Multicultural Competence in the Supervisory Relationship: An Inclusive Model

As the United States continues to become increasingly diverse, the number of underrepresented populations being served by child welfare agencies is also steadily increasing. Children of color comprise 33 percent of the children in the United States but represent over 55 percent of children in the child welfare system (Detlaff, 2015; Pew Commission, 2014). Therefore, in addition to being concerned about child safety, well-being and permanency, agencies must also be concerned with the cultural issues that arise when working with diverse populations (Nathaniel, Howze & Prince, 2009). Empirical evidence confirms that the race of a child and their family has a measurable impact on whether or not a child will be removed from parental custody, the length of time they are in the system and the services that they receive (Casey Family Programs, 2007; Cohen, 2003). In order to ameliorate biases associated with race and ethnicity it is imperative that child welfare workers become aware of their own cultural biases and the impact cultural differences can have on the counselor-client relationship. This can be achieved by providing child welfare workers with the resources needed to work towards becoming multiculturally competent