Certificate in equity-minded practice

As a former child welfare social worker, I learned firsthand about the ways that racism, ableism, nativism, heterosexism and transphobia – among other issues – play out for children and families involved in that sector. These “isms” play out both interpersonally and institutionally. I am proud to be part of the team that leads a new certificate program for middle-level managers that takes on these thorny issues head-on. Lisa Johnson, Jen Clackett and I developed this program three years ago as a partnership between the Massachusetts Department of Children and Families and Salem State University’s School of Social Work. We are proud to teach along with Kathryn Peterson, Shavon Fulcher, Mbita Mbao and Yvonne Ruiz. This page provides an overview of the frameworks we draw on, presents the learning objectives we are guided by, and describes the modules that make up the course.

We draw from the paradigm of equity-minded practice in social work education to conceptualize this certificate program, which will support DCF supervisors and managers’ development of knowledge and specific skills integral to critically culturally competent, intersectional, and anti-oppressive practice (Johnson, Slayter and Simmons, 2022). Equity-mindedness is the perspective or mode of thinking and practice exhibited by practitioners who call attention to patterns of inequity in client processes and outcomes (Council on Social Work Education, 2020). These practitioners take personal as well as institutional responsibility for the success of their clients, and critically reassess their own practices through engaging in reflectivity and reflexivity (Schön, 1983; 1987). Practitioners in this mode are intersectionality-conscious in their use of the cultural humility stance and aware of the social and historical context of oppressive practices in child welfare and ancillary systems. We draw heavily on the tenets of anti-oppressive practice. Our certificate program honors the need for social workers to be aware of a range of social identities, including, but not limited to, race, ethnicity, gender identity and expression, disability, sexuality, socioeconomic status (SES), and immigration status. All of our instructors have social work practice experience with child protection either directly or as collateral workers. Instructors have a range of social identities that mirror the curriculum in order to bring a personal element to the work.

Learning Objectives

At the completion of the certificate program, participants will be able to:

  1. Explain how their social identities inform their child welfare practice  
  2. Use data to identify inequitable processes and outcomes by social identity statuses 
  3. Discuss influences of various child welfare practices on processes and outcomes related to social identities 
  4. Exercise agency to contribute to equitable processes and outcomes for clients and colleagues of all social identities  
  5. View practice contexts and relationships as influenced by dynamics of privilege and oppression
  6. Self-monitor interactions with clients and colleagues of different social identities

Program Description, Schedule, Content Delivery

The program will address four areas within the larger framework of equity-minded practice in child welfare:

  • Addressing Disproportionality and Disparity in Child Protection
    • Reflexivity and reflectivity as tools for anti-racist practice
    • Critical cultural competence, intersectionality, cultural humility, and anti-oppressive practice as frameworks for child welfare supervision and practice
    • Using data to understand and address racial and ethnic disproportionalities 
    • Exploring policy mechanisms at the mezzo and macro levels that influence disproportionality and disparity in child welfare processes and outcomes
  • Disability and Child Protection
    • Learning about disability identity and culture for empowerment of clients
    • Identifying and confronting ableism in child welfare practice
    • Understanding the social and medical models of disability to inform practice
    • Subverting the personal tragedy theory of disability 
    • Embracing disability justice principles for empowerment-oriented practice
    • Becoming disability competent in child welfare practice
  • Child Protection Practice with Immigrants and Refugees
    • Cultural responsiveness to the multiple psychosocial challenges of immigrant and refugee populations in child welfare practice
    • Integration of various approaches to working with immigrant families and children that build upon ecosystems theory, empowerment, strengths-based and collaborative perspectives to child welfare services
    • Respect the unique cultures, values, and ethical codes of practice that apply to working with immigrant and refugee individuals, families, and communities
    • Competently manage the ethical dilemmas specific to working with immigrant and refugee populations.
  • Getting to Know the Queer Community & Unpacking Our Bias
    • Improve understanding of LGBTQ+ identities and to build skills for working with LGBTQ youth and their families as well as parents/caregivers and foster parents
    • Learn about the management of homophobia, transphobia and heterosexism
  • Capstone Experience
    • Conceptualize and design a project for unit/team/cluster
    • Workshop idea with faculty mentor and team-mate
    • Present plan to the large group 
    • Implement plan in area office & report back on experience at reunion

This certificate program supports an increase in culturally responsive, anti-oppressive, and equitable practices in child welfare – and the data bears this out. Also, the online teaching modality allows outreach to potential participants across the Commonwealth. The online nature of this certificate program also fosters cross-office collaboration between supervisors and managers, something that was very popular during the first five iterations of this certificate program. 

Selected Bibliography

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