Closing The Gap: Cultural Competency in Health and Human Services As demographics change in communities across the country, the importance of staff training to. Cultural Competence And Health Care Disparities. Key informants highlighted essential components of culturally competent. Funding and Programs: History: Leadership: Regional Staff: State Minority Health Contacts: Offices of Minority Health at HHS: Advisory Committee: Committees and. Cultural Competence Works competition, a nationwide search beginning in the. Programs that are truly culturally competent involve clients and community. Accomplishing Cross Cultural Competence in Youth Development Programs. Understanding the cultures of the youth we serve requires more than words. The journey toward cultural competence requires the willingness. Haley, 1. 99. 9). Conducting Culturally Competent Evaluations of Child Welfare Programs and Practices As the population of the United States has changed over the last two decades, so has. As public educators and practitioners of youth development. For the public educator, some of the competencies. Judgment, Improvisation, Conversation, Human qualities, Expert knowledge, Knowledge of organizational systems, Sound research and management practices, Skill, and Professional commitment. For the youth development worker, such as an Extension youth. Youth and adult growth and development, and Learning strategies. These are just some of the competencies necessary for public. Changing demographics have for decades yielded the need to add one more. By the year 2. 05. U. S. Because of this demographic change, service and educational. As well, the tax- paying public is requiring greater accountability. Cultural Competence Defined. Cultural competence is defined as the ability of individuals. Culturally. competent youth development workers are aware and respectful of the values. Lynch and Hanson's Developing Cross- Cultural Competence. A Guide for Working With Young Children and Their Families(1. They are: Self- knowledge/awareness, Experience and knowledge about a particular culture, and Positive change or action for successful interaction with the identified. These vital ingredients are not only paramount to individual. Self- awareness is argued to be the most important element. Cultural self- awareness is the bridge to learning about other. It is not possible to be truly sensitive to another culture until. A professional's impression. Assumptions are those things we take for granted or. Youth practitioners may have to step outside their own framework. Practitioners must not put the real and imagined. At first. it may appear that a child's deficit may be a weakness, when in fact it may. Program providers may have to look at culturally based strengths. The Georgetown University Child Development Center indicated. Cross, Bazron. Isaacs, & Dennis, 1. Continuum of Competence. Individuals and organizations can measure their competence. James Mason (1. 99. The five (5) progressive steps. Cultural destructiveness (cd): The most negative end of the continuum. Incapacity (ic): The system or agency does not intentionally seek. Blindness (b): At the midpoint of the continuum, the system and. Following is a Youth Development Program Cultural Competence. Continuum Assessment for use especially by community- based programs. It is intended. to help individuals self- assess the . The quiz is based on tenets of community program. Boone, 1. 98. 5) and James Mason's Competence Continuum (1. Youth. Development Program. Cultural. Competence Continuum Quiz. Circle the appropriate response. Programs are readily accessible by youth who are culturally different. People of different cultures actively seek out participation in my. Williams, 2. 00. 1 Program Impact. Programs can consider cultural competence at the policy- making. At the. respective levels, consider the following if the organization or the individual. Policy Level Appoint board/committee members from the community so that voices from. Actively recruit a multi- ethnic and multiracial staff. Provide ongoing staff training and support to develop cultural competencies. Develop, mandate, and promote standards for culturally competent programs/activities/events. Service Level Learn as much as possible about an individual's, family's, and/or community's. Know that for some program participants, additional services such as clothing. Possibly work with other community agencies to ensure that the needed. Adhere to traditions relating to gender and age that may play a part in. Have an awareness of how different groups show respect. Implications for Youth Development Programs Program accessibility and appeal to a broad range of youth and potential. Program providers/educators must take risks and practice behaviors that. Youth Development practitioners may have to increase their knowledge base. A system of care is accountable and knows which audiences are not fully. References. Boone, E. Developing programs in adult education. R., & Dennis. K. Towards a culturally competent system of care: A monograph. Washington DC: Georgetown University Center for Child. Health and Mental Health Policy, CASSP Technical Assistance Center. Haley, J. Beyond the tip of the iceberg: Five stages. Reaching Today's Youth Journal. Kunce, J. Rehabilitation. Columbia. The University of Missouri- Columbia, Regional Rehabilitation Institute. Lum, D. Culturally competent practice: A framework. Belmont, CA: Brooks/Cole. Lynch, E. Developing. A guide for working with young children and their. Brooks Publishing: Baltimore. Md. Mason, J. Cultural competence self- assessment. Portland, Oregon: Portland. State University, Multi- cultural Initiative Project.
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