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This research addresses one of the most pressing and controversial issues facing child welfare policymakers and practitioners today: the dramatic overrepresentation of Indigenous families in North American public child welfare systems. Effective, inclusive education is one necessary component of efforts to reduce such disparities. Yet recruiting students from various cultural communities to the field and educating white social work students and professionals to practice in culturally responsive ways are ongoing challenges. In this ethnography, we examine an apparently successful model of inclusive education: the Center for Regional and Tribal Child Welfare Studies (the Center) at the University of Minnesota, Duluth, School of Social Work. For over a decade, the Center has graduated Indigenous and non-Indigenous child welfare workers with MSWs now practicing within tribal communities, as well as provided continuing education for child welfare professionals. At the Center, Indigenous scholars and social workers, tribal leaders and their allies design and sustain a model of honoring and integrating Indigenous worldviews with Western social work. Experiential learningengaging the "heart and head"is a cornerstone of the Center's educational practices. Students and professional colleagues are approached with a "good heart" as "relatives" with positive intentions. They learn about the spirituality, language, culture and history of Indigenous people. The strengths-based curriculum also includes challenging content on the legacy of genocide and historical trauma on Indigenous families and communities, as well as contemporary laws and policies such as the Indian Child Welfare Act. The educational worldview and practices of the Center provide understanding for social work, generally, and child welfare, specifically, that supports effective practice and policy within diverse communities. work educational models and practices, as well as child welfare systems. It promises to provide understanding for social work, generally, and child welfare, specifically, that will contribute to effective practice and policy within our diverse communities; and create collaborations to reduce system barriers to equitable practice.

This study examines the use of psychotropic drugs with 473 European American and American Indian children in foster care. Prescription data for seven categories of psychotropic drugs were obtained from Medical Assistance records for the year 2000. European American and American Indian children constituted 60% and 33% of the sample, respectively. Forty-three percent of the children received psychotropic medication. Usage among males was higher than females (45% vs. 35%). For children under the age of 8 usage ranged from 2% to 30%; more than 50% of the older children were medicated. Most frequently used drugs were antidepressants and stimulants. Proportionately more European American children received drugs than American Indian children (48% vs. 34%), but usage of different categories of psychotropic across racial groups was similar. The authors discuss tentative hypotheses for differences between the present and previous studies as well as for the disproportionate use of psychotropic drugs across racial groups.

The results of this study show that non-EA children, in particular AI children, were dispensed psychotropics both overall and across different medication classes less often compared to other racial groups. While the reasons for this difference are not known, future studies are needed to address whether mental health needs of all children in foster care are being appropriately addressed, accounting for need and patient preference.

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