Welcome Cultural Competency Training

1. Welcome Cultural Competency Training Bienvenidos

2. 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 12:00-4:00pm

3. 1. 2. 3. 4. Cultural Competency as it relates to the 5 SPF-SIG Steps Culture as it relates to the SPF-SIG Communities Objective At the conclusion of this workshop, participants should be knowledgeable of… Concepts of Culture and Cultural Competence Resources Available for Developing Cultural Competency

4. 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. www.drugs.indiana.edu

5. Expectations • What are your Expectations? • Our Expectations www.drugs.indiana.edu

6. 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 www.drugs.indiana.edu

7. 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 other’s differences and similarities. www.drugs.indiana.edu

9. 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 people1,2 1 Fitzgerald, Mullavey-O’Byrne, & Clemson, 1997 2 Bourke-Taylor & Hudson, 2005 www.drugs.indiana.edu

10. 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. 2014-08-27 www.drugs.indiana.edu 10

11. Cultural Diversity Sexual Identity/ Orientation Language Age Poverty Ability Race/Ethnicity Religion/ Spirituality Body Size Technology Occupation www.drugs.indiana.edu

12. What is happening here? 2014-08-27 www.drugs.indiana.edu 12

13. 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? • Let’s brainstorm strategies for engaging underrepresented groups! www.drugs.indiana.edu

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15. Youth Culture and “Hip Hop” • How is “Hip Hop Culture” applicable to SPF SIG? What’s 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

16. 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)

17. 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

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

19. 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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21. Strategic Prevention Framework State Incentive Grant (SPF-SIG)

22. Sustainability & Cultural Competence Assessment Profile population needs, resources, and readiness to address needs and gaps www.drugs.indiana.edu

23. 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 www.drugs.indiana.edu

24. A Culturally Competent Assessment Needs Assessment: Resources • Collaborate with culturally recognized organizations • Use volunteers from cultural populations • Solicit culturally appropriate in-kind contributions www.drugs.indiana.edu

25. 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 www.drugs.indiana.edu

26. 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 www.drugs.indiana.edu

27. Sustainability & Cultural Competence Capacity Building Mobilize and/or build capacity to address needs www.drugs.indiana.edu

28. 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

29. 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

30. 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. www.drugs.indiana.edu

31. Culturally Competent Capacity Building Three key areas of coalition capacity (cont’d): • 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) www.drugs.indiana.edu

32. 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 problems—verbal and nonverbal • Different languages or dialects • Class-related & culture-related values • Stereotyping and/or racism • Ethnocentricity www.drugs.indiana.edu

33. Sustainability & Cultural Competence Planning Develop a Comprehensive Strategic Plan www.drugs.indiana.edu

34. 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 www.drugs.indiana.edu

35. 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

36. 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

37. The National Registry of Evidence-based Programs & Practices NREPP website: http://www.nrepp.samhsa.gov/ www.drugs.indiana.edu

38. Sustainability & Cultural Competence Implementation Implement evidence-based prevention programs and activities www.drugs.indiana.edu

39. 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.

40. 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

41. 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.

42. 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

43. 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

44. 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

45. Sustainability & Cultural Competence Evaluation Monitor, evaluate, sustain, and improve or replace those that fail www.drugs.indiana.edu

46. A Culturally Competent Process Evaluation cont’d • 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 www.drugs.indiana.edu

47. 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

48. A Culturally Competent Evaluation Culturally Appropriate Evaluation Plan • Concepts are culturally appropriate • Measures are culturally appropriate • Methods are culturally appropriate www.drugs.indiana.edu

49. 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 report’s recommendations www.drugs.indiana.edu

50. Thank You !