Session Dates: Nov. 1, 8, 15 from Noon-4 p.m. ET

• Workshop: $650
• Intercultural Development Inventory® (IDI®): $288

Given the continued emergence of an interconnected society, an ever-evolving pandemic, calls for racial and social justice along with heightened polarization across many fronts, building organizational capacity for advancing equity, diversity, and inclusion is more critical than ever. The need for leaders across sectors, and especially within the social sector, to understand and engage the current environment is essential in building an equitable society for all.

This journey begins by ensuring all people feel valued at work. It mandates the co-creation of an inclusive workforce that can foster the development of a healthy, productive, and peaceful society in which all people can participate and reach their full potential. The journey continues with building a culture that supports equity for long-term sustainable change and engaging the inequitable systems, which marginalizes, disconnects, and dismisses individuals from having access and full participation in reaching economic mobility and prosperity.

During this three-part virtual workshop presented by Social Current, participants will explore their relationships with equity, diversity, and inclusion (EDI) in a safe environment and make progress on developing an EDI action plan for their organizations.

Because advancing EDI requires more than just basic knowledge and the will to improve, presenters will help participants understand their own biases and the role of historical discrimination, non-inclusive behavioral actions, and culture in creating an unjust society.

The workshop will include presentations of valuable information, facilitated discussions, reflection opportunities, and dedicated planning time. In addition to learning about core concepts, participants will put ideas into action with facilitated planning time. Everyone will begin developing action plans for their organizations or build on existing plans. Organizations are encouraged to send multiple employees to build or work on current EDI plans for advancement.

About the Intercultural Development Inventory® (IDI®)
To be equipped to advance equity within your community, organization, and beyond, it is essential to also understand and advance your personal journey. Enhance your participation in this workshop with the Intercultural Development Inventory® (IDI®), which provides valuable and actionable information about your own mindset/skillset toward cultural difference and commonality. The IDI®, a 50-item online questionnaire, has been developed and tested using rigorous cross-culturally validated psychometric protocols with over 220,000 respondents from a wide range of cultural groups and countries.

Add this assessment to your workshop registration to receive practical and in-depth information. Individuals will receive a customized IDI® Individual Profile Report and participate in a 60-minute one-on-one debrief session with Social Current Director of Evaluation and Research Phyllis Richards to discuss their results and develop a plan to meet their personal intercultural development goals. Richards is a qualified administrator of the IDI® and has more than a decade of experience in working collaboratively to address systemic racism and improve cultural competency.

Workshop Goals

• How EDI has changed over time within the U.S. as a result of legislation
• Understand the skills needed to advance your EDI personal journey
• How biases, racism, and incivility are barriers to building an EDI-enriched workplace culture
• Understand their organization’s phase of EDI maturity, and how to move to the next phase
• A multi-faceted approach for co-creating an organizational culture that fosters EDI
• Options for addressing critical current issues
• How to structure an organizational plan to advance EDI using results-based strategies
• Create the skeleton plan with facilitator support

Who Should Participate

• Staff responsible for diversity, equity, and inclusion
• Human resources professionals
• Organizational development professionals
• Executives
• Board members
• Executive search firms

This webinar will provide an historical and contemporary overview of child neglect and its link to structural racism in child welfare. Then, the presenter will engage the audience in variations of child neglect definitions and the nuanced interpretations in child neglect investigations. The presentation will conclude with strategies to address and combat racial bias in child neglect reporting and in the substantiation of these investigations.

The 21st-century research agenda for child welfare calls for addressing research gaps in the quality of child protective services (CPS) investigations. Specifically, we need to understand more about how child welfare is responding to allegations of neglect and how improvements can be made.

About the Webinar Series

This webinar is one session in Social Current’s five-part learning series on the 21st-century research agenda for child welfare.

• Cutting through the Chaos by Reframing Childhood Adversity
  Oct. 11 from Noon-1 p.m. ET
• How Monthly Cash Gifts Are Fostering Infant Brain Development
  Oct. 13 from 2-3 p.m. ET
• Supporting Safe and Effective Investigations through Training Labs
  Nov. 29 from 3-4:30 p.m. ET
• Building Protective Factors through Family Resource Centers
  Dec. 1 from 3-4:30 p.m. ET
• An Anti-Racist Approach to Child Neglect Investigations
  Dec. 6 from 3-4 p.m. ET

The Annie E. Casey Foundation, Casey Family Programs and the William T. Grant Foundation are leading an initiative, along with many partners, to identify research gaps related to community-based family support, child protective services, out-of-home care, and post-permanency services. The initiative is now working to conduct research, rooted in equity and co-designed by people with lived experience, to address these gaps and answer key questions, as well as increase the use of this research in decision making. Learn more about the 21st-century research agenda for child welfare online.

Takeaways

• Historical overview of child neglect, poverty, and structural racism in child welfare
• Variations of child neglect definitions in child welfare
• How to address racial disparities in child welfare investigative policies/practices
• Mandated reporting requirements
• Recommendations/strategies to combat race bias in child neglect investigations

Who Should Participate

• Social workers
• Child welfare professionals
• Law enforcement
• Child welfare academic scholars
• Individuals with lived experiences in child welfare system involvement

Three CEU Credits (Social Work): Approved by the NASW-Michigan Social Work Continuing Education Collaborative. Please check with your local accrediting body for reciprocity.

This training provides an overview of gender-affirming care and transitioning (socially, medically, and legally). These practices serve to increase safety, access to resources, and mental/emotional well-being for gender diverse people. Whether a medical professional or someone who is interested in advocating for the LGBTQ+ community, participants will leave with concrete behaviors which can be implemented in a variety of roles when serving individuals with diverse gender identity and expression.

This training series is interactive, and participants are asked to be on camera and able to interact with other participants through video, audio, and chat periodically. While this is an expectation of the training, we understand that there can be barriers to this type of involvement. Reach out to the trainers ahead of time at for more information or accommodations.

Objectives

• Why we are discussing SOGIE (statistics, evidence-based practices, personal narratives)
• Introduction to gender-affirming care (medically, socially, and legally) as well as hearing directly from youth who have accessed gender-affirming care at the Ruth Ellis Center and the medical and behavioral health professionals who practice this work
• Address common assumptions/myths related to gender diversity and gender-affirming care

Who Should Participate

• Professionals who work with children, youth, young adults, and/or families who have previous introductory knowledge on sexual orientation, gender identity, and expression
• Participants can be individuals who directly with others or be involved in supervision, management, and leadership
• Professionals who work in integrated health would especially benefit from this training, but the content is applicable in many areas of work (case managers, social workers, foster parents, case supervisors, program staff, program managers, program directors, quality assurance)

Courses in this Series

SOGIE 101
Monday, May 23 from 1-4 p.m. ET

Inclusive Data Collection: How to Ask About SOGIE In Systems of Care
Tuesday, May 24 from 1-4 p.m. ET

Family Support with LGBTQ Children
Wednesday, May 25 from 1-4 p.m. ET

Gender Affirming Care
Thursday, May 26 from 1-4 p.m. ET

About the Training Series

Ruth Ellis Institute has developed the following training content through researching how adult practitioners, government health and human service employees, and staff at community-based organizations leverage their existing experience to integrate more affirming practices for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth.

The development of this curriculum is embedded within a LGBTQ-specific direct service organization, ensuring that on-the-ground implementation is informing training content. Ruth Ellis’ model connects:

• Youth and their families lived experience
• Direct practice
• Research and evaluation
• Coaching and consulting
• Policy and regulations

Content in Gender-Affirming Care has been developed at the Ruth Ellis Center in partnership with the University of Michigan and Henry Ford Health System. Centering the lived experience of Black and Brown people who are transgender and non-binary, the framing of the training objectives was developed through two focus groups by and with the community. Ruth Ellis Institute produced and developed a film which anchors the content through featuring wisdom from Black and Brown transgender and non-binary individuals. Participants will leave with urgent recommendations for all agencies who serve youth, especially in integrated health care.

Three CEU Credits (Social Work): Approved by the NASW-Michigan Social Work Continuing Education Collaborative. Please check with your local accrediting body for reciprocity.

This training provides an overview of gender-affirming care and transitioning (socially, medically, and legally). These practices serve to increase safety, access to resources, and mental/emotional well-being for gender diverse people. Whether a medical professional or someone who is interested in advocating for the LGBTQ+ community, participants will leave with concrete behaviors which can be implemented in a variety of roles when serving individuals with diverse gender identity and expression.

This training series is interactive, and participants are asked to be on camera and able to interact with other participants through video, audio, and chat periodically. While this is an expectation of the training, we understand that there can be barriers to this type of involvement. Reach out to the trainers ahead of time at for more information or accommodations.

Objectives

• Why we are discussing SOGIE (statistics, evidence-based practices, personal narratives)
• Introduction to gender-affirming care (medically, socially, and legally) as well as hearing directly from youth who have accessed gender-affirming care at the Ruth Ellis Center and the medical and behavioral health professionals who practice this work
• Address common assumptions/myths related to gender diversity and gender-affirming care

Who Should Participate

• Professionals who work with children, youth, young adults, and/or families who have previous introductory knowledge on sexual orientation, gender identity, and expression
• Participants can be individuals who directly with others or be involved in supervision, management, and leadership
• Professionals who work in integrated health would especially benefit from this training, but the content is applicable in many areas of work (case managers, social workers, foster parents, case supervisors, program staff, program managers, program directors, quality assurance)

Courses in this Series

SOGIE 101
Monday, May 23 from 1-4 p.m. ET

Inclusive Data Collection: How to Ask About SOGIE In Systems of Care
Tuesday, May 24 from 1-4 p.m. ET

Family Support with LGBTQ Children
Wednesday, May 25 from 1-4 p.m. ET

Gender Affirming Care
Thursday, May 26 from 1-4 p.m. ET

About the Training Series

Ruth Ellis Institute has developed the following training content through researching how adult practitioners, government health and human service employees, and staff at community-based organizations leverage their existing experience to integrate more affirming practices for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth.

The development of this curriculum is embedded within a LGBTQ-specific direct service organization, ensuring that on-the-ground implementation is informing training content. Ruth Ellis’ model connects:

• Youth and their families lived experience
• Direct practice
• Research and evaluation
• Coaching and consulting
• Policy and regulations

Content in Gender-Affirming Care has been developed at the Ruth Ellis Center in partnership with the University of Michigan and Henry Ford Health System. Centering the lived experience of Black and Brown people who are transgender and non-binary, the framing of the training objectives was developed through two focus groups by and with the community. Ruth Ellis Institute produced and developed a film which anchors the content through featuring wisdom from Black and Brown transgender and non-binary individuals. Participants will leave with urgent recommendations for all agencies who serve youth, especially in integrated health care.

Three CEU Credits (Social Work): Approved by the NASW-Michigan Social Work Continuing Education Collaborative. Please check with your local accrediting body for reciprocity.

This training provides an overview of gender-affirming care and transitioning (socially, medically, and legally). These practices serve to increase safety, access to resources, and mental/emotional well-being for gender diverse people. Whether a medical professional or someone who is interested in advocating for the LGBTQ+ community, participants will leave with concrete behaviors which can be implemented in a variety of roles when serving individuals with diverse gender identity and expression.

This training series is interactive, and participants are asked to be on camera and able to interact with other participants through video, audio, and chat periodically. While this is an expectation of the training, we understand that there can be barriers to this type of involvement. Reach out to the trainers ahead of time at for more information or accommodations.

Objectives

• Why we are discussing SOGIE (statistics, evidence-based practices, personal narratives)
• Introduction to gender-affirming care (medically, socially, and legally) as well as hearing directly from youth who have accessed gender-affirming care at the Ruth Ellis Center and the medical and behavioral health professionals who practice this work
• Address common assumptions/myths related to gender diversity and gender-affirming care

Who Should Participate

• Professionals who work with children, youth, young adults, and/or families who have previous introductory knowledge on sexual orientation, gender identity, and expression
• Participants can be individuals who directly with others or be involved in supervision, management, and leadership
• Professionals who work in integrated health would especially benefit from this training, but the content is applicable in many areas of work (case managers, social workers, foster parents, case supervisors, program staff, program managers, program directors, quality assurance)

Courses in this Series

SOGIE 101
Monday, May 23 from 1-4 p.m. ET

Inclusive Data Collection: How to Ask About SOGIE In Systems of Care
Tuesday, May 24 from 1-4 p.m. ET

Family Support with LGBTQ Children
Wednesday, May 25 from 1-4 p.m. ET

Gender Affirming Care
Thursday, May 26 from 1-4 p.m. ET

About the Training Series

Ruth Ellis Institute has developed the following training content through researching how adult practitioners, government health and human service employees, and staff at community-based organizations leverage their existing experience to integrate more affirming practices for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth.

The development of this curriculum is embedded within a LGBTQ-specific direct service organization, ensuring that on-the-ground implementation is informing training content. Ruth Ellis’ model connects:

• Youth and their families lived experience
• Direct practice
• Research and evaluation
• Coaching and consulting
• Policy and regulations

Content in Gender-Affirming Care has been developed at the Ruth Ellis Center in partnership with the University of Michigan and Henry Ford Health System. Centering the lived experience of Black and Brown people who are transgender and non-binary, the framing of the training objectives was developed through two focus groups by and with the community. Ruth Ellis Institute produced and developed a film which anchors the content through featuring wisdom from Black and Brown transgender and non-binary individuals. Participants will leave with urgent recommendations for all agencies who serve youth, especially in integrated health care.

Three CEU Credits (Social Work): Approved by the NASW-Michigan Social Work Continuing Education Collaborative. Please check with your local accrediting body for reciprocity.

This training provides an overview of gender-affirming care and transitioning (socially, medically, and legally). These practices serve to increase safety, access to resources, and mental/emotional well-being for gender diverse people. Whether a medical professional or someone who is interested in advocating for the LGBTQ+ community, participants will leave with concrete behaviors which can be implemented in a variety of roles when serving individuals with diverse gender identity and expression.

This training series is interactive, and participants are asked to be on camera and able to interact with other participants through video, audio, and chat periodically. While this is an expectation of the training, we understand that there can be barriers to this type of involvement. Reach out to the trainers ahead of time at for more information or accommodations.

Objectives

• Why we are discussing SOGIE (statistics, evidence-based practices, personal narratives)
• Introduction to gender-affirming care (medically, socially, and legally) as well as hearing directly from youth who have accessed gender-affirming care at the Ruth Ellis Center and the medical and behavioral health professionals who practice this work
• Address common assumptions/myths related to gender diversity and gender-affirming care

Who Should Participate

• Professionals who work with children, youth, young adults, and/or families who have previous introductory knowledge on sexual orientation, gender identity, and expression
• Participants can be individuals who directly with others or be involved in supervision, management, and leadership
• Professionals who work in integrated health would especially benefit from this training, but the content is applicable in many areas of work (case managers, social workers, foster parents, case supervisors, program staff, program managers, program directors, quality assurance)

Courses in this Series

SOGIE 101
Monday, May 23 from 1-4 p.m. ET

Inclusive Data Collection: How to Ask About SOGIE In Systems of Care
Tuesday, May 24 from 1-4 p.m. ET

Family Support with LGBTQ Children
Wednesday, May 25 from 1-4 p.m. ET

Gender Affirming Care
Thursday, May 26 from 1-4 p.m. ET

About the Training Series

Ruth Ellis Institute has developed the following training content through researching how adult practitioners, government health and human service employees, and staff at community-based organizations leverage their existing experience to integrate more affirming practices for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth.

The development of this curriculum is embedded within a LGBTQ-specific direct service organization, ensuring that on-the-ground implementation is informing training content. Ruth Ellis’ model connects:

• Youth and their families lived experience
• Direct practice
• Research and evaluation
• Coaching and consulting
• Policy and regulations

Content in Gender-Affirming Care has been developed at the Ruth Ellis Center in partnership with the University of Michigan and Henry Ford Health System. Centering the lived experience of Black and Brown people who are transgender and non-binary, the framing of the training objectives was developed through two focus groups by and with the community. Ruth Ellis Institute produced and developed a film which anchors the content through featuring wisdom from Black and Brown transgender and non-binary individuals. Participants will leave with urgent recommendations for all agencies who serve youth, especially in integrated health care.