receive a grade of S.

Course Policies

There are many University and School of Social Work policies that govern this course. Please go to http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf to see a complete description of all the policies.

http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf

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Part IV: Course content Session Plan

Session: 1 Topic Introduction and Review of Course Objectives Balancing multiple needs, goals, interests, clients

Session: 2

Topics: Skills for Achieving Permanency A. Permanency and adoption Laws and History B. Concurrent Planning

Required Readings: Henry text Chapter 1 pgs. 1-24 Kerman text Chapters 5&6 pgs 88-122 Concurrent Planning for Permanency for Children: A Summary of State Laws, Child Welfare Gateway http://www.childwelfare.gov/systemwide/laws_policies/statutes/concurrent.cfm Supplemental Readings (2): Kerman text Chapters 7&8 pgs 127-155

Related Session Activities

Lecture Sm. Group discussion

Other Resources MEPA Video Podcast http://www.nrcadoption.org/webcasts-2/mepa/

Session 3:

Topics: A. Sibling Separation B. Use of Technology in permanency services and case planning

Required Readings: Child Welfare Information Gateway (2006). Sibling Issues in Foster Care and Adoption, Bulletin for Professionals. Retrieved on 8-19-11 from http://www.childwelfare.gov/pubs/siblingissues/index.cfm

CW360 2011 Issue- choose 3 articles to read. Be prepared to discuss on Moodle key points of each article in assigned groups.


Lecture Online and in-person (continuation) small group discussion

http://www.childwelfare.gov/systemwide/laws_policies/statutes/concurrent.cfm

http://www.nrcadoption.org/webcasts-2/mepa/

http://www.childwelfare.gov/pubs/siblingissues/index.cfm

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Session 4: Topics:

A. Disruptions B. Attachment

Required Readings:

Fahlberg, V. (1994). A child’s Journey Through Placement. Indianapolis, IN: Perspectives Press. Chapters 1 & 3

CW360 2010 Issue- choose 3 articles to read. Be prepared to discuss on Moodle key points of each article in assigned groups.


Lecture Online and in-person (continuation) small group discussion

Session 5:

Topics: A. Attachment (cont.) B Grief C. Loss D. Separation

Required Readings: Fahlberg, V. (1994). A child’s Journey Through Placement. Indianapolis, IN: Perspectives Press. Chapters 4 & 6 CW360 2010 Issue-choose 3 ADDITIONAL articles to read. Be prepared to discuss on Moodle key points of each article in assigned groups.


Lecture online and in-person (continuation) small group discussion

Session 6: Topics: Multicultural approaches to Permanency

A. Afro-centric views on permanency B. ICWA C. Customary Adoption

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Required Readings: NICWA (n.d.) Indian Child Welfare Glossary and Flowchart Retrieved on 8-19-11 from http://www.nicwa.org/Indian_Child_Welfare_Act/glossary.pdf NICWA (n.d.) Customary Adoption. Retrieved 8-19-11 from http://www.nicwa.org/adoption/ Henry text Chapter 2 pgs. 25-33

Morrison, C. (2006, Summer). Bringing the spirit of truth and reconciliation to tribal communities’ adoption work. Pathways Practice Digest, 1-2.

Bilchik, S. (2001, April 24). [Keynote address]. Speech presented at the 19th Annual Protecting our Children Conference, Anchorage, AK. Child Welfare League of America. (1960, April). Indian Adoption Project. New York: Author.

Ince, L. (2009) Kinship Care: An Afrocentric Perspective. University of Birmingham, Unpublished Dissertation. Chapters 1-3 Retrieved on 8-19-11 from http://etheses.bham.ac.uk/492/1/ince09PhD.pdf

Supplemental Reading:

Carter-Black, J. (2002). Transracial adoption and foster care placement: Worker perception and attitude. Child Welfare, 81(2), 337-370.


Lecture Small group discussions Speech Simulation (students assume roles portrayed within the speech identified in

the assigned reading)

Session 7: Topics:

A. Kinship Care B. Interstate Compact Arrangements

• Preparing youth • Preparing families • Specific interventions • Agencies Roles and Responsibilities • Ethical Considerations

http://www.nicwa.org/Indian_Child_Welfare_Act/glossary.pdf

http://www.nicwa.org/adoption/

http://etheses.bham.ac.uk/492/1/ince09PhD.pdf

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• Diversity Considerations

Required Readings:

Kerman text Chapters 9 & 10 pgs 156-186

Related Session Activities Lecture Role Play-Scenarios for the PACC curriculum

Session 8:

Topics: Foster Care

• Preparing youth • Preparing families • Specific interventions • Agencies Roles and Responsibilities • Ethical Considerations • Diversity Considerations

Required Readings: Kerman text Chapters 1& 2 pgs 13-39

Supplemental Readings: Kerman text Chapter 15 pgs 266-290


Lecture Role Play-Scenarios for the PACC curriculum

Other Resources: Foster Care alumni website http://www.fostercarealumni.org/ UTube video http://www.youtube.com/watch?v=BwK_XdK3DLw&feature=relmfu Casey Family Programs-Foster Care Alumni Studies

http://www.casey.org/Resources/Initiatives/FosterCareAlumniStudies/

Session 9: Topics: Independent Living

http://www.fostercarealumni.org/

http://www.youtube.com/watch?v=BwK_XdK3DLw&feature=relmfu

http://www.casey.org/Resources/Initiatives/FosterCareAlumniStudies/

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Required Readings:

Kerman text Chapters 3 & 4 pgs 40-87 CW360 2009 Issue- choose 3 articles to read. Be prepared to discuss on Moodle key points of each article in assigned groups.

Related Session Activities Lecture Prepare a Transition Plan (student pairs) Online and in-person discussion of the CW360 articles

Session 10: Topics: Adoption-International The adoption Triad


Required Readings: Henry text Chapters 6 & 7 pgs 64-106

Related Session Activities Lecture Guest speaker-Jae Ran Kim, CASCW PACC Coordinator and Internationally known

expert on adoption

Session 11: Topics: Adoption-Domestic

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Required Readings: Henry text Chapters 4 & 5 pgs. 47-63

Supplemental Reading:

Kerman text Chapter 14 pgs 244-265

Related Session Activities Lecture Role Play-Scenarios for the PACC curriculum

Session 12: Topics: Post-Adoption Services & Supports Required Readings:

Henry text Chapter 8 pgs. 107-126 Child Welfare Information Gateway (2006). Post-Adoption services, Factsheets for Families. Retrieved on 8-19-11 from http://www.childwelfare.gov/pubs/f_postadoption.cfm

Related Session Activities Lecture Guest Speaker-Ginny Blade of North American Council on Adoptable Children (NACAC)

Other Resources:

http://www.nacac.org/postadopt/postadopt.html

Session 13: Topics: Legal Processes

A. Reasonable Efforts B. Active Efforts C. Ethics and Legal liabilities

Required Readings:

http://www.childwelfare.gov/pubs/f_postadoption.cfm

http://www.nacac.org/postadopt/postadopt.html

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Minn. Stat. 260C.201, Subd. 11 http://www.revisor.leg.state.mn.us/stats/260C/

Minn. Stat. 260.751-260.835. Minnesota Indian Family Preservation Act. http://www.revisor.leg.state.mn.us/stats/260C/ Child Welfare Information Gateway (2006). Reasonable Efforts. State Stature Series. Retrieved on 8-19-11 from http://www.childwelfare.gov/systemwide/laws_policies/statutes/reunify.cfm Native American Affairs Glossary. Retrieved on 8-19-11 from http://www.mfia.state.mi.us/olmweb/ex/NAG/GLOSSARY.pdf Jones, W.G. (2006). Working with the Courts in Child Protection. Children's Bureau, Office on Child Abuse and Neglect, Manual Series. Retriedved on 1-19-11 from http://www.childwelfare.gov/pubs/usermanuals/courts/index.cfm Chapters 1-5

Supplemental Readings:

Henry text Chapter 3 pgs. 34-46 Kerman text Chapter 11 pgs 187-209


Lecture Short Simulation

Session 14: Topics: Legal Processes

A. Court Reports B. Preparing for Court/Custody Hearings

Required Readings:

Jones, W.G. (2006). Working with the Courts in Child Protection. Children's Bureau, Office on Child Abuse and Neglect, Manual Series. Retriedved on 1-19-11 from http://www.childwelfare.gov/pubs/usermanuals/courts/index.cfm Chapters 6-9


Lecture Video-testifying in court; A guide for child protective services workers

Session 15:

Topics: Tribal Court

Required Readings:

http://www.revisor.leg.state.mn.us/stats/260C/

http://www.revisor.leg.state.mn.us/stats/260C/

http://www.childwelfare.gov/systemwide/laws_policies/statutes/reunify.cfm

http://www.mfia.state.mi.us/olmweb/ex/NAG/GLOSSARY.pdf

http://www.childwelfare.gov/pubs/usermanuals/courts/index.cfm

http://www.childwelfare.gov/pubs/usermanuals/courts/index.cfm

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MN DHS Bulletin on County Responsibilities for Children under Tribal Court Jurisdiction. http://www.icwlc.org/docs/8-icwa-dhs-bulletin-04-68-10_id_038808.pdf

Utilizing the Tribal Court Clearning house, review the webpages listed below

http://www.tribal-institute.org/lists/child.htm http://www.tribal-institute.org/lists/icwa.htm

Related Session Activities Lecture Guest Speaker-TBD Resources:

Tribal Court Checklist http://www.avcp.org/apps/TJforms/J_TRIBAL%20COURT%20CHILD%20PROTECTION%20CASES%20CHECKLIST.pdf

Additional Bibliography

Alperson, M. (2001). Dim sum, bagels, and grits: A sourcebook for multicultural families.

Brooks, T. (2006). A wealth of family: An adopted son’s international quest for heritage, reunion and enrichment. Houston: Alpha Multimedia, Inc. Burton, N. J. (2008). Swimming up the sun: A memoir of adoption. Riverdale Park: Apippa Publishing Company.

Carter-Black, J. (2002). Transracial adoption and foster care placement: Worker perception and attitude. Child Welfare, 81(2), 337-370. Cross, J. (2006). Secret daughter: A mixed-race daughter and the mother who gave her away. New York: Viking Penguin.

Crumbley, J., & Little, R.L. (1997). Relatives raising children: An overview of kinship care.

Elliott, S. (2005). Love child: A memoir of adoption, reunion, love and loss. Random House UK.

Gediman, J.S., & Brown, L.P. (1991). Birth bond: Reunions between birthparents and adoptees – what happens after.

Hammer, K. (2000). Whose child? An adoptee’s healing journey from relinquishment through reunion…and beyond. LaCrescenta: Triad Publishing. Harrison, K. (2003). Another place at the table. New York: Jeremy P. Tarcher/Penguin. Hopgood, M.L. (2009). Lucky girl: A memoir. Chappel Hill: Algonquin Books. John, J. (2005). Black baby, white hands: A view from the crib. Silver Springs: Soul Water Rising.

http://www.icwlc.org/docs/8-icwa-dhs-bulletin-04-68-10_id_038808.pdf

http://www.tribal-institute.org/lists/child.htm

http://www.tribal-institute.org/lists/icwa.htm

http://www.avcp.org/apps/TJforms/J_TRIBAL%20COURT%20CHILD%20PROTECTION%20CASES%20CHECKLIST.pdf

http://www.avcp.org/apps/TJforms/J_TRIBAL%20COURT%20CHILD%20PROTECTION%20CASES%20CHECKLIST.pdf

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Kim, E. (2000). Ten thousand sorrows: The extraordinary journey of a Korean war orphan. New York: Doubleday. Lifton, B.J. (1975). Twice born: Memories of an adopted daughter. New York: St. Martin’s Press.

Mallon, G. P. (2006). Lesbian and Gay Foster and Adoptive Parents: Recruiting, Assessing, and Supporting an Untapped Resource for Children and Youth.

Marindin, H. (2000). The handbook for single adoptive parents.

McKinley, C.E. (2002). The book of Sarahs: A family in parts. New York: Counterpoint. Miro, A. (2006). Daughter of the Ganges: A memoir. New York: Atria. Moorman, M. (1998). Waiting to forget: A motherhood lost and found. New York: W.W. Norton. Pool, H. (2005). My father’s daughter: A story of family and belonging. New York: Free Press. Reed, M.M. (2008). Oceans apart: A voyage of international adoption. JKD Enterprise. Rhodes-Courtier, A. (2008). Three little words: A memoir. New York: Atheneum. Robinson, K. (2002). A Single Square Picture: A Korean Adoptee’s search for her roots. St. Louis: San Val. Rowell, V. (2997). The women who raised me: A memoir. New York: HarperCollins.

Rush, S. E. (2000). Loving Across the Color Line: A White Adoptive Mother Learns About Race.

Saffian, S. (1998). Ithaka: A daughter’s memoir of being found. New York: Delta. Schein, E. and Bernstein, P. (2007). Identical strangers: A memoir of twins separated and reunited. New York: Random House. Scheres, J. (2005). Jesus land: A memoir. New York: Counterpoint.

Schwiebert, P, & DeKlyen, C. (1999). Tear soup: A recipe for healing after loss.

Strauss, J.S. (2001). Beneath a tall tree: A story about us. Sunee, K. (2008). Trail of crumbs: Hunger, love and the search for home. New York: Grand Central Publishing. Trenka, J.J. (2003). The language of blood: A memoir. Minneapolis: Borealis Books. Wolff, J. (1997). Secret thoughts of an adoptive mother. Kansas City: Andrews Mcmeel Publishing.

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