Transcript community, youth and family advisory

Objectives
• Define and identify the domains of organizational cultural and linguistic competency;
• Explore Department of Health and Human Services – Office of Minority Health National Culturally and
Linguistically Appropriate Services (CLAS) Standards; and
• Apply organizational cultural and linguistic competency standards to an organization.
Cultural and Linguistic Competency
Organizational Cultural
Competence
Value
Diversity
Assessment
Acquire
Knowledge
Manage the
Dynamics of
Difference
Adaptation to
Cultural
Contexts
Organizations/Systems
“An organization that has a
defined set of values and
principles, and demonstrates
behaviors, attitudes, policies and
structures that enable people to
work effectively cross-culturally.”
(Cross et. al, 1989)
Organizational Cultural and Linguistic Competency
National Culturally and Linguistically Appropriate
Services (CLAS) Standards
Advance
Health Equity
Help
Eliminate
Health
Disparities
Improve
Quality
National CLAS Standards Themes
Governance,
Leadership and
Workforce
Development
Communication
and Language
Assistance
Continuous
Quality
Improvement and
Accountability
Principal Standard
To provide effective, equitable, understandable,
respectful quality care and services that are
responsive to the diverse cultural beliefs and
practices, preferred languages, health literacy and
other communication needs
Enhanced 2013 National CLAS
US Department of Health and Human Services - Office
of Minority Health
Enhanced CLAS: Closer Look
Themes:
Principal Standard (1)
Governance, Leadership, and Workforce (2-4)
Communication and Language Assistance (5-8)
Engagement, Continuous Improvement, and Accountability (9-15)
See OMH’s Think Cultural Health website (www.thinkculturalhealth.hhs.gov) for entire
report and regular updates.
Principal Standard Foundation
for CLAS Standards
Effective
Understandable
Culturally
and
Linguistically
Competent
Care
Respectful
Equitable
CLAS Standards Theme 1
Governance
Leadership
Workforce Development
Theme 1:
Implementation Activities
• Ensure cultural and linguistic competency is infused within the mission, vision, core values and
strategic plans of organizations.
• Identify and develop cultural competency champions throughout the organization.
• Implement strategies to recruit, retain, and promote at all levels of the organization a diverse
leadership that reflects the demographic characteristics of the populations in the service area.
• Commit to cultural competency through inclusion in written policies, processes and structures.
• Create spaces for internal multicultural and multidisciplinary dialogues about cultural issues.
• Ensure necessary resources to sustain cultural and linguistic competency activities. i.e.
professional development, linguistic services
CLAS Standards Theme 2
Communication
Language Assistance
Health Literacy
Federal Mandates
Title VI of the Civil Rights Act of 1964 – “No person in the United States shall on the ground of race, color, or
national origin be excluded from participation in, be denied the benefits of, or be subjected to discrimination
under any program or activity receiving Federal financial assistance”
Theme 2:
Implementation Activities
• Ensure mechanisms in place to facilitate the exchange of information with individuals that do not
speak English, people with limited English proficiency and deaf of hard of hearing.
• Ensure staff is trained in language assistance services, policies, procedures and Title VI of the Civil
Rights Act of 1964.
• Identify processes to identify language an individual speaks through
“I speak cards” and including in care plan/health records.
• Establish language assistance contracts for in-person interpreters, bilingual staff,
telephonic/video remote interpreting systems .
• Use qualified trained interpreters to facilitate communication.
• Ensure written materials are translated for people with LEP.
• Using health literacy principles, ensure materials/signage are written at the appropriate grade
level for low literacy populations, avoiding medical terminology and “chunking information.”
CLAS Standards Theme 3
Engagement
Continuous Quality Improvement
Accountability
Theme 3:
Implementation Activities
• Conduct community assets/needs assessments and use data to understand
community demographics, beliefs and determinants.
• Conduct organizational assessments and use data to improve service delivery.
• Collect and maintain outcomes data by demographic variables and review
improve service delivery.
• Review satisfaction scores and consult with youth and families to adapt services.
• Partner with community stakeholders for cultural resources, to disseminate
information and to consult about health needs.
• Create conflict and grievance processes.
Cultural Competency
Cultural competency is defined as the awareness, knowledge, and skills needed to
work with others who are culturally different from self in meaningful, relevant, and
productive ways (Pope, Reynolds & Mueller, 2004).
Organizational Cultural &
Linguistic Competency
A set of congruent attitudes, behaviors and policies that come together in a
system, agency, or among professionals that enables them to work effectively in
cross-cultural situations. (Cross et al, 1989)
Leadership
How can we use our leadership skills to better serve others?
Shared Vision
•What does a cultural and linguistic responsive organization look like? What is your
vision of a culturally responsive organization?
Shared Vision
•In 2009, A survey conducted by Harvard Business Review asked thousands of
people from around the world what they admired in a leader (someone you would
willingly follow)?
•What’s new? What’s next? What’s better?
Organizational Cultural &
Linguistic Competency
A set of congruent attitudes, behaviors and policies that come together in a
system, agency, or among professionals that enables them to work effectively in
cross-cultural situations. (Cross et al, 1989)
Linguistic Competency
The capacity of an
individual/organization to
communicate effectively and convey
information in a manner that is easily
understood by diverse audiences
including persons with limited
English proficiency, low literacy skills
and individuals with disability.
Domains of
Organizational Cultural & Linguistic Competency
•Organizational Values
•Governance
•Planning, Monitoring & Evaluation
•Communication & Language Assistance
•Training & Staff Development
•Service Delivery
•Family-Driven
•Youth-Guided
Organizational Values
Expressions and actions that illustrate the organization’s perspective regarding the
worth and importance of cultural competence.
Indicators: Organizational Values
•Is cultural and linguistic competence (CLC) linked to the organization’s mission
statement?
•Is there an individual/s with responsibility for implementing and monitoring CLC
plans and initiatives?
•Is funding allocated for CLC activities/initiatives?
•Is there a CLC plan or is CLC included in the organization’s strategic plan?
Sample Assessment Question
Governance
Elements of organizational oversight that pertain to establishing goals and policies
to ensure the delivery of culturally competent care
Indicators: Governance
•Is there a diverse governing body or policy influencing group, with representatives
from population and community served?
•Is there a community, youth and family advisory committee?
•Are there policies regarding:
•Personnel recruitment and retention
•Training staff/development
•Language Access/Communication
•Youth-guided and family-driven satisfaction, complaints grievances
•Community participation and input
Sample Policies
•Council on Accreditation - PA-TS 2.05
Training for direct service personnel addresses differences within the agency’s service population, including:
•interventions that address cultural and socioeconomic factors in service delivery;
•the role cultural identity plays in motivating human behavior; and
•understanding bias or discrimination.
-Retrieved from http://coanet.org/standard/pa-ts/2/#practice-05
Planning, Monitoring &
Evaluation
Mechanisms and processes used for systematic collection of baseline and on-going
information about groups served, along with planning, tracking and assessment of
cultural competence
Indicators: Planning, Monitoring &
Evaluation
•Are there resources and capacities to collect/manage/report cultural competence
related information/data?
•Does the organization use community and participant cultural competence related
information/data in planning (policy, program, operations, prevention services?)
•Are there monitoring and evaluation reports related to cultural competence?
Communication
Involves the exchange of information within different levels of the organization as
well as between the organization and the community, populations of focus and
partner organizations
Indicators: Communication
•Is there a system for informing participants of the right to free
interpretation/translation services?
•Is there a system for the identification and recording of the participants and
population of focus language preferences, levels of proficiency and literacy levels?
•Is there a system of access training interpreters?
Indicators: Written
Communication
•Does the organization use a quality review mechanisms to ensure translated
materials convey the intended meaning?
•Are materials written at appropriate literacy level of population served?
•Is there a process to capture clients understanding of written/other materials?
Indicators: Communication with
Community
•Are the mechanisms for systematic ongoing communication with the community?
•Does the organization engage in communication with participants and population
of focus?
Indicators: Intra-Organizational
Communication
•Are there policies, workplace design and mechanism in place to promote
integration of staff of various backgrounds?
•Is there a process to promote effective communication among diverse staff?
Communication –
Interpreter Services
Human Resources and
Workforce Development
An organization’s efforts to ensure diverse leaders and staff have requisite attitudes,
knowledge and skills to provide culturally and linguistically competent services
Service Delivery
An organization’s delivery and adaptation of services in a culturally and linguistically
competent way
Family-Driven
Families have “a” primary decision making role in the care of their own children as
well as the policies and procedures governing care for all children within an
organization. This includes choosing supports, services, and providers; designing
and implementing programs; monitoring outcomes; and partnering in funding
decisions.
Youth-Guided
Youth-guided means to value youth as experts in their own experiences, respect
their voice, and to treat them as equal partners in creating organizational change.
Selena Webster-Bass, MPH
The Voices Institute
Cultural and Linguistic Competency Educator
[email protected]
904.504.9772