Policy & Practice | Summer 2023

they can reciprocally develop each other’s capacity to recognize needs, ask the right questions, gather informa tion, as well as identify, empower, and mobilize key stakeholders. Although many states already have task forces that unify actors around issues affecting refugee and immi grant families, there may still be a need for the systematic use of subcom mittees or working groups staffed by specialized personnel and other key stakeholders. Examples of the use of specialized staffing can be found in the state of Oregon, where programs have begun approaching services through a comprehensive, statewide frame work that integrates trauma-informed behavioral health perspectives across a breadth of services. While not exclusive to refugees and immigrants, this approach has enabled Oregon’s human services personnel to expand its work in refugee-specific programming. It has also enabled them to better integrate population specific supports with public benefits through various committees helping to mobilize vital knowledge across sectors and programs. APHSA has therefore interviewed an expert representative to learn her perspectives on imbedding whole family frameworks in all processes. Angelica Quintero, International Case Consultant (ICC) with the Child Welfare program within the Oregon Department of Human Services, describes specialized case staffing in the following manner: “It is important for caseworkers to know what factors need to be considered as they work with the families and children served. Having specialized case staffing affords caseworkers the opportunity to learn about how to best serve families, what services are available, and what critical pieces we should not overlook.” “Having a position, such as mine, of ICC assists child welfare by having staff who can serve as experts on how to do this critical work and can assist personnel across Oregon with anything and everything that has an international implication. This can be as simple as helping staff with obtaining a birth certificate for a child born in another country and can be as complex as supporting the placement

“Having specialized case staffing affords caseworkers the opportunity to learn about how to best serve families, what services are available, and what critical pieces we should not overlook.”

— ANGELICA QUINTERO, INTERNATIONAL CASE CONSULTANT WITH THE CHILD WELFARE PROGRAM, OREGON DEPARTMENT OF HUMAN SERVICES

health and physical health, housing, food instability, and other challenges. When asked about her recom mendations for states wishing to implement similar interdisciplinary strategies, Quintero observes: “We must be open and receptive to hearing and learning from representatives of the communities we serve. We also learn a lot from asking families to teach us about their culture and their family system. We need to be willing to hear what is working and what is not working so that we can make the changes necessary to improve and come together with other pro fessionals that are serving the same families in each community. In this way, we can also assess how to work together, and wrap services around the family that will create positive change. Importantly, we can ask how individuals can give back to their com munity by being mentors and coaches for other families needing help.” While there is much work to be done in enhancing capacity within state systems, a first step to improved programming will be to support cases interacting with migration through participant and expert-guided, trauma informed, and critically, evidence-based practices. Doing so may lead to more inclusive programming that addresses the dignity of individuals and communi ties through enhanced attention to all life domains, furthering our collective efforts toward achieving equity. Immigrants. https://apps.urban.org/ features/children-of-immigrants/?utm_ source=urban_researcher&utm_ medium=email&utm_ campaign=COI&&utm_source=urban_ ea&utm_campaign=Children_of_ Immigrants&utm_id=children_and_ youth&utm_content=general&utm_ term=children_and_youth Reference Note 1. Visualizing Trends for Children of

of children with parents outside of the United States, as well as with interna tional adoption. This position is very rewarding, and I am fortunate with all that I have learned.” “Critically, Oregon Child Welfare has the Refugee Child Welfare Advisory Committee that consults with staff any time a refugee child has come into the custody of child welfare. We also have a committee in place that will consult with staff when an unac companied minor has come into the custody of child welfare.” In addition to local partners, Quintero describes how universities have also been an important aspect of this process: “As ICC, I partner with Portland State University and help train newly hired child welfare caseworkers. I also participate in a quarterly call with the Center on Immigration and child welfare that is coordinated through the Social Work Program at New Mexico State University. This group is comprised of other child welfare professionals across the nation and provides opportunities to learn about what is happening in other states and how we can help each other.” “Collectively, we must continue to advocate for better outcomes for families and children by continuing to improve how we do what we do. This includes improving the services we offer, but also assisting the community to provide what we do not already have internally. Child welfare should not operate on its own, rather, it takes everyone to come together. The families and children we serve deserve nothing less.” For certain, staffing cases involving children is critical given their need for enhanced protections, as well as their developmental needs. However, this model need not be limited to child centered cases, as staff can also help support adults experiencing a variety of crises by interacting with mental

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