Addressing Racial Disproportionality in Child Welfare (2 Credit Hours)

Program Summary:  This course explores methods for addressing racial disproportionality in the child welfare system and includes basic facts about racial disproportionality in the child welfare system, discussion of possible changes in child welfare policy and practice to address racial disproportionality, and descriptions of projects and programs that have successfully addressed this disparity.

This course is recommended for social workers, counselors, and therapists and is appropriate for beginning and intermediate levels of practice.

Publisher:  Child Welfare Information Gateway

US Department of Health and Human Services

Administration for Children and Families

Administration on Children, Youth and Families

Children’s Bureau

Find the article at:  https://www.freestatesocialwork.com/articles/racial_disproportionality.pdf

Program Objectives:   To enhance professional practice, values, skills, and knowledge by identifying key issues related to racial disproportionality in the child welfare system.

Learning Objectives:   Describe the prevalence/extent of the overrepresentation of certain minority groups in child welfare. Identify possible changes in child welfare policy and practice to address this overrepresentation of certain groups. Describe state and local projects that are addressing the imbalance.

Review our pre-reading study guide.

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

1: Certain racial and ethnic groups are overrepresented in the child welfare system in ______________.
 
 
2: In 2008, African-American children constituted what percentage of the total child population and what percentage of the children in foster care?
 
 
 
 
3: In 2008, White, non-Hispanic children constituted what percentage of the total child population and what percentage of the children in foster care?
 
 
 
 
4: The disproportional number of certain racial and ethnic groups in foster care is generally not an indicator of the disparate outcomes, services, and treatments that children and families of color experience while interacting with the child welfare system.
 
 
5: In FY 2003, the average stay in foster care for White children was ___ while the average length of stay for African-American children was ____.
 
 
 
 
6: At least 24 states have reported that language differences are a barrier to
 
 
 
 
 
7: Most states are able to recruit and retain resource parents who reflect the racial and ethnic diversity of the foster care population in that state.
 
 
8: Programs focused on which of the following risk factors may have preventive effects on the incidence of child abuse and neglect?
 
 
 
 
 
9: Studies show that African-American families are equally likely to be reported to child welfare agencies for suspicion of child maltreatment.
 
 
10: Mandated reporters sometimes have difficulty distinguishing neglect from which of the following factors:
 
 
 
11: What is one factor that causes government case workers who work for agencies that provide concrete services to have a higher rate of referrals to child welfare agencies for minority families?
 
 
 
12: After a referral to a child welfare agency, the cases of minority families are ______ likely to be substantiated at investigation.
 
 
 
13: After maltreatment has been substantiated, White families are more likely to:
 
 
14: After maltreatment has been substantiated, families of color are more likely to:
 
 
15: What characterizes a Differential Response Approach?
 
 
 
16: What characterizes an Informal Kinship Care Approach?
 
 
 
17: What characterizes a Family Group Decision-Making Approach?
 
 
 
18: What was the primary method adopted by the Alternative Response project in Franklin Ohio?
 
 
 
19: White children in the foster care system are _____ likely to be reunited with their families than African-American and Native American children.
 
 
 
20: In the discussion of family reunification, which of the following is not described as a service that supports family reunification?
 
 
 
 
 
21: What does the term 'fictive kin' mean?
 
 
 
22: Some child welfare agencies or other agencies that place children in foster or permanent homes may use screening processes for prospective resource families that effectively screen out many minority families.
 
 
23: Which of the following is not described as a method to help agencies recruit resource families who reflect the ethnic and racial makeup of the children and families they serve?
 
 
 
 
24: What is customary adoption?
 
 
 
25: What percentage of social workers serving children and adolescents are non-Hispanic White?
 
 
 
 
26: The AdoptUSKids program at the Children's Health Bureau at HHS has
 
 
 
 

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

 

Free State Social Work, LLC, provider #1235, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Free State Social Work, LLC maintains responsibility for this course. ACE provider approval period: 9/6/2021 - 9/6/2024. Social workers completing this course receive 2 continuing education credits.

Free State Social Work has been approved by NBCC as an Approved Continuing Education Provider, ACEP NO. 6605. Programs that do not qualify for NBCC credit are clearly identified. Free State Social Work is solely responsible for all aspects of the programs.