Dq 3 cultural compentetn

Illinois Department of Financial and Professional Regulation The Illinois Department of Financial and Professional Regulation IDFPR recently amended the continuing education rules to the requirement that 3 of the 30 hours for continuing education units CEUs must include content related to cultural competence in the practice of social work. NASW advocated for this change and supports this movement to ensuring culturally sensitive practice. Social groups may include lesbian, gay, bisexual, transgender people, people with a disability, older adults, military families, and immigrants and refugees.

Dq 3 cultural compentetn

Limited baseline knowledge of agency performance on cultural and linguistic competence Challenges.

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Grant communities had to engage and educate key system stakeholders to advance from individual to system impact on cultural and linguistic competence. Many grantees invested considerable time in obtaining agency leadership support for an in-depth examination of agency performance in the area of cultural competence.

Jefferson County Colorado System of Care conducted two analyses about racial disparities and disproportionality in the child welfare system. In the first, a local evaluation team analyzed Global Positioning System data that cross-referenced the origination point for child maltreatment allegations and referrals with demographic data.

This analysis revealed that communities with high concentrations of families of color tended to have higher numbers of allegations and referrals than their White counterparts. The results were the foundation for a community engagement strategy with various communities of color and agency staff.

A Minority Overrepresentation Forum was designed to draw attention to the issue and establish a partnership with the community for collaborative problem solving. Kansas Family Centered Systems of Care conducted an organizational self-assessment on cultural competency within the child welfare agency's central office.

These assessment activities led to the establishment of a cross-function team composed of customers, community stakeholders, staff, and leadership to develop short- and long-term strategies to improve cultural and linguistic competency throughout all divisions. Back to Top 2.

Difficulty defining and operationalizing the cultural and linguistic competence principle Challenges. The comprehensive nature of cultural and linguistic competency made it challenging for many demonstration sites to find a starting place that maintained an emphasis on infrastructure development and foundation-building activities required by the initiative.

Additionally, making the case for cultural competency to agency staff was challenging in some grant communities because staff considered their practice culturally competent. To increase awareness of cultural diversity, many grant communities went beyond merely providing information on shifting demographics.

Jefferson County System of Care created a cultural awareness training program that included a monthly brown-bag lunch series for agency staff to discuss the meaning of cultural competence, explore their own cultures, and gain awareness of the diverse cultures represented in the community.

In addition, the grant team followed a community engagement and education approach to raise awareness of cultural diversity within the county agency and to present information about child welfare services and supports at an annual community resource fair.

These community engagement activities laid a foundation of inter- and intracultural appreciation upon which some of the more challenging work of assessing minority overrepresentation and disproportionality in the county system could be based.

3 Things You Can Do In To Grow As a Culturally Competent Leader | HuffPost

The Family Centered Systems of Care in Kansas followed a similar strategy that included leadership support for events that highlighted the cultural diversity of agency staff. Encouraging agency staff to acknowledge and appreciate their own cultural heritage creates opportunities for a broader understanding of the impact of cultural heritage, and promotes recognizing and addressing cultural biases in everyday experience and practice.

In the cultural and linguistic competence continuum, staff and community awareness of cultural diversity is considered an entry-level intervention. Yet in many cases, awareness of cultural diversity is the extent of the agency's strategy to become culturally competent, rather than just the beginning.

However, the grant communities found that such a beginning, as part of a comprehensive cultural and linguistic competency strategy within a system change context, can advance agency progress toward cultural and linguistic competence. The Medicine Moon Initiative in North Dakota developed and administered a survey that emphasized identification of cultural strengths and showed that communities were interested in bolstering and reconnecting to cultural values for building the system of care infrastructure for a tribal child welfare agency.

Back to Top 3. Unclear connection between cultural bias and its impact on everyday decision-making Challenges. Even when grant communities increased awareness of cultural diversity, generating awareness of the role of culture in everyday decision-making often was challenging.

Barriers existed to encouraging frontline workers, supervisors, and other agency and community-based organization leaders and managers to take the next steps to understanding cultural bias and its impact on child welfare decisions.

Grant communities found that awareness-building activities needed to provide personal reflection on entrenched beliefs as well as introduction of new concepts.

Partnering4Permanency in Contra Costa County, California, created a training program designed to help staff understand cultural bias and its impact on decision-making and practice.

To complement this training, each office scheduled a facilitated, intensive staff retreat at which they addressed performance indicators related to racial disparities and disproportionality, reviewed staff activities to determine effectiveness in addressing disparities, and provided an opportunity for each workgroup to draft an equity plan.

The county ultimately created a comprehensive strategy that provided this training to all agency administrators, managers, supervisors, frontline social workers, and support staff. The CRADLE expanded this approach to incorporate personal learning and reflection on culture, offering the Undoing Racism Community Organizing Workshop for child welfare professionals, family partners, and community members.

The training helps participants surpass the symptoms of racism to reach a clear understanding of what it is, where it comes from, how it functions, why it persists, and how it can be undone.

Dq 3 cultural compentetn

To date, the CRADLE has blended funds with 29 local providers and trained more than staff and community members, including executive directors and agency directors. According to a nationwide study, child welfare agencies averaged percent staff turnover in Worker retention presented a challenge for grant communities as they operationalized the cultural and linguistic competence principle in systems of care.

System transformation depends on staff being available to design and implement new policies and practices. Systems change initiatives in child welfare can be adversely affected unless the issue of staff retention is addressed throughout and beyond the change process.

Staff turnover can impede agencies' ability to make immediate and long-term progress toward improving outcomes for children and families. Many grant communities offered training and professional development to improve staff, agency, and community cultural and linguistic competence.

However, even for communities with extensive training and workshop offerings, gauging progress in the beginning and intermediate stages of the grant was difficult because of frontline and leadership staff turnover.

After cultivating leadership awareness and support for cultural competence work, several grant communities had to begin again several times due to turnover in agency, tribal, court, and other crucial leadership positions. Several grant communities embedded cultural competence objectives into existing State reforms or federally mandated activities to maintain a focus on cultural and linguistic competence and guide practice, despite staff turnover.

Partnering4Permanency included cultural and linguistic competency goals in its State Program Improvement Plan.Online shopping from a great selection at Books Store. Mindfulness and Acceptance in Multicultural Competency: A Contextual Approach to Sociocultural Diversity in Theory and Practice (The Context Press Mindfulness and Acceptance Practica Series).

Author: 9DE78CCA9F7, Catalog: HCA Week 5 DQ 1 Cultural Diversity in Healthcare, Published: Jan 14, For more course tutorials visit rutadeltambor.com HCA Week 5 DQ 1 Cultural Diversity in Healthcare Cultural Diversity in Healthcare.

The emphasis on cultural competence is to improve the quality of dietetic services and outcomes for clients from all cultures and groups in Ontario.

References: 1.

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US Department of Health and Human Services. National Standards for Culturally and Linguistically Appropriate. Cross-cultural communication in healthcare has 3 vital components: language fluency, culture, and health literacy. The culturally competent provider can assess a patient’s level in each of the 3 areas and adjust communication accordingly, to increase the chance of .

Cultural competence in a constructivist paradigm that is oriented toward critical, reflective practice can help us develop knowledge about the role of nurses in reducing health inequalities and lead to a comprehensive ethical reflection about the social mandate of health care professionals.

Dq 3 cultural compentetn

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Cultural Competence -- FPM