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Conceptual
Frameworks / Models, Guiding Values and Principles
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The
NCCC embraces a conceptual framework and model for achieving
cultural and linguistic competence based on the work
of Cross
et al. (1989).
The
NCCC uses this framework and model to underpin all activities.
|
 Cultural
Competence: Definition
and Conceptual Framework
Cultural
competence requires that organizations:
- have a
defined set of values and principles, and demonstrate behaviors,
attitudes,
policies and structures that enable them to work effectively cross-culturally.
- have
the capacity to (1) value diversity, (2) conduct self-assessment,
(3) manage the dynamics of difference, (4) acquire and
institutionalize cultural
knowledge and (5) adapt to diversity and the cultural contexts of the
communities they serve.
- incorporate
the above in all aspects of policy making, administration,
practice, service delivery
and involve
systematically consumers, key stakeholders and
communities.
Cultural
competence is a developmental process that evolves over an
extended period. Both individuals and organizations are at
various levels
of awareness,
knowledge and skills along the cultural competence continuum. (adapted from
Cross
et al., 1989)
Culturally
Competent Guiding Values & Principles
Organizational
- Systems
and organizations must sanction, and in some cases mandate
the incorporation of cultural knowledge into policy
making, infrastructure
and practice.*
- Cultural
competence embraces the principles of equal access and non-discriminatory
practices in service
delivery.*
Practice & Service
Design
- Cultural
competence is achieved by identifying and understanding
the needs and help-seeking behaviors of individuals and families.*
- Culturally
competent organizations design and implement services
that are tailored or matched to the unique needs of
individuals, children,
families,
organizations
and communities served.*
- Practice
is driven in service delivery systems by client preferred
choices, not by culturally
blind or culturally
free interventions.*
- Culturally
competent organizations have a service delivery model that
recognizes mental health
as an
integral
and inseparable aspect of primary
health care.
Community
Engagement
- Cultural
competence extends the concept of self-determination to
the community.*
- Cultural
competence involves working in conjunction with
natural, informal support and helping networks
within culturally diverse
communities (e.g. neighborhood, civic and advocacy
associations; local/neighborhood
merchants
and alliance
groups; ethnic, social, and religious organizations;
and spiritual leaders and healers).*
- Communities
determine their own needs.**
- Community
members are full partners in decision making.**
- Communities
should economically benefit from collaboration.**
- Community
engagement should result in the reciprocal transfer of
knowledge and skills among all
collaborators and partners.**
Family & Consumers
- Family
is defined differently by different cultures.***
- Family
as defined by each culture is usually the primary system
of support and preferred intervention.***
- Family/consumers
are the ultimate decision makers for services and supports
for their children
and/or themselves.***
Linguistic
Competence: Definition
Linguistic
competence - the capacity of an organization and its personnel
to communicate effectively, and convey information in a manner
that is easily understood by diverse audiences including
persons of limited English proficiency, those who have low
literacy skills or are not literate, and individuals with
disabilities. Linguistic competency requires organizational
and provider capacity to respond effectively to the health
literacy needs of populations served. The organization must
have policy, structures, practices, procedures and dedicated
resources to support this capacity.
Goode & Jones
(modified 2004). National Center for Cultural Competence,
Georgetown University Center for Child & Human Development.
Click here for
the full text definition of linguistic competence.
Guiding
Values and Principles for Language Access
- Services
and supports are delivered in the preferred language and/or
mode of delivery of the
population served.
- Written
materials are translated, adapted, and/or provided in alternative
formats based on the needs
and preferences
of the populations served.
- Interpretation
and translation services comply with all relevant Federal,
state, and local mandates governing
language
access.
- Consumers
are engaged in evaluation of language access and other
communication services to ensure for quality
and satisfaction.
* Adapted
from Cross, T. et al, 1989
** "Other Guiding Values and Principles for Community Engagement" and "Family & Consumers" are
excerpts from the work of Taylor, T., & Brown, M., 1997, Georgetown
University Child Development Center, (GUCDC) University Affiliated Program,
and
*** "Promoting Cultural Diversity and Cultural Competency- Self Assessment
Checklist for Personnel Providing Services and Supports to Children with Disabilities & Special
Health Care Needs Goode, T., 2002, NCCC, GUCDC.
Click on Resources and
Tools for checklists that reflect
these values and principles in policy and practice.
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