This curriculum model defines competencies for child welfare supervisors to provide effective services to Indian children and families in Indian communities, on and off federal reservations. The results of a survey of 100 state and tribal child welfare supervisors were used to design the curriculum. The preface (Ann E. MacEachron) contains a historical perspective of the Indian Child Welfare Act and presents results of the survey of child welfare supervisors. Chapter 1, "Comprehensive Child Welfare System" (Michael D. Hughes), presents an orientation to tribal government, casework supervision, and administrative supervision. Chapter 2, "Family Practice in the Native American Community" (Anne Szulgit), highlights how family practice in the Native American community differs in terms of values, the concept of time, group consensus, cooperation, and styles of communication. Chapter 3, "Case Management" (Lorena Naseyowma), discusses decision-making, the role of the case manager, and case management skills. Chapter 4, "Management Skills: Grants, Contracts" (Margaret J. Allen), provides background and activities in proposal development, interagency coordination, contract negotiation, contract management, and reporting. Chapter 5, "Management" (Robert R. Lewis and Timothy A. Perry), discusses the basic components of management such as planning, budgeting, organizing, staffing, and directing, as well as leadership, organization, and ethics. Chapter 6, "Supervision" (Donald F. Fausel and Linda Tiller), focuses on the skills needed for effective supervision and for surviving the stress of becoming and enduring as a supervisor. (KS)