Cultural Competency Building a Culturally Competent Practice Tolerance, inter-cultural dialogue and respect for diversity are more essential than ever in a world where people are becoming more and more closely interconnected. Kofi Annan, Former Secretary-General of the United Nations Course description Cultural Competence: Building a Culturally Competent Practice is a one day training that reviews the knowledge,
awareness, and skills needed to work with todays diverse cultures. Participants will reflect on how ones personal cultural lens impacts child welfare outcomes. Participants will identify best practice guidelines for culturally-responsive communication skills and interactions in child welfare. Learning Objectives To examine what is meant by culture, cultural
sensitivity, awareness, and competence. To be aware of ones personal cultural lens and recognize its impact when working with diverse groups in child welfare. To be familiar with practice recommendations to incorporate cultural understanding into child welfare work. To utilize resources to deliver information, referrals, and services in the language appropriate to the client which may include use of interpreters. To explore concepts related to human diversity including bias, stereotyping, prejudice, and cycle of oppression
Acknowledge Sensitivity Ouch. I have a challenge. Oh! What is culture? Why important? "You never really understand a person until you consider things from his point of view until you climb into his skin and walk around in it."- Atticus Finch to his young daughter Scout. Harper Lees To Kill a
Mockingbird ba Culture the integrated pattern of human behavior that includes thoughts, communications, actions, customs, beliefs, values, and institutions of a racial, ethnic, religious, or social group. Often passed from generation to generation. Nation Association of Social Workers, 2000 Cultural competence - . . . process by which individuals
and systems respond respectfully and effectively to people of all cultures, languages, races, ethnic backgrounds, religions, and other diversity factors in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects and preserves the dignity of each." National Association of Social Workers, 2007 How is culture like a car? What can you learn by just looking at the surface?
Car parts below-the-surface are more complicated than Click ico n to add visible ones. pictur e Our cultures have some parts that are very visible and obvious to ourselves and others.
Tolerance toward physical pain Attitude toward conflict Attitudes toward elders Tempo of work Communication styles Concept of beauty Definition of obscenity Ideas of childrearing Decision-making Preference for
competition Roles in relation to age, sex, gender, class What parts of culture are less visible? More complex & subtle? Cultural Awareness Recognition of ones own cultural influences upon values, beliefs and judgments, as well as the influences derived
from the professionals work culture. National Center for Cultural Competence, Georgetown University Center for Child and Human Development, Washington, D.C. Building a Culturally Competent Practice People with colored discussion cards will move chairs each time. Everyone else - stay seated. Each new pair discusses the colored card topics
impact on the work of Family Case Managers. 2 minute rounds Before anyone moves, ask each card holder to pass his/her colored discussion topic card down TWICE. (This prevents topic repeats.) Each card holder moves seats to a new discussion partner. Disproportiona lity In most states, there are higher proportions of children of color
in the child welfare system than in the general child population. 2010 Disproportionality Index: Indiana Foster Care African American/Black children 2.4 Caucasian/White children 0.8 Hispanic/Latino 0.6 Native American/Alaska Native 0.2 Asian/Pacific Islander 0.2 Data provided by Adoption & Foster Care Analysis & Reporting System (AFCARS) Indianas African American disproportionality rate has decreased 41% (2000-2010), dropping from 4.1 to 2.4
Be the change you want to see in the world. Mahatma Gandhi Interrupt the cycle of oppression Stereotypes Once you label me you negate
me. Sren Kierkegaard, philosopher & theologian Are generalizations good or bad? Where do stereotypes originate? How are stereotypes reinforced? What are the most common
stereotypes non-Americans have of us? How many of these American stereotypes are true? How many are positive and Outgoing, friendly, informal Loud, rude, immature Hardworking Extravagant, wasteful, wealthy Not class conscious
Always in a hurry Disrespectful of authority Racially prejudiced Overweight Know little about other countries Generous how many are negative images Promiscuous women of Americans? [Referenced from Robert Kohls and John Knight Disregard the elderly
Think they have all the s 1994 study] answers. Girls arent strong. The Boys cant Impact ofplay
Bias house. Research shows that children between ages 2 and 5 become aware of Gender People Ethnicity with Disabilities glasses are
Children become sensitive to both the positive mean. attitudes and negative biases attached to these four Race key aspects of identity by their family and by society. Put yourself to the test. Put yourself to the test Project Implicit 1. Please log on to the
Project Implicit website. https:// implicit.harvard.edu /implicit/demo/takea test.html 2. Read through the preliminary info screen and click I wish to proceed. 3. Choose which test to take. 4. Review your results.
Cultural competence is a lifes journey . . . not a destination
