Welcome Cultural Competency Training

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Welcome Cultural Competency Training
Bienvenidos
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Strategic Prevention Framework State Incentive
Grant (SPF-SIG)
Cultural Competence Workshop

• Carla Janáe Brown, M.S.
• Roger Cavazos, B.A., C.P.P.
• Marcia Dias, M.A.

Indiana University Research Park Bloomington,
Indiana February 26, 2008 1200-400pm
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Objective
At the conclusion of this workshop, participants
should be knowledgeable of
Concepts of Culture and Cultural Competence
Resources Available for Developing Cultural
Competency
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Goal

• To develop your awareness of the cultural
  differences and similarities present in your
  community and provide strategies for applying
  cultural competence in each SPF step.

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Expectations

• What are your Expectations?
• Our Expectations

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Who are you?

• What is one word or phrase that best describes
  you from a cultural perspective?
• Please introduce yourself to the group

Image from Associated Press Photo Archive
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Why is Cultural Understanding Important?

• To develop your ability to work with differences,
  you must consider your own personal experience
  and perspective.
• To understand cultural diversity, we must know
  the culture within ourselves.
• If you give careful thought to who you are, it is
  easier to be sensitive to others differences and
  similarities.

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What is culture?

• What comes to mind when you hear the word
  culture?
• Race/Ethnicity
• Art/Music
• Language
• Attitudes Behaviors/Beliefs
• History
• Traditions/Customs
• The learned and shared values, behaviors,
  beliefs, attitudes traditions/customs, and
  institutions of a group of people 1,2

1 Fitzgerald, Mullavey-OByrne, Clemson, 1997 2
Bourke-Taylor Hudson, 2005
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Cultural differences

• Culture shapes our perception of the people we
  see and interact with.
• Understanding cultural difference is necessary to
  remove or reduce cultural barriers, to prevent
  additional barriers from becoming a problem, and
  to improve communication between all people.
• Culture is dynamic and multifaceted, so
  understanding and acknowledging the impact of
  culture in relation to the identities that we
  embody is critical.

2009-11-16
www.drugs.indiana.edu
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Cultural Diversity
Sexual Identity/ Orientation
Language
Age
Poverty
Ability
Race/Ethnicity
Religion/ Spirituality
Body Size
Technology
Occupation
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What is happening here?
2009-11-16
www.drugs.indiana.edu
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Cultural Considerations for Local Coalitions

• How would you describe the predominate culture
  within your community? Please list three.
• Do you have representation from each of the
  above?
• What are the barriers to their involvement in the
  SPF process?
• Lets brainstorm strategies for engaging
  underrepresented groups!

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BREAK
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Youth Culture and Hip Hop

• How is Hip Hop Culture applicable to SPF SIG?
  Whats The Connection?
• Influence on mainstream youth culture
• From Culture to Industry
• Will benefit SPF Communities to have an
  understanding of the History and Cultural
  Development of Hip Hop

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Youth Culture and Hip Hop

• History and Cultural Development of Hip Hop
• Birth November 12, 1973 (Zulu Nation)
• South Bronx, New York City
• Zulu Nation Africa Bambatta (Godfather)
• Kool Herc (Father)

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Cultural Competency

• Set of congruent behaviors, attitudes, policies
• Process constantly acquiring new knowledge
• Can be viewed as a point on a continuum
• Understanding and Appreciation of differences
• Begins with respect and an open mind
• Allows for effective work in multicultural
  settings

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Cultural Competency Self Assessment

• A Cultural Competency Continuum Used As A Scale
• CD CI CB CO CC
  CP
• 0 1 2 3 4 5

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Cultural Competency Self Assessment

• Rating Cultural Competency One Method
• Begin with the Cultural Competency Workgroup
• Use this scale with your Cultural Competency
  Workgroup. Do a self-assessment
• Identify your strengths and weaknesses and rank
  your Workgroup.
• Actively work on what you rank as weaknesses, can
  refer to the check list on the website. Or use
  this power point
• Later on 6 months rank yourself again
• Expand this method to Other Workgroups
• Member (s) of Cultural Competence Workgroup take
  this same process to other Workgroups assists
  them in ranking themselves and describing areas
  to work on
• Later on 6 months rank each group again

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Break
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Strategic Prevention Framework State Incentive
Grant (SPF-SIG)
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Assessment
Profile population needs, resources, and
readiness to address needs and gaps

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A Culturally Competent Assessment

• Needs Assessment Data
• Relevant to cultural groups in assessment
• Culturally appropriate methods of collection
• Culturally meaningful sources
• Collected by culturally appropriate persons
• Instruments designed for differences in language
  and reading level

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A Culturally Competent Assessment

• Needs Assessment Resources
• Collaborate with culturally recognized
  organizations
• Use volunteers from cultural populations
• Solicit culturally appropriate in-kind
  contributions

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A Culturally Competent Assessment

• Needs Assessment Community Analysis or Problem
  Statement

• Cultural members involved in the analysis and
  interpretation of data
• Cultural populations review report before moving
  to implementation

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A Culturally Competent Assessment

• Readiness
• Include cultural members in selecting readiness
  survey
• Pretest readiness survey with cultural groups
• Make modifications to survey if needed
• Administer readiness survey in culturally
  acceptable manner
• Include cultural members in readiness survey

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Capacity Building
Mobilize and/or build capacity to address needs

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Culturally Competent Capacity Building

• Coalition Building in 7 Groups
• LEOW (Assessment)
• Training and Outreach (Capacity Building)
• Evaluation (Evaluation)
• Program and Policy (Implementation)
• LAC (Governing Body)
• Cultural Competence (Cultural Competence)
• Youth/Young Adult Group

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Culturally Competent Capacity Building

• For Each Workgroup
• Recruit and maintain members of pertinent
  cultural populations
• Make members feel welcome and comfortable
• Be aware of different cultural styles of
  communication
• Provide transportation and childcare if needed
• Acknowledge the value of their input toward
  cultural understanding
• Involve cultural members in doing workgroup tasks
• Cultural training for the workgroup

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Culturally Competent Capacity Building

• Three key areas of coalition capacity
• Membership/Leadership
• Staff, leaders and messengers are credible people
  to cultural groups
• Develop a membership base that includes cultural
  persons
• Figuring out who the coalition needs inside this
  vehicle
• Cultivating the engagement of cultural
  stakeholders so that the coalition can
  appropriately use members skills and resources.

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Culturally Competent Capacity Building

• Three key areas of coalition capacity (contd)
• Organizational structure
• Provide a culturally acceptable organizational
  structure
• Develop culturally sensitive bylaws, policy,
  mission statement ,program procedures, personnel
  polices
• Good meeting and communication habits, adapted to
  culture
• Appropriate legal and financial structures and
  practices
• Cultural Competence
• Training and Outreach workgroups include members
  of pertinent cultural groups
• Capacity building method, for example a
  fundraising event, are culturally appropriate
  (consider community values, appropriate roles by
  gender/ age, community resources, social
  hierarchy)

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Culturally Competent Capacity Building

• You may encounter many challenges on your path to
  cultural competence. Working your way through
  these challenges is part of the community
  coalition process. Following are typical
  challenges
• The learning curve
• Lack of resources, leadership commitment or
  training
• Staff resistance
• Communication problemsverbal and nonverbal
• Different languages or dialects
• Class-related culture-related values
• Stereotyping and/or racism
• Ethnocentricity

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Planning

Develop a Comprehensive Strategic Plan
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Culturally Competent Planning

• Planning is a process of developing a logical
  sequences if strategies and steps leading to
  community-level alcohol and other drug reduction
  outcomes that move coalitions closer to achieving
  their vision for healthier communities.
• Develop a comprehensive strategic plan that
  includes culturally acceptable policies,
  programs, and practices creating a logical,
  data-driven plan to address problems identified
  in Step 1 (assessment).

Culturally Competent Planning
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Culturally Competent Strategic Planning

• Dissemination of the Epi Profile to potential
  target population.
• Modes of dissemination that assure the target
  population can access the epi profile
• Solicit input from all, including target
  population
• Use different forums for collecting opinions
• Establish a decision making process for planning
  that involves the target population
• In making decision take into consideration
  cultural styles of deciding

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Culturally Competent Strategic Planning

• Select and prioritize the Logic Model components,
  such as the Risk and Protective factors to be
  addressed by the intervention.
• Select components that are important to the
  target population
• Select an evidence-based intervention that is
  culturally appropriate.
• Consider interventions that build upon
  well-accepted interventions that are likely to
  have an impact

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The National Registry of Evidence-based Programs
Practices

• NREPP website http//www.nrepp.samhsa.gov/

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Implementation
Implement evidence-based prevention programs
and activities
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Culturally Competent Implementation

• Interventions are implemented in
  culturally acceptable way
• Dissemination of Information/Providing
  Information
• Videos, TV, Radio, and Web-based use are
  culturally acceptable and in appropriate
  languages
• Broadcasts are on ethnic stations or programs
• Printed information is in keeping with culture,
  in relevant languages and distributed to high
  volume or popular places
• Educational presentations should be made to
  cultural audiences by persons of that culture
  when possible.

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Culturally Competent Implementation

• Prevention Education/Enhancing Skills
• Classes and sessions held in culturally
  acceptable location
• Physical setting is culturally appropriate
• Classroom materials are sensitive to culture,
  linguistics, level of reading.
• Instructors or facilitators are culturally
  appropriate

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Culturally Competent Implementation

• Alternative
• Activities/Providing
• Support to Reduce Risk
• Location is convenient and within cultural/ethnic
  neighborhood
• Physical setting is culturally acceptable
• Transportation and childcare is provided
• Materials used are appropriate

• Mentors, if used, are culturally appropriate
• Snacks/meals are culturally appropriate
• Type of activities are acceptable to family and
  linguistically appropriate.

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Culturally Competent Implementation

• Environmental/Modifying Policies/Changing
  Physical Design
• Cultural groups to be involved in advocacy
  activities, such as town hall meeting, school
  board meetings, legislative and other hearings
• Training target populations about state
  government culture, such as, how to write letters
  or submit petitions to gain attention of key
  persons
• Style of advocacy or forums to be presented in a
  style comfortable to cultural participants
• Members of cultural groups to be provided
  transportation and/or child care if need for
  activities

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Culturally Competent Implementation

• Reducing Barriers/Enhancing Access
• Systems and processes
• Increase opportunities to access services by
  cultural groups
• Increase ease of accessing services by cultural
  groups
• Working to eliminate unwarranted eligibility
  criteria for particular groups

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Culturally Competent Implementation

• Changing Consequences at Community Level
• Encourage culturally appropriate awards or
  recognition
• for appropriate populations
• Awards can be to individuals
• Awards can be to businesses
• Awards can be to heath care providers
• Encourage awards at culturally appropriate
  settings
• Ethnic organizations
• Youth settings, schools, churches
• Posters posted in low-income areas
• Parades, cultural events
• Award family or extended family or tribe
• as a unit, if it is fitting

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Evaluation
Monitor, evaluate, sustain, and improve or
replace those that fail
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A Culturally Competent Process Evaluation contd

• Assessment incorporates culturally relevant
  elements
• Organizational community needs assessment
  includes CC items
• Capacity building incorporates culturally
  relevant elements
• Staff representative of target audience staff
  trained in CC
• Planning incorporates culturally relevant
  elements
• Target audience contributed to strategic plan
  development

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A Culturally Competent Process Evaluation

• Implementation incorporates culturally relevant
  elements
• Adaptations made to address cultural
  appropriateness
• Evaluation, itself, incorporates culturally
  relevant elements
• Surveys translated non-offensive language used

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A Culturally Competent Evaluation

• Culturally Appropriate Evaluation Plan
• Concepts are culturally appropriate
• Measures are culturally appropriate
• Methods are culturally appropriate

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A Culturally Competent Evaluation

• Final Reports
• Cultural members are involved in the evaluation
  process
• There is cultural input into interpretations of
  findings
• Cultural populations review and approve report
  before it is released
• Cultural groups endorse any of the reports
  recommendations

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Thank You !