ICWA: Working with Native American Families and Tribes
The information in this program outline is provided by the program representative and edited by the CEBC staff. This program has been reviewed by the CEBC in the following Topic Areas:
About This Program
Target Population: State child welfare social workers and agencies serving Native American youth in child welfare, Native American children and families, and tribes
ICWA: Working with Native American Families and Tribes is a full-day training curriculum (6 hours) and part of a suite of Indian Child Welfare Act (ICWA)-related curricula designed to meet the diverse regional and cultural needs of American Indian communities throughout California. The program includes a 60- to 90-minute online eLearning ICWA introduction and a 60-minute Field Activity. The most critical aspects of this ICWA curriculum concern the historical significance of ICWA and the importance of building engagement skills for deepening relationships with Tribal people and communities. In addition to the historical, philosophical, and legal background of ICWA, the curriculum includes engagement strategies that encourage participation by local and regional Tribal representatives when training at the local level. This curriculum is required training for all state child welfare social workers through the California Common Core 3.0 and was developed by Tribal STAR, a program of the Academy for Professional Excellence.
The goals of ICWA: Working with Native American Families and Tribes are:
- Train state child welfare social workers on ICWA (Indian Child Welfare Act) and topics related to culturally responsive engagement to improve outcomes for Native American children in child welfare
- Enhance collaborative efforts among child welfare agencies and tribes to ensure Native foster youth maintain connections to culture, community, and resources.
- Strengthen collaboration between state and county child welfare services, courts, community partners, tribal service agencies and tribes to achieve safety, permanency, and well-being for Native American youth in child welfare.
The essential components of ICWA: Working with Native American Families and Tribes include:
- 60- to 90-minute eLearning ICWA Introduction (prerequisite to classroom)
- 6-hour full day classroom training: ICWA: Working with Native American Families and Tribes:
- The curriculum includes:
- California Indians
- History, Purpose and Spirit of ICWA
- Historical Trauma
- Remedying bias through Recognized Contributions
- ICWA Requirements and Social Work Practice
- What Stands Out from Today
- 60-minute Field Activity
One full-day (6-hour) training plus a 60- to 90-minute eLearning session and a 60-minute field activity
Varies dependent on participant’s progress rate; it can be over a year. As soon as the participant registers for the training, they are given notice of the eLearning requirement. They are required to provide proof of completion of the eLearning session on the day of the 6-hour training. They then have a year to complete the field activity.
This program is typically conducted in a(n):
- Community Agency
- Community Daily Living Settings
This program does not include a homework component.
ICWA: Working with Native American Families and Tribes does not have materials available in a language other than English.
Resources Needed to Run Program
The typical resources for implementing the program are:
Training space, trainers, training equipment, (LCD projector, screen, laptop or desk top to display PowerPoint presentation, speakers for media), printed copies of the Participant Guide for each participant, a flip-chart, and markers for activities. Optional resources that enhance the training experience: involve Tribal Elders, individuals knowledgeable in engagement with tribes, child welfare policy, and mediation in the training and discussion.
Minimum Provider Qualifications
A trainer for the ICWA: Working with Native American Families and Tribes curriculum must have all of the following:
- A high school diploma
- A minimum of 5 years working with Native communities
- A minimum of 3 years of progressive experience building collaboration
- A solid knowledge base of the Indian Child Welfare Act
- A solid knowledge base of child welfare practices and/or child welfare experience
Education and Training Resources
There is a manual that describes how to implement this program, and there is training available for this program.
- Tom Lidot, Tribal STAR Program Manager
Training is obtained:
An official request is made and coordination with the requestor determines resources, location, and logistics planning.
Number of days/hours:
Training for Trainers (T4T): 3-day, 8-hour per day T4T to learn Tribal STAR training techniques and apply them to the statewide ICWA: Working with Native American Families and Tribes
Relevant Published, Peer-Reviewed Research
This program has been reviewed and it was determined that this program lacks the type of published, peer-reviewed research that meets the CEBC criteria for a scientific rating of 1 – 5. Therefore, the program has been given the classification of "NR - Not able to be Rated." It was reviewed because it was identified by the topic expert as a program being used in the field, or it is being marketed and/or used in California with children receiving services from child welfare or related systems and their parents/caregivers. Some programs that are not rated may have published, peer-reviewed research that does not meet the above stated criteria or may have eligible studies that have not yet been published in the peer-reviewed literature. For more information on the "NR - Not able to be Rated" classification, please see the Scientific Rating Scale.
Currently, there are no published, peer-reviewed research studies for ICWA: Working with Native American Families and Tribes.
Agosti, J. (2011). California disproportionality project breakthrough series collaborative final report. Sacramento, CA: Child and Family Policy Institute of California.
Deserly, K., & Lidot, T. (2015). American Indian/Alaska Native children & families. In R. Fong, A. Dettlaff, J. James, & C. Rodriguez (Eds.), Addressing disproportionality and disparities in human services: Multi-systemic approaches (pp. 139-166). New York, Columbia University Press.
Lidot, T., Orrantia, R-M., & Choca, M. (2012). Continuum of readiness for collaboration, ICWA compliance, and reducing disproportionality. Child Welfare, 91(3), 65-87.
Date Research Evidence Last Reviewed by CEBC: May 2017
Date Program Content Last Reviewed by Program Staff: August 2017
Date Program Originally Loaded onto CEBC: October 2017