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Models of

Cultural Competency

Kam Lou Lopez Karina Barragan Resident Services Coordinator, Director of Services Coordinator Prog., Alumni of WOCN-Leadership Fellow LeadingAge EMERGE Leadership Prog. Alumni

Activity #1: Share the following information:

● Raise your hands who is the service coordinator, manager, and administrator.

● Raise your hand if you have been in the field of aging

less than a year? One to 5 years?

Workshop Objectives

1) Understand how cultural competency impacts utilization of services by underserved populations

1) Understand the framework of the Women of Color Network (WOCN) Cultural Competency model as part of the Cultural

Spectrum 1) Understand the importance of self - assessment/re - assessment

for staff and service evaluation for agency

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Save HUD 202 Rally:

▶ https://www.youtube.com/watch?v=qZ-hNVfTZqw https://www.youtube.com/watch?v=YeFzeNAHEhU

▶ https://www.youtube.com/watch?v=Nrk31a3Q_IQ

Iceberg: 10% Visible vs. Invisible 90%

Source: OmegaFi News

▶ What do we miss by not viewing the invisible 90%?

▶ What does it mean to be underserved?

Global Definition of “Underserved (d)”

UNDERSERVED:

Verb: To supply with insufficient services, especially social and health services.

The American Heritage Dictionary 2003

UNDERSERVE(D):

Noun: Those populations that are previously and currently supplied with insufficient services.

GOAL:

To achieve a status where underserved populations are provided sufficient and relevant services.

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Grant Programs for Underserved Populations

There are several grant programs that VAWA developed to provide

specific supports to the underserved populations: ●Outreach to Underserved Populations ●Culturally and Linguistically-Specific Services ●Racial and Ethnic Communities

●Elders ●Rural Communities ●Youth, Teens, Children Exposed to DV

●Persons in Public and Assisted Housing ●Persons with Disabilities ●Trafficking

●Titles for Immigrant and Tribal Communities

●VAWA 42 U.S.C.A. & 13925(a)(33)

WOCN Definitions of Underserved

● Each community has a separate and distinct “culture”

whether it is around race or ethnicity, religion, even age,

gender or disability

● Often share a lack of monetary, material or legal resources

● Often don’t see themselves reflected in terms of staffing,

language, or traditions within systems, therefore even if they

don’t have the above resources they still may not choose

to access services

123RF Limited

WOCN Definitions of Underserved

● Least likely to be aware of available services

● Services and/or service providers rarely meet or take into consideration unique needs or challenges

● Often experience more legal regulation than those that

don’t fall within their community or identity group and thus, are in greater fear of calling the police and/or accessing

services

● Dierenartsenpraktijk Gadeyne

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WOCN Definitions of Underserved

● Fear of being misunderstood or even ostracized by

those outside of their communities or identity group

● Generational differences within populations commonly create varied levels of acculturation

Muddy Paws of Harrogate 2012

1. What do we see, think, and feel? 2. What will you do as an RSC?

History of Cultural Competency

The term cultural competency is said to have

originated in the healthcare industry by Cross et al in 1989, and is defined as, “A system of care

that is sensitive to cultures at all levels –policy

governance, practice and consumer access ”.

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Limitations of Original Model

● Now a term of art

● Seen as a destination ● Believe one or two trainings are enough ● Many do not change their one-dimensional,

biased approaches **Original model definition is available in the handout glossary

Three Conditions for Using WOCN Cultural Competency

1. That “culture ” is presented in a multifaceted concept that extends beyond ethnicity and race;

Culture --Common societal, institutional and personal experiences

that create a commonality among a group of people in

knowledge, beliefs, ideas, customs, taboos, rituals, ceremonies, codes, symbols, language, works of art, and ways of being. Culture can reside within and across race, ethnicity, age,

gender, sexual orientation, body type, geographic location, social economic class, spirituality and religion.

Three Conditions for Using WOCN Cultural Competency

2. That cultural competency is described not as a destination, but a lifelong journey; and 3. That cultural competency is seen as one part of a broader cultural spectrum that must be pursued in order to grow into effectiveness and viability.

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Cultural Competency as Part of a “ Cultural Spectrum ”

Definitions: (1)Cultural Awareness: An understanding of the differences

between one’s self and people from other countries or

backgrounds, especially differences in attitudes and values.

(1)Cultural Competency: As previously stated, Cross et al.

pioneered the definition of cultural competency, which is: “A

system of care that is sensitive to cultures at all levels-policy, governance, practice and consumer access ”.

Copyright - Women of Color Network (WOCN), 2009

Definition continued:

(3) Cultural Humility: Moving beyond services and having a lifelong process of

self-reflection and self-critique.( see definition in the glossary )

(4) Cultural Relevance: Recognizing, understanding, and applying attitudes and

practices that are sensitive to and appropriate for people with diverse cultural,

socioeconomic, and educational backgrounds, and persons of all ages, genders,

health statuses, sexual orientations, and abilities.(see definition in the glossary )

(5) Cultural Specific: Services or individual approaches that are created by and

for specific communities, use language and settings familiar to the culture of the

target population, and use staff or volunteers that represent that culture. (see

definition in the glossary )

Cultural Competency as Stages of Service

Delivery

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Cultural Competency as Stages of Service

Delivery

Stage 1 (Thought): Beginning to think about or consider different cultures within one’s advocacy or service delivery

Stage 2 (Learning): Actively learning about different cultures and how one’s advocacy or service delivery impacts these cultures

Stage 3 (Feeling): Feeling respect and an affinity for different cultures, working to become more accessible, and adapting one’s advocacy or service delivery.

Stages of Cultural Service Delivery

Stage 4 (Inclusion): Beginning to include elements from

different cultures to ensure that marginalized populations have a say in the services they receive

within existing programs

Stage 5 (Preservation): Supporting the preservation and

self-sufficiency of different cultures and working as an ally to support diverse populations in establishing their

own culturally specific programs

1. What do we see, think, and feel? 2. What will you do as an RSC?

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Individual and Agency

Assessments of Cultural Competence

Neit:

You, as a manager/coordinator, received a few complains

that a 68 year old Thai resident, who just moved in a month ago, has been walking and talking in the hallway

passed curfew hours. ▶ You had put three notices, inviting her to discuss about

the issue. She never came.

▶ So you knocked on her door and

▶ What should you do?

Cage of Oppression: Neit

➢ Thai-language

barrier? ➢Old and look angry

➢Mental illness ➢Breaking rules

➢Sexual assault

survivor ➢Sex Trafficking

survivor ➢Experienced

homelessness

➢PTSD

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Checking Our Privilege

❏When working with various communities, research and educate yourself as an individual and as a system about the

history of this population within the U.S. as well as the current terms for and within populations

❏Move beyond cultural etiquette… it is not just about how you speak to a person or a community, it is also about making sure

you are accessible across the board ❏Move away from monolithic terms for underserved

populations--try to be specific when possible (ie., Vietnamese rather than “Asian” or worse “oriental”)

Checking Our Privilege

❏When discussing sensitive matters with ANY person, no matter the community, be sure to provide prior warning and ask if it is

okay to do so with just the two of you, or inquire if they desire another person to be present. This improves individual access

and moves you beyond generalization ❏ Be prepared to be questioned, challenged, or to even be met

with unresponsiveness by anyone you serve. There may be a

personal or cultural reason this happened.. be open to any

input or feedback you get in return.

“Being Inspirational” vs

Going Beyond the Grant

❏ Identify the “culture” of your organization and determine how others are limited in accessing and utilizing your

services ❏ Review practices, guidelines, materials and physical

space within your systems and set concrete benchmarks for change

❏ Development a personal checklist of any biases you as an individual may carry in interaction and service delivery

and endeavor to make personal change--this should an ongoing practice as populations grow and change and

you as an individual may change

“Follow up conference call in November”

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Going Beyond the Grant

❏ Don’t assume that there is a “one-size fits all” approach for those going through your systems or within populations

❏ Identify and work with community leaders and key constituents within underserved communities toward

building or mending bridges, and developing stronger relationships and partnerships

❏ Support and partner with community-based, culturally

and linguistically-specific projects and organizations who are presently providing outreach and services --this may

mean sharing funding or assisting these organizations in seeking their own funding. “List of agencies”

Going Beyond the Grant

❏ Determine who is not presently being served or represented at the table and implement a plan for outreach and representation

❏Get out of the habit of making assumptions. Be open to all aspects of diversity

❏ Prioritize ACCESS as the primary issue across underserved populations, however don’t get stuck on one or two populations

❏ It is essential to have staff reflect true diversity. It is not enough to hire someone who “knows” a specific language or “knows” about a specific community. Important to hire people FROM that community

Going Beyond the Grant

❏ Not enough to hire “one bilingual person” or the like--they themselves can be endangered due to unrealistic

expectations, overwhelming caseload, and marginalization WITHIN the system

❏ THERE IS NO HIERARCHY OF OPPRESSION, but those with multiple underserved population have layers to work

through. It is important for them to be heard on all levels.

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Shifting the lens will allow us see the other

invisible 90% of the iceberg

Source: Brook Graham -Diversity and Inclusion Consultants

EMOTIONAL INTELLIGENTCE:

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Thank you for your participation!

Kam Lou Lopez Karina Barragan

klopez@telacu.com kbarrangan@telacu.com