ࡱ>  Zzbjbj .4Q8!BB4v'M (%!%!%!"Z#<S# %%%%%%%")+R%As#""s#s#%%!%!0'%%%s#d%!%!%%s#%%%%%!p/1ٳ#%%F'0v'%,k$,%,%s#s#%s#s#s#s#s#%%%s#s#s#v's#s#s#s#,s#s#s#s#s#s#s#s#s# : Promoting Cultural Diversity And Cultural Competency Self-Assessment Checklist for Personnel Providing Behavioral Health Services And Supports to Children, Youth and their Families Compiled by Robert Blue, Cultural Competency Coordinator, ODMHSAS This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural diversity and cultural competence in human service settings. It provides concrete examples of the kinds of values and practices that foster such an environment. There is no answer key with correct responses. Directions: Please check A, B, or C for each item listed below. A = Things I do frequently B = Things I do occasionally C = Things I do rarely or never Physical Environment, Materials & Resources Site:  FORMTEXT       Date:  FORMTEXT       A B C  FORMTEXT        FORMTEXT        FORMTEXT       I display pictures, posters, and other materials that reflect the cultures and ethnic backgrounds of children, youth and families served by my program or agency.  FORMTEXT        FORMTEXT        FORMTEXT       I insure that magazines, brochures, and other printed materials in reception areas are of interest to and reflect the different cultures of children, youth and families served by my program or agency.  FORMTEXT        FORMTEXT        FORMTEXT       When using videos, films, CDs, DVDS, or other media resources for mental health prevention, treatment or other interventions, I insure that they reflect the cultures of children, youth and families served by my program or agency.  FORMTEXT        FORMTEXT        FORMTEXT       When using food during an assessment, I insure that meals provided include foods that are unique to the cultural and ethnic backgrounds of children, youth and families served by my program or agency.  FORMTEXT        FORMTEXT        FORMTEXT       I insure that toys and other play accessories in reception areas and those, which are used during assessment, are representative of the various cultural and ethnic groups within the local community and the society in general.  FORMTEXT        FORMTEXT        FORMTEXT       I ensure that the book/literacy area has pictures and storybooks that reflect the different cultures of children and families served.  FORMTEXT        FORMTEXT        FORMTEXT       When such books are not available, I provide opportunities for children and their families to create their own books and include them among the resources and materials.  FORMTEXT        FORMTEXT        FORMTEXT       I encourage and provide opportunities for children and their families to share experiences through storytelling, puppets, marionettes, or other props to support the  oral tradition common among many cultures. Communication Styles A B C  FORMTEXT        FORMTEXT        FORMTEXT       For children and youth who speak languages or dialects other than English, I attempt to learn and use key words in their language so that I am better able to communicate with them during assessment, treatment or other interventions.  FORMTEXT        FORMTEXT        FORMTEXT       I attempt to determine any familial colloquialisms used by children, youth and families that may impact on assessment, treatment or other interventions.  FORMTEXT        FORMTEXT        FORMTEXT       I am cognizant of and ensure that curricula I use include traditional holidays celebrated by the majority culture, as well as those holidays that are unique to the culturally diverse children and families serviced.  FORMTEXT        FORMTEXT        FORMTEXT       I use visual aids, gestures, and physical prompts in my interactions with children and youth who have limited English proficiency.  FORMTEXT        FORMTEXT        FORMTEXT       I use bilingual or multilingual staff or trained/certified interpreters for assessment, treatment and other interventions with children and youth who have limited English Proficiency.  FORMTEXT        FORMTEXT        FORMTEXT       When possible, I insure that all notices and communiqus to parents, families and caregivers are written in their language of origin.  FORMTEXT        FORMTEXT        FORMTEXT       I plan trips and outings to places where I can learn about cultural or ethnic history as well as the history of others.  FORMTEXT        FORMTEXT        FORMTEXT       I play a variety of music.  FORMTEXT        FORMTEXT        FORMTEXT       I use bilingual staff or multilingual trained/certified interpreters during assessments, meetings, and for other events for families who would require this level of assistance.  FORMTEXT        FORMTEXT        FORMTEXT       I understand that it may be necessary to use alternatives to written communications for some families, as word of mouth may be a preferred method of receiving information.  FORMTEXT        FORMTEXT        FORMTEXT       I use alternative formats and varied approaches to communicate and share information with children, youth and/or their family members who experience disability. When interacting with parents who have limited English proficiency, I always keep in mind that:  FORMTEXT        FORMTEXT        FORMTEXT       & limitations in English proficiency is in no way a reflection of their level of intellectual functioning.  FORMTEXT        FORMTEXT        FORMTEXT       & their limited ability to speak the language of the dominant culture has no bearing on their ability to communicate effectively in their language of origin.  FORMTEXT        FORMTEXT        FORMTEXT       & they may or may not be literate in their language of origin or English. I understand the principles and practices of linguistic competency and:  FORMTEXT        FORMTEXT        FORMTEXT       & apply them within my program or agency.  FORMTEXT        FORMTEXT        FORMTEXT       & advocate for them within my program or agency.  FORMTEXT        FORMTEXT        FORMTEXT       I understand the implications of health/mental health literacy within the context of my roles and responsibilities. Values and Attitudes A B C  FORMTEXT        FORMTEXT        FORMTEXT       I avoid imposing values that may conflict or be inconsistent with those of cultures or ethnic groups other than my own.  FORMTEXT        FORMTEXT        FORMTEXT       I discourage children and youth from using racial and ethnic slurs by helping them understand that certain words can hurt others.  FORMTEXT        FORMTEXT        FORMTEXT       I screen books, movies, and other media resources for negative cultural, ethnic, or racial stereotypes before sharing them with children, youth and their parents served by my program or agency.  FORMTEXT        FORMTEXT        FORMTEXT       I intervene in an appropriate manner when I observe other staff or parents within my program or agency engaging in behaviors that show cultural insensi !45= >   ʿ~wswswl[SK?jhaCJUaJhaCJaJhTCJaJ hThT5B*CJaJph hhThT& h.hTh.h.CJaJh.h.CJOJQJaJh.hTCJaJh-CJaJh8_CJaJh8_h8_>*CJaJhrOh8_CJaJhTCJaJh8_hTOJQJh8_CJ$OJQJaJ$h8_OJQJhT&hTCJ$OJQJaJ$5= >    F y |)gda gdT$ -DM @@@a$gdT 0*gdgdTgd.$a$gd. $a$gd- $da$gd- $a$gdT $a$gd8_ $a$gd8_    4 6 8 B D F H V X l n p z | ~ ~wlwew h.h jhU h.hlj\hUjhUmHnHujhUhjhU h.hT h.h.jthaCJUaJ"jhaCJUaJmHnHujhaCJUaJjhaCJUaJhaCJaJ'F V `h(<J|$ pda$gdrO$ 8-DM @@@a$gd)5 8gd)5$ Tp^p`a$gdrO$ Tppd^p`a$gdrO$ Tpp^p`a$gdrO (*,68:<PRT^`bdxz|246@BDFZ\^hjln`bvxzjhUjhUjhUjhU h.hlj,hU h.hjhUjhUmHnHujhUjDhUh2hj~  ӶӫӠӕӊjhUj(hUjhUj@hUjhUjXhU h.hljhUh h.hjhUmHnHujhUjphU2 (*>@BLNPRfhjtvxz  024>@BDXZ\fh ޶ޤޙގhhjT hUj hUjl hU h.h.j hU h.hj hUj hUh h.hljhUmHnHujhU0:<>HJL`bdnprt~ʿαʦαΟʔα΍zαoαΟj hUj$ hUhlh691 hT&h691j hU h.hj< hUjhUmHnHuj hUhjhU hT&hT&hT& h.h.5B*CJaJphh.5B*CJaJph+JB h"#%X'(n)H+-./0236455@7j7$ 8-DM @@@a$gd)5$ pda$gdrO$ ppd^p`a$gdrO B D X Z \ f h j l R"d"f"h"j"~"""""""""""""""jPhUjhUh^Dh^D\ h^D\hh^D\jhhU h.hjhUjhUh691jhUmHnHujhUj hUh/"""""####$ $ $$$$$&$($2$4$6$8$L$N$P$Z$\$%%%%%%%%%&&& &"&$&&&:&֮ڦ~w h.h)5jh)5Ujh)5UmHnHujh)5Uh)5jh)5Uj hU h.hjhUj8hUhh691jhUmHnHujhUjhU*:&<&>&H&J&X'Z'n'p'r'|'~''''''''''''''''"($((((((((((()) ))))&)()*)4)6)n)p))֮ڪڪ֟֔։j4h)5Ujh)5UjLh)5Uh691jh)5U h.h)5jdh)5Ujh)5Uh)5h^Djh)5UmHnHujh)5Uj|h)5U4)))))))))))))))))))H+J+^+`+b+l+n+p+r+++++++++++++--.-0-2-<->-@-B-V-ڽڮڣژډj`h)5Uh^Djh)5Ujxh)5Ujh)5Uh691jh)5U h.h)5jh)5Uh)5jh)5UmHnHujh)5Ujh)5U1V-X-Z-d-f-h-j-~-----...////////////////000000000001 1 111$1&1(1214161ӱӦӛӐӅjh)5Ujh)5Ujh)5Uj0h)5Ujh)5Uh.h691hhjHh)5Uh)5 h.h)5jh)5UmHnHujh)5Ujh)5U46181L1N1P1Z1\1^1`12222222222222222233 33333333446484L4N4P4Z4\4^4`4t4֓҈vjh)5U hh691 hhh h8_h691h.CJaJh691CJaJj\h)5U h.h)5jh)5Ujth)5Uh.h691jh)5UmHnHujh)5Uh)5jh)5U.t4v4x444444444444455555$5&5(5*5>5@5B5L5N5P5R5f5h5j5t5v5x5z5555555566666ӮӣӘӉ~j!h)5Uj!h)5Uhhj!h)5Uj h)5Uj, h)5Uhh. hhjh)5Uh)5 h.h)5jh)5UmHnHujh)5UjDh)5U166&6(6*6,6@6B6D6N6P6<7@7h7j7v7x7z7777777777777777777788888999 99˽ޙގރxj@$h)5Uj#h)5UjX#h)5Uj"h)5UhT&CJaJ h.h.5B*CJaJphh.5B*CJaJphhT&hjp"h)5Uh)5 h.h)5jh)5UmHnHujh)5U.j7x78\:Z<6fg|ikmLoqrtf6f8fLfNfPfZf\f^f`ftfvfxffffffffffggggggggghhhhhhh(h*h,h6h8h|i~iiiiiiiij +h)5Uj*h)5Uj$*h)5Uj)h)5Uj<)h)5U h.h)5j(h)5UjT(h)5Uh)5Uhjh)5Ujh)5UmHnHu7tivity, bias or prejudice.  FORMTEXT        FORMTEXT        FORMTEXT       I understand and accept that family is defined differently by different cultures (e.g. extended family members, fictive kin, godparents).  FORMTEXT        FORMTEXT        FORMTEXT       I recognize and accept that individuals from culturally diverse backgrounds may desire varying degrees of acculturation into the dominant or mainstream culture.  FORMTEXT        FORMTEXT        FORMTEXT       I accept and respect that male-female roles in families may vary significantly among different cultures (e.g. who makes major decisions for the family, play and social interactions expected of male and female children).  FORMTEXT        FORMTEXT        FORMTEXT       I understand that age and life cycle factors must be considered in interactions with individuals and families (e.g. high value placed on the decisions of elders or the role of the eldest male in families).  FORMTEXT        FORMTEXT        FORMTEXT       I encourage and invite parents and family members to volunteer and assist with activities regardless of their ability to speak English.  FORMTEXT        FORMTEXT        FORMTEXT       Even though my professional or moral viewpoints may differ, I accept the family/parents as the ultimate decision makers for services and supports for their children.  FORMTEXT        FORMTEXT        FORMTEXT       I recognize that the meaning or value of behavioral health prevention, intervention and treatment may vary greatly among cultures.  FORMTEXT        FORMTEXT        FORMTEXT       I recognize and understand that beliefs and concepts of mental health or emotional well-being vary significantly from culture to culture.  FORMTEXT        FORMTEXT        FORMTEXT       I understand that beliefs about mental illness and emotional disability are culturally-based. I accept that responses to these conditions and related treatment/interventions are heavily influenced by culture.  FORMTEXT        FORMTEXT        FORMTEXT       I understand the impact of stigma associated with mental illness and behavioral health services within culturally diverse communities.  FORMTEXT        FORMTEXT        FORMTEXT       I accept and recognize that there are often differences between language used in early childhood/early intervention settings, or at  school , and in the home setting. Values and Attitudes (continued) A B C  FORMTEXT        FORMTEXT        FORMTEXT       I accept that religion, spirituality and other beliefs may influence how families respond to mental or physical illnesses, disease, disability and death.  FORMTEXT        FORMTEXT        FORMTEXT       I recognize and accept that familial folklore, religious, or spiritual beliefs may influence a family's reaction and approach to a child born with a disability or later diagnosed with a physical/emotional disability or special health care needs.  FORMTEXT        FORMTEXT        FORMTEXT       I understand that traditional approaches to disciplining children are influenced by culture.  FORMTEXT        FORMTEXT        FORMTEXT       I understand that families from different cultures will have different expectations of their children for acquiring self-help, social, emotional, cognitive, and communication skills.  FORMTEXT        FORMTEXT        FORMTEXT       I accept and respect that customs and beliefs about food, its value, preparation, and use are different from culture to culture.  FORMTEXT        FORMTEXT        FORMTEXT       Before visiting or providing services in the home setting, I seek information on acceptable behaviors, courtesies, customs and expectations that are unique to families of specific cultures and ethnic groups served by my program or agency.  FORMTEXT        FORMTEXT        FORMTEXT       I seek information from family members or other key community informants that will assist in service adaptation to respond to the needs and preferences of culturally and ethnically diverse children, youth, and families served by my program or agency.  FORMTEXT        FORMTEXT        FORMTEXT       I advocate for the review of my program's or agency's mission statement, goals, policies, and procedures to insure that they incorporate principles and practices that promote cultural diversity and cultural and linguistic competence.  FORMTEXT        FORMTEXT        FORMTEXT       I keep abreast of new developments as they relate to racially and ethnically diverse groups.  FORMTEXT        FORMTEXT        FORMTEXT       I either contribute to and/or examine current research related to ethnic and racial disparities in mental health and health care and quality improvement.  FORMTEXT        FORMTEXT        FORMTEXT       I accept that many evidence-based prevention and intervention approaches will require adaptation to be effective with children, youth and their families from culturally and linguistically diverse groups.  FORMTEXT        FORMTEXT        FORMTEXT       I understand that beliefs about mental illness and emotional disability are culturally-based. I accept that responses to these conditions and related treatment/interventions are heavily influenced by culture.  FORMTEXT        FORMTEXT        FORMTEXT       I recognize that the meaning or value of early childhood education or early intervention may vary greatly among cultures.  FORMTEXT        FORMTEXT        FORMTEXT       I understand that families from different cultures may have different expectations of their children. Date of Completion:  FORMTEXT       Name (optional):  FORMTEXT       Acknowledgement to: Tawara D. Goode  Georgetown University Center for Child & Human Development University Center for Excellence in Developmental Disabilities Education, Research & Service Adapted from   Promoting Cultural Competence and Cultural Diversity in Early Intervention and Early Childhood Settings  June 1989. Revised 2006.     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