Re-examining child welfare's response to ICWA: Collaborating with community-based agencies to reduce disparities for American Indian/Alaska Native children

Bussey, Marian; Lucero, Nancy M.

doi:10.1016/j.childyouth.2012.12.021

Cited by 29 publications

(35 citation statements)

References 25 publications

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“…Beginning in the early 1800s and continuing well into the 20th century, U.S. and Canadian governments attempted to forcefully and brutally assimilate Indigenous people. Implementation of official policies severed children from their culture and kinship networks through forced removal from their families, displacement from tribal homelands, and mandatory boarding school attendance (see Adams, 1995;Bussey & Lucero, 2013). During the U.S. boarding school era of the late 19th through the mid-20th centuries, children were not only deprived of the care, nurturance and protection of traditional tribal child rearing practices, many experienced abduction and then emotional, physical, and sexual abuse in militaristic schools.…”

Section: Strengths Within Indigenous Communitiesmentioning

confidence: 99%

The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through indigenous social work education

Haight

Waubanascum

Glesener

et al. 2019

Children and Youth Services Review

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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.

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Section: Strengths Within Indigenous Communitiesmentioning

confidence: 99%

The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through indigenous social work education

Haight

Waubanascum

Glesener

et al. 2019

Children and Youth Services Review

View full text Add to dashboard Cite

show abstract

“…Boarding schools and large-scale child separation have been identified as contributors to these challenges. Until the 1970s and 1980s, it was common practice to send American Indian children to boarding schools, where the norm was severe physical punishment (Bussey & Lucero, 2013;Chase, 2012). This may have influenced many of these children, now adults, to discipline their children in similar ways (Bonnell, 1997).…”

Section: Physical Punishment Among the American Indian Populationmentioning

confidence: 99%

Physical Punishment and Child Externalizing Behavior: Comparing American Indian, White, and African American Children

Ward

Lee

Limb

et al. 2019

J Interpers Violence

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This study examined if, compared to White and African American children, maternal spanking of American Indian children was associated with child externalizing behavior problems. Using a community-based sample of 3,632 children (1,183 White, 2,183 African American, 266 American Indian), multiple-group autoregressive cross-lagged models examined the associations between maternal spanking and child externalizing behavior across the first 5 years of life. Rates of spanking for American Indian and White children were similar at all three time points (age 1, age 3, and age 5). When comparing White and American Indian groups, maternal spanking at age 1 predicted child externalizing behavior at age 3 (White: β = .10, p < .001; American Indian: β = .08, p < .01), and maternal spanking at age 3 predicted child externalizing behavior at age 5 (White: β = .09, p < .05; American Indian: β = .08, p < .01). When comparing African American and American Indian groups, maternal spanking at age 1 predicted child externalizing behavior at age 3 (African American: β = .08, p < .01; American Indian: β = .06, p < .001), and maternal spanking at age 3 predicted child externalizing behavior at age 5 (African American: β = .08, p < .001; American Indian: β = .07, p < .001). Structural invariance tests suggested that the associations observed among American Indian children were not distinguishable from those observed among White and African American children. Results of this study can be interpreted in light of the recent American Academy of Pediatrics statement that encourages pediatricians to counsel parents against the use of physical punishment. Similar to White and African American families, American Indian families may benefit from reducing or eliminating the use of physical punishment.

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“…Because of ICWA, there is a fairly substantial body of literature on policy and practice of child welfare with Native Americans (e.g., Bussey & Lucero, 2013). Within the Native American population, race, religion, and culture are highly intersectional.…”

Section: Other Races and Religionsmentioning

confidence: 99%

Intersection of race and religion for youth in foster care: Examining policy and practice

Collins

Scott

2019

Children and Youth Services Review

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Re-examining child welfare's response to ICWA: Collaborating with community-based agencies to reduce disparities for American Indian/Alaska Native children

Cited by 29 publications

References 25 publications

The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through indigenous social work education

The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through indigenous social work education

Physical Punishment and Child Externalizing Behavior: Comparing American Indian, White, and African American Children

Intersection of race and religion for youth in foster care: Examining policy and practice

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