ࡱ> `}_~G +bjbj 8Jii#%  8\N$J&rr"oooJJJJJJJ$LtO=Jooooo=JRJoFJoJEDHskGF&JhJ0JmFBOOLHOHTooooooo=J=J}BoooJooooOooooooooo X l: Tribal Customary Adoption: A Culturally Based Permanency Solution for Relative Caregivers: Teaching Notes By Terry Cross, Sarah Kastelic, and Kathleen Earle Learning Objectives: Explore the challenges and eventual decisions that tribal families face when they take grandchildren or other relatives into their care. Identify support and services relative caregivers may need when they unexpectedly take on the role of primary caregiver for relative children. Learn about traditional American Indian and Alaska Native cultural values and practices around childrearing and adoption. Explore the concept of "permanency" in the child welfare context. Recognize why termination of parental rights may be inconsistent with Native culture. Understand the circumstances that led to passage of the Indian Child Welfare Act (ICWA) and Adoption and Safe Families Act (ASFA). Understand the impact of ICWA and ASFA on Native children in child welfare systems. Learn about customary adoption practices. Audience: This case is suitable for college students, undergraduate through graduate studies. This case is especially useful for study in social work, American Indian studies, sociology, social work, psychology, anthropology, political science, and public administration. It is also suitable for adult learning in a variety of contexts, including child welfare workforce training. Implementation: The case can be taught over a single class session or over multiple sessions. Whether taught in a single session or over multiple sessions, this case should be taught as an interrupted case, i.e. Part I should be followed by the discussion questions/group exercise for Part I before beginning Part II, etc. Encouraging students to do additional research, especially related to the ICWA as well as tribal sovereignty as expressed through tribal child welfare codes and customary adoption codes, is also recommended. Part I: Discussion Questions/Group Exercise Break students into small groups. Assign each group one set of themed questions below. (Depending on the number of groups, more than one group may have the same questions.) Someone in the group should agree to be a note taker. The groups should discuss their questions and record their conclusions. They should be prepared to report out to the larger group, sharing their questions and responses. Be prepared to engage the larger group in a short dialogue after groups report out (as needed). Theme A- In your group, discuss the considerations that grandparents or other relatives might have when a court has removed a child from their parent temporarily. Consider and report on: What risks do Harold and Anita confront by making the decision to take their granddaughter? How do these risks affect the willingness of families to provide care and the ability of tribes to assume jurisdiction in ICWA cases? What special considerations regarding Millies health or mental health might Harold and Anita be concerned about? What role does the tribal child welfare worker have regarding dealing with these concerns? What support and services might Harold and Anita need from the tribe to take on the unexpected role of primary caregivers for Millie permanently? How might tribes ensure collaboration of different departments and programs to best meet the needs of relative caregivers if they prioritize kinship care placements? What role do you think the tribal child welfare department played in the grandparents decision to provide care in this case? Add an additional question you might use in this case with your students (optional). Theme B- In your group, discuss the issues and policies that drive the decision to move toward permanency. Consider and report on: How did Native peoples traditionally rear children? How did Native peoples traditionally deal with any child welfare issues that may have arisen (for example, biological parents who could not adequately care for their children)? Why might Jennys sudden appearance be troubling to Harold and Anita? What concerns might the child welfare department have regarding an unplanned visit? Do you agree with Harolds observation that it is time to move toward a more permanent decision regarding custody of Millie? Why or why not? What advice would you give to a tribal caseworker working with Harold and Anita on the decision they need to make? Would you encourage them to consider customary adoption? Why or why not? Add an additional question or two you might use in this case with your students (optional). Theme C - In your group, discuss the destructive impact of the child welfare system and practices on Native communities. Consider and report on: How might the past destructive impact of the child welfare system have contributed to some of the social problems we see in many Native communities today? Might fragmentation of family, loss of culture, or substance abuse be related to historical child welfare policies and practices? If so, how? How did ICWA help address some of these destructive consequences? How might tribal child welfare contribute to interrupting the transmission of intergenerational trauma and helping families heal? What kind of services and collaborative infrastructure might they need? Add an additional question or two you might use in this case with your students (optional). Part II: Discussion Questions/Group Exercise Break students into groups of 4 - 6 people. Assign each group one set of themed questions below. (Depending on the number or groups, more than one group may have the same questions.) Ask each group to consider the questions below. Someone in the group should agree to be a note taker. The groups should discuss their questions and record their conclusions. They should be prepared to report out to the larger group, sharing the most salient points from their discussions. Be prepared to engage students in a discussion about key issues raised after the groups have finished reporting out (if appropriate). Theme A - In your group, discuss the relationship between cultural values and beliefs and the implementation of policies that protect a childs sense of belonging over time. Consider and report on: For what reasons might the mainstream concept of termination of parental rights not be consistent with Native cultures? What benefits of customary adoption do you see for Native children? For their parents? For their extended family and community? Is customary adoption a practice that would benefit all children removed from their homesboth Native and non-Native? Why or why not? Can you imagine any negative outcomes or unintended consequences of customary adoption? Has the child welfare system affected your extended family? Based on your experience, what recommendations might you put forward to make the child welfare system and practices more culturally appropriate for Native peoples? Theme B - In your group, discuss the role of federal, state, and tribal laws and policies in making decisions about custody and permanency decisions. Consider and report on: What is the role of laws, policies, and funding streams in the consideration of permanency options? Are there advantages to having these decisions made in tribal courts versus state courts? If so, what are the advantages? What disadvantages may exist? How do the federal and state governments resist policies developed by tribes? How can tribes influence the federal governments response to tribally-developed policies? What are different approaches change agents can take to influence federal policy toward tribes? Theme C - In your group, discuss how policy change is accomplished at the tribal level and the implications this might have for tribes that want to use customary adoption as a permanency option. Consider and report on: What are the key factors enabling change, and what are the major obstacles? What are the various strategies the proponents may use to achieve their goals? What might customary adoption look like to different tribes? To what extent does it happen less formally? What are the benefits and risks of using an informal approach instead of a formal one? How do organizations like NICWA help prevent destructive consequences? How do tribes and organizations work together to develop or change policy? Imagine whether and how your tribe might consider developing a customary adoption policy. What factors should they consider? What alternatives might they weigh? What laws, policies, and funding at the tribal level beyond customary adoption may help or hinder relative caregivers caring for their relative children? Part III: Research Questions What is the experience of tribes, such as the White Earth Tribe, who have implemented customary adoption? What is known about what has worked? How has the federal government dealt with tribal families that have children adopted under customary law with regard to adoption assistance, subsidies, or tax credits? How have various tribes approached program design and service delivery to best serve relative caregivers, enabling more children to stay at home with their extended family?     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G%8b6S60[##@#@Unknown G.[x Times New Roman5Symbol3. .[x Arial5. .[`)TahomaC.,.{$ Calibri Light7..{$ Calibri?= .Cx Courier New;WingdingsA$BCambria Math"hDzJUk@Uk@!0## 3q@P ?z!T2!xxkX A Case for Customary Adoptionshicks barbara smithL           Oh+'0x  4 @ LX`hp A Case for Customary AdoptionshicksNormalbarbara smith2Microsoft Office Word@ԟ@k@kUk ՜.+,D՜.+,l( px   Microsoft Document@# A Case for Customary Adoption Title(T\ContentTypeId _activity,0x0101009CFE0580D7722B45B09998636B1AC577  !"#$%'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNPQRSTUVXYZ[\]^abdefghijklmnopqrstuvwxyz{|Root Entry Fpzk1Table&JPWordDocument 8JSummaryInformation(ODocumentSummaryInformation8WMsoDataStoreqkskJUR5PFWUHUZQ==2 qkskItem c3Properties}BI1QM0LHGZ==2 qkskItem  PropertiesO This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision.   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