This curriculum covers a combination of the following public child welfare competencies: ethnic sensitive and multicultural practice; core child welfare skills; social work skills and methods; and human development and social environment. Sections on assessment and intervention; treatment models, principles, and programs, self-help groups, the recovery process, and relapse prevention are included, as are models of the recovery process. website resources, and pre- and posttests. (78 pages)Hohman, M. M. (1998).
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The three case studies written for this project reflect training needs in crucial parts of the child welfare system. They may be used individually or together, and each includes an introduction that highlights the area of child welfare practice that governs the situation, and a variety of classroom exercises. An effort was made to be ethnically sensitive by emphasizing language and cultural diversity differences in family lifestyles as expressed in parenting and disciplinary styles and varying cultural norms and values. The authors strongly recommend the use of collaborative teaching with guest speakers from local departments of Social Service, substance abuse programs, etc., to supplement the case studies. (93 pages)Brewer, L. K., Roditti, M., & Marcus, A. (1996).
This module offers classroom instruction with the opportunity for students to observe child welfare workers, judges and referees, and attorneys during actual court proceedings. It provides approximately six hours of classroom content and addresses competencies in ethnic sensitive and multicultural practice, core child welfare skills, social work skills and methods, and workplace management. The curriculum provides a history of the system; cultural insights; background on the differing roles of professionals in the juvenile court setting; a glossary of court terms; and guidelines for proving maltreatment, and for providing effective testimony. (50 pages)Foster, D., & Woods, B. (1995).
This course will serve as both an introduction to contemporary political philosophy and a way to explore issues of pluralism and multiculturalism. Racial and ethnic groups, national minorities, aboriginals, women, sexual minorities, and other groups have organized to highlight injustice and demand recognition and accommodation on the basis of their differences. In practice, democratic states have granted a variety of group-differentiated rights, such as exemptions from generally applicable laws, special representation rights, language rights, or limited self-government rights, to different types of groups. This course will examine how different theories of citizenship address the challenges raised by different forms of pluralism. We will focus in particular on the following questions: - Does justice require granting group-differentiated rights? - Do group-differentiated rights conflict with liberal and democratic commitments to equality and justice for all citizens? - What, if anything, can hold a multi-religious, multicultural society together? Why should the citizens of such a society want to hold together?
GEOG 571 explores the relationships between culture and civil security and the process of geographically analyzing social, political, economic, and demographic information to understand human history, institutions, and behaviors. It is an elective course in the Geospatial Intelligence Certificate, the Intercollege Master of Professional Studies (iMPS-HLS), and the Master of Geographic Information Systems degree program that is offered exclusively through Penn State's World Campus. It is also one of the optional capstone courses that leads to Penn State's Postbaccalaureate Certificate in GIS. The course consists of projects, associated readings, and exams.
- Cultural Geography
- Material Type:
- Full Course
- Penn State University
- Provider Set:
- Penn State's College of Earth and Mineral Sciences (http:// e-education.psu.edu/oer/)
- George Van Otten
- Date Added:
This curriculum combines systematic risk assessment (developed to address inconsistency and randomness in existing assessment tools and used to both identify factors which truly endanger children and illuminate strengths that may be build upon to ameliorate risk and preserve the family) with ethnographic interviewing (developed in response to a growing awareness of the importance of cultural differences in the helping process and the right of clients to receive culturally appropriate services). The combination of the two conceptual frameworks which helps clarify risks and strengths enables case plans and interventions to be more closely matched to what families are able and willing to do. (145 pages)Walker, P., & Tabbert, W. (1997).
This curriculum consists of five modules in PowerPoint format designed to be used by instructors in class sessions or assigned to students as web-based independent learning. Instructors may use and revise the presentations for their needs. Each module contains slides with narrative information and links to additional readings and relevant websites and will take 1-2 hours for students to complete. Modules typically include factual or reflection questions. Module I informs students about the history and current status of the issue of overrepresentation of African Americans in child welfare. Module II centers on theories to explain overrepresentation and explains the background, methods, results, and recommendations from a recent CalSWEC-funded study on worker factors in overrepresentation. Module III focuses on African American family strengths, values, and norms. It includes an important reading on strengths-based practice with African American families, links to websites that are African American-centered, and ends with linking students to the Harvard University site to take the Implicit Associations Test. Module IV focuses on cultural competency and antiracism theory and reflective exercises. Module V contains abbreviated material from each of the four preceding modules. Smith, L. A., & Shon, H. (2010).
This curriculum explores the experiences and challenges of transracial adoptive families with the goal of improving the quality of services and supports provided to them. In addition, there is a growing subset of transracial adoptive families who choose to maintain contact with their child's birth family. Very little information exists to help these families or their child welfare workers understand the bumpy terrain of openness. This curriculum fills some of the many gaps in knowledge and practice. It includes summaries of transracial adoption literature, a theoretical discussion on normative development in transracial adoptive families, practice-oriented information including discussion questions and exercises, case vignettes, worker guidance, a self-assessment tool, and findings from the in-depth qualitative study of 12 transracial adoptive families in California conducted as part of this project. Findings themes include: the complicated factors involved in choosing transracial adoption; how the children and youth understand the meaning of their adoption; issues around the choice to maintain contact with the adopted child's birth family, the role of the contact, and the vulnerability of contact arrangements; the role of race in family life and development, negotiating different cultural worlds, and developmental changes; and the role of services and supports prior to and following adoption. (216 pages)Frasch, K., Brooks, D., Reich, J., & Wind, L. (2004).
This is for videotape owners who have lost their user's guide. It suggests ways to use the videotapes and includes information on focusing discussions, leading exercises, providing handouts, and preparing exam questions. (35 pages)Orozco, E., & Clark, S. J. (1997).
National, state, or local-level data are limited with respect to the characteristics of immigrant children in the child welfare system, the proportion of immigrant children who reunify, or the constellation of services that may be associated with family reunification among immigrant families. To fill these gaps in the literature, practice, and policy, this project examined family reunification among Mexican and Vietnamese immigrant and non-immigrant children and identified promising practices to improve service availability and effectiveness. This study used quantitative and qualitative methods and was conducted in two counties in Northern California. This curriculum has five overall goals: (a) to understand common characteristics among Mexican and Vietnamese immigrant families in the U.S. and California and connections among parenting and acculturation; (b) to understand distinctive characteristics of Mexican and Vietnamese immigrants in the child welfare system, compared to non-immigrants; (c) to understand factors that contribute to reunification among Mexican and Vietnamese immigrant families involved in family reunification services; (d) to understand how the work of a child welfare worker influences service availability for Mexican and Vietnamese immigrant families; and (e) to understand the basic components of cultural competence and how these relate to service effectiveness with immigrant families involved in the child welfare system. Video clip (coming) and PowerPoint Presentation (coming).Osterling, K. L., & Han, M. (2013).
This lesson is the first in a series called “The Different Colors of Beauty.” The overall goal of these lessons is to help students develop their racial or ethnic identities in a safe and open classroom environment, while being conscious of our multicultural, diverse world.
Before endeavoring to develop cultural knowledge and awareness about others, we must first uncover and examine personal social and cultural identities. Guided self-reflection allows us to better understand how social group memberships inform who we are. This exercise is an important vehicle in any peer conflict mediation program to help students embrace the concept of being culturally responsive and culturally sensitive.
This lesson is the fifth in a series called “The Different Colors of Beauty.” The goal of these lessons is to help students develop their racial or ethnic identities in a safe and open classroom environment, and appreciate the broad spectrum of beauty in our diverse, multicultural world.
Examines the history of the United States as a "nation of immigrants" within a broader global context. Considers migration from the mid-19th century to the present through case studies of such places as New York's Lower East Side, South Texas, Florida, and San Francisco's Chinatown. Examines the role of memory, media, and popular culture in shaping ideas about migration. Includes optional field trip to New York City.
This guide supports the California MSW program Ethnic Sensitive and Multicultural Practice competency module and is composed of: a listing of applicable competencies; bibliographic data; resources for course materials; continuing education and training resources; membership, advocacy, and service organizations; internet sources; and syllabi of nationwide courses which included content on ethnic sensitive and multicultural practice skills. The guide can be used as standalone material for use in individual classes within courses, to encourage the development of courses which cross-cut traditional social work education categories, as discussion tools or exercises in courses needing ethnic sensitive and multicultural practice examples, by researchers to access literature available in specific areas, and to highlight child welfare resources available on the internet. (138 pages)Canto, C., Tracy, L., White, R. C., & Clark, S. (1998).