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Describe how you would incorporate culturally competent assessments with families from diverse backgrounds. What are some assessment activities that you would use with those families? What are three (3) policy issues related to kinship care? In your opinion, what are the implications for practice related to those policy issues?
Respond to at least one colleague in one of the following ways: share an insight from having read your colleague’s posting, validate an idea with your own experience, or expand on your colleague’s posting.
(Note: You do not need to respond to the discussion questions, it is included for your reference so you are aware of what questions the students are replying to) I posted my colleague’s response to the discussion question above, please respond to her post. Begin the response with Hi Audrey) (I need at least a half page response) Please include references and provide the url link to all journal articles you use as references. Use current (meaning within the past 2 years) scholarly journal articles as references. Please use APA 6th edition format. Thanks)
Cultural competence is essential when providing service as it helps to understand and support people of different culture. The most important step in incorporating culturally competent assessment with families of different background is to understand the family’s cultural systems. This will allow me as the professional to understand factors such as the family cultural structure, norms and values, family cultural roles, family cultural power and authority figures, family decision making, etc. (Fong, 2001). Understanding these factors will discover the family’s strengths and how it could be used as resources. An example from our text shows that in Latino families, the compadrazgo (coparent) family system includes godparents and godchildren; understanding this aspect of the culture is important as the professional can include such members as strengths and resources when assessing family-centered services (Fong, 2001). Per our text, some assessment activities include “acknowledging the different family types reflecting acculturative status and identifying and targeting the cultural values and norms at macro level that are important to the family” (Fong, 2001).
Three policy issues related to kinship care include licensing; where kin are assessed to meet the standards required by the state. For example, in some states, kin must meet the same foster care standards as non-kin, whereas in other states and the District of Columbia, kin can choose to be assessed by a different standard, which often results in a smaller payment. Another policy issue related to kinship care is payment; the payment that kin receives is based on the assessment process. For example, in some states, in order to receive a foster care payment, kin must meet the full non-kin foster care standards, while in other states, kin can still receive foster care payments by meeting a lower standard. Lastly, a third policy issues related to kinship care is permanency, which is securing a stable living arrangement swiftly for children who must be permanently removed from their family’s homes. There are various permanency options offer by states to kin caring for children within state custody whom child welfare has concluded that reunification is not possible (Leos-Urbel, Bess, & Geen, 2001).
Fong, R. (2001). Cultural Competency in providing family-centered services. In Walton, E., Sandau-Beckler, P., and Mannes, M., Balancing Family-Centered Services and Child Well-Being (pp. 55-68). New York: Columbia University Press.
Leos-Urbel, J., Bess, R., & Geen, R. (2001). State Policies for Assessing and Supporting Kinship Foster Parents. Retrieved from http://ittakesanohana.org/wp-content/uploads/2011/02/State-Policies-Kinship-Care-Urban-Inst.pdf