CAROLE WILCOXCHILD SAFETY AND PREVENTION MANAGER

MNDHS CHILD SAFETY AND PERMANENCY DIVISION

Minnesota: One State’s JourneyMarch 6, 2014

Overview

Minnesota ContextInfluence of Child Welfare ReformDevelopment processIntegration of ComponentsSuccesses 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 PovertyBased on 3-year averages from the American Community Survey (ACS)

Children Under Age 18 Living in Poverty by Race/Ethnicity: MN during 2008-2010

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

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10%

20%

30%

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50% 46% 47%

23%

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24%

30% 31%

Children Under Age 18 Living in Poverty by Race/Ethnicity: MN during 2009-2011

Race/Ethnicity

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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 DisproportionalityComparisons to White Children - 2012

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 presentedFamilies are the experts and community connections

matterAll behavior is purposeful so listen to understandMany families have challenges that are atypical,

temporary, or transitionalHaving problems is normal and the family can find

another way with helpThe past cannot be changed but building on strengths

and protective factors will leverage a better futureResponding 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.

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

43.0

37.6 35.8 35.8 34.632.0

25.4 24.3 24.9 24.0

83.9

69.4

77.7 78.282.0 80.7

69.9 69.8 70.8

78.1

5.9 5.4 4.9 6.2 5.1 4.9 3.8 3.6 4.0 4.1

7.9 7.3 7.8 7.6 7.4 6.6 5.5 5.6 5.6 5.5

23.526.7

22.1 22.7 22.9 21.619.2 18.7 19.6 19.7

16.0 15.1 15.3 15.1 14.6 13.911.6 10.3 10.8 10.2

African American/Black American Indian Asian/Pacific Islander White Two or more races

Hispanic ethnicity–any race

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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 facilitationBrought knowledge of other practice modelsKnowledge of effective group processFreed all parties to be full participantsMinimized misperception of one entity controlling process or

outcomeResulted 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

EngagingAssessingPartneringPlanningImplementing

EvaluatingAdvocacyCommunicationCultural

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 https://www.childwelfare.gov/preventing/preventionmonth/guide2013/index.cfmACYF 2013 Resource Guide, U.S. Department of Health and Human Services

Practice Model Cross Walk with Disparity Reduction Strategies

Legislation, Policy Change, Finance ReformHuman Service Workforce Development Practice Change Public Will and CommunicationYouth, 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 IntegrationChallenges 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 WilcoxInterim Manager

Child Safety and Prevention651.431.4701

carole.wilcox@state.mn.us

MN Child Welfare Practice Model http://edocs.dhs.state.mn.us/lfserver/Legacy/DHS-5881-ENG