Lois Wessel - Communicating with your ClientsPlain Talk 2015
"Communicating with your Clients: Tools for Health and Social Service Providers" was presented at the Center for Health Literacy Conference 2011: Plain Talk In Complex Times by Lois Wessel, RN, CFNP, Associate Director for Programs, Association of Clinicians for the Underserved.
Description: This session will discuss how professionals who interact with clients with limited literacy can make their institution, office setting, forms and face-to-face interactions understandable and welcoming to clients with low health literacy. The session will consider how language, culture and literacy come together and can potentially cause barriers to communication and will look at strategies to prevent and overcome these barriers.
Cultural and linguistic competency Summitt 2018Dominic Carter
Dominic Carter is greatly looking forward to being one of the keynotes at the South Carolina Cultural and Linguistic Competency Summit 2018, this month of June 2018
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
Cultural Barrier Viviana VanrelCOM200September 14,.docxMARRY7
Cultural Barrier
Viviana Vanrel
COM/200
September 14, 2015
Shea Brooks
*
Personal Background John Smith is an American who is thirty years old.He is an African-American.Works as a janitor in Texas.
John Smith is one of the African Americans who have been working hard to ensure that the do make the ends meet. At the age of thirty year old, he has been able to open a business of janitorial services thus employing twenty people. His hard work has placed him a the position of the best companies in Texas offering these services. His family is known to have come to Texas in over fifty years ago. After completing the college, he chose to offer janitorial services to people of the region. He is known to be an honest man who does his duties diligently.
*
Where he Lives
The man has lived in Texas for better part of his life. He has been interacting with different people both professionally and socially. Texas is his home and he has businesses at this region
John is a person who has lived in Texas all of his life. In fact, most of his schooling was conducted in this region. This areas is known to have many people of different cultures which has forced him to learn to tolerate. This region is also known to be culturally rich compared to other parts of the area. The business that he operates has been opened in this region.
*
Cultural FactsThis person has undergone through most of the African Americans rites of passage. He underwent through thorough shaving by that was a must to conducted.He had to learn different cultures so as to interact with the neighbors freely.
Learning to adapt to different culture is a difficult task that each person has to give a try. As for John, this was the only way he could have survived to live in this region. Therefore, this was a choice he could have made earlier or later in life and there was no way out of it. The most interesting of all was being asked to be shaved at the age of thirteen to symbolize that he was about to be recognized by the society as a fully grown man. In addition, understanding different cultures was to his advantage because he was now capable of interacting with different cultures(Castillo, 2006).
*
Experiences in adapting new cultureLanguage barrier Emotional constraintsBehavior constraints
While learning these cultures, John encountered different experiences including the one for language barrier. It was difficult for him to figure out what some of the words meant so that he could have understood that culture more. Emotional constraints were other experiences that he encountered while adapting. Finally, there were behavior constraints that gave him the perfect experience for understanding that particular culture(Tosi, 2013).
*
Comparison between both Johns culture and mineThese cultures all give us a way of thinking, hearing, and seeing the world.Additionally, both cultures trigger a different interpretation to the world.However, the portrayal of e ...
Lois Wessel - Communicating with your ClientsPlain Talk 2015
"Communicating with your Clients: Tools for Health and Social Service Providers" was presented at the Center for Health Literacy Conference 2011: Plain Talk In Complex Times by Lois Wessel, RN, CFNP, Associate Director for Programs, Association of Clinicians for the Underserved.
Description: This session will discuss how professionals who interact with clients with limited literacy can make their institution, office setting, forms and face-to-face interactions understandable and welcoming to clients with low health literacy. The session will consider how language, culture and literacy come together and can potentially cause barriers to communication and will look at strategies to prevent and overcome these barriers.
Cultural and linguistic competency Summitt 2018Dominic Carter
Dominic Carter is greatly looking forward to being one of the keynotes at the South Carolina Cultural and Linguistic Competency Summit 2018, this month of June 2018
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
Cultural Barrier Viviana VanrelCOM200September 14,.docxMARRY7
Cultural Barrier
Viviana Vanrel
COM/200
September 14, 2015
Shea Brooks
*
Personal Background John Smith is an American who is thirty years old.He is an African-American.Works as a janitor in Texas.
John Smith is one of the African Americans who have been working hard to ensure that the do make the ends meet. At the age of thirty year old, he has been able to open a business of janitorial services thus employing twenty people. His hard work has placed him a the position of the best companies in Texas offering these services. His family is known to have come to Texas in over fifty years ago. After completing the college, he chose to offer janitorial services to people of the region. He is known to be an honest man who does his duties diligently.
*
Where he Lives
The man has lived in Texas for better part of his life. He has been interacting with different people both professionally and socially. Texas is his home and he has businesses at this region
John is a person who has lived in Texas all of his life. In fact, most of his schooling was conducted in this region. This areas is known to have many people of different cultures which has forced him to learn to tolerate. This region is also known to be culturally rich compared to other parts of the area. The business that he operates has been opened in this region.
*
Cultural FactsThis person has undergone through most of the African Americans rites of passage. He underwent through thorough shaving by that was a must to conducted.He had to learn different cultures so as to interact with the neighbors freely.
Learning to adapt to different culture is a difficult task that each person has to give a try. As for John, this was the only way he could have survived to live in this region. Therefore, this was a choice he could have made earlier or later in life and there was no way out of it. The most interesting of all was being asked to be shaved at the age of thirteen to symbolize that he was about to be recognized by the society as a fully grown man. In addition, understanding different cultures was to his advantage because he was now capable of interacting with different cultures(Castillo, 2006).
*
Experiences in adapting new cultureLanguage barrier Emotional constraintsBehavior constraints
While learning these cultures, John encountered different experiences including the one for language barrier. It was difficult for him to figure out what some of the words meant so that he could have understood that culture more. Emotional constraints were other experiences that he encountered while adapting. Finally, there were behavior constraints that gave him the perfect experience for understanding that particular culture(Tosi, 2013).
*
Comparison between both Johns culture and mineThese cultures all give us a way of thinking, hearing, and seeing the world.Additionally, both cultures trigger a different interpretation to the world.However, the portrayal of e ...
By the end of this session, participants will be able to:
Understand the ethical, legal, and practical case for providing culturally and linguistically appropriate services in health and health care
Define the CLAS Standards by theme
Describe what culturally and linguistically appropriate services look like in practice
Have an emerging capacity to develop plan for cultural competence in your own organization
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S
2001
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
Terry Mizrahi, MSW, PhD
NASW President (2001-2003)
Ruth W. Mayden, MSS, LSW
NASW President (1999-2001)
National Committee on Racial and
Ethnic Diversity 1999-2001
Saundra H. Starks, EdD, ACSW, LCSW
Lina Fong, PhD, ACSW, LCSW
Emma Montero, MSW
Ada E. Deer, ACSW
Inderjit K. Jaipaul, DSW, ACSW
Carmen Ortiz Hendricks, DSW, ACSW
Robert D. Showers, BSW
Clara Simmons, ACSW, DCSW
Nelrene Yellow Bird, MSW
Halaevalu F. Vakalahi, DSW
Irene Moreda, DSW
NASW Staff
Elizabeth J. Clark, PhD, ACSW, MPH,
NASW Executive Director
Leticia Diaz, MS
Luisa López, MSW
Tracy Whitaker, ACSW
5
Standard 6. Empowerment and Advocacy
Social workers shall be aware of the effect of
social policies and programs on diverse client
populations, advocating for and with clients
whenever appropriate.
Standard 7. Diverse Workforce
Social workers shall support and advocate for
recruitment, admissions and hiring, and retention
efforts in social work programs and agencies that
ensure diversity within the profession.
Standard 8. Professional Education
Social workers shall advocate for and participate
in educational and training programs that help
advance cultural competence within the profession.
Standard 9. Language Diversity
Social workers shall seek to provide or advocate
for the provision of information, referrals, and
services in the language appropriate to the client,
which may include use of interpreters.
Standard 10. Cross-Cultural Leadership
Social workers shall be able to communicate
information about diverse client groups to
other professionals.
Prepared by the
NASW National Committee
on Racial and Ethnic Diversity
Adopted by the NASW Board of Directors
June 23, 2001
4
Standards
for Cultural Competence
in Social Work Practice
Standard 1. Ethics and Values
Social workers shall function in accordance with
the values, ethics, and standards of the profession,
recognizing how personal and professional values
may conflict with or accommodate the needs of
diverse clients.
Standard 2. Self-Awareness
Social workers shall seek to develop an under-
standing of their own personal, cultural values
and beliefs as one way of appreciating the
importance of multicultural identities in the
lives of people.
Standard 3. Cross-Cultural Knowledge
Social workers shall have and continue to devel-
op specialized knowledge and understanding
about the history, traditions, values, family sys-
tems, and artistic expressions of major client
groups that they serve.
Standard 4. Cross-Cultural Skills
Social workers shall use appropriate method-
ological approaches, skills, and techniques that
reflect the workers’ understanding of the role of
culture in the helping process. .
This presentation introduces the concepts of cultural competency and health disparities and biases that may arise when treating patients of different backgrounds.
Chapter 4Culture Competency and CEOD Process Immigrant Popula.docxrobertad6
Chapter 4
Culture Competency and CEOD Process: Immigrant Populations, Health Care, Public Health, and Community
Defining and Exploring Culture
A group or community with whom one shares common experiences that shape the way they understand the world
Can include groups:
Born into
Gender
Race
National origin
Class
Religion
Moved into
Moving into a new community
Change in economic status
Change in health status
Four Concepts Associate With Culture:
Cultural knowledge / the knowledge of cultural characteristics, history, values, beliefs and behaviors of another ethnic or cultural group
Cultural awareness / being open to the idea of changing cultural attitudes
Cultural sensitivity / knowing that differences exist between cultures, but not assigning values to the differences
Cultural competence / having the capacity to bring into its systems different behaviors, attitudes and policies and work effectively in cross-cultural settings to produce better outcomes
Learning Culture
Be more aware of your own culture
What is your culture?
Do you have more than one culture?
What is your cultural background?
Learn about other’s culture
Make s conscious decision to establish friendships with people from other cultures
Put yourself in situations where you will meet people of other cultures
Examine your biases about people from other cultures
Ask questions about the cultures, customs and views
Read about other people’s cultures and histories
Listen and show caring
Observe differences in communication styles and values; don’t assume that the majority’s way is the right way
Risk making mistakes
Learn to be an ally
Understanding Culture for Community Engagement, Organization and Development (CEOD)
U.S. communities are becoming more diverse
Racial profiling & stereotyping will be key discussion points when engaging and developing communities in public health practice and may be harmful because they can impede communication, engagement and development
Racial profiling / a law enforcement practice of scrutinizing certain individuals based on characteristics thought to indicate a likelihood of criminal behavior
Stereotyping / a fixed, over generalized belief about a particular group or class of people (Cardwell, 1996)
CEOD and Cultures of the Future
Questions to help engage, organize and develop a healthy community of the future:
If you could have your ideal community right now what would it look like?
If you can’t have your ideal community right now, what will be the next steps in building the kind of cultural community you desire?
Who lives in the community right now?
What kinds of diversity already exist?
How will diversity be approached in your community?
What kinds of relationships are established between cultural groups?
Are the different cultural groups well organized?
What kind of struggles between cultural groups exists?
What kind of struggles within cultural groups exists?
Are these struggles openly recognized and ta.
By the end of this session, participants will be able to:
Understand the ethical, legal, and practical case for providing culturally and linguistically appropriate services in health and health care
Define the CLAS Standards by theme
Describe what culturally and linguistically appropriate services look like in practice
Have an emerging capacity to develop plan for cultural competence in your own organization
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S
2001
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
Terry Mizrahi, MSW, PhD
NASW President (2001-2003)
Ruth W. Mayden, MSS, LSW
NASW President (1999-2001)
National Committee on Racial and
Ethnic Diversity 1999-2001
Saundra H. Starks, EdD, ACSW, LCSW
Lina Fong, PhD, ACSW, LCSW
Emma Montero, MSW
Ada E. Deer, ACSW
Inderjit K. Jaipaul, DSW, ACSW
Carmen Ortiz Hendricks, DSW, ACSW
Robert D. Showers, BSW
Clara Simmons, ACSW, DCSW
Nelrene Yellow Bird, MSW
Halaevalu F. Vakalahi, DSW
Irene Moreda, DSW
NASW Staff
Elizabeth J. Clark, PhD, ACSW, MPH,
NASW Executive Director
Leticia Diaz, MS
Luisa López, MSW
Tracy Whitaker, ACSW
5
Standard 6. Empowerment and Advocacy
Social workers shall be aware of the effect of
social policies and programs on diverse client
populations, advocating for and with clients
whenever appropriate.
Standard 7. Diverse Workforce
Social workers shall support and advocate for
recruitment, admissions and hiring, and retention
efforts in social work programs and agencies that
ensure diversity within the profession.
Standard 8. Professional Education
Social workers shall advocate for and participate
in educational and training programs that help
advance cultural competence within the profession.
Standard 9. Language Diversity
Social workers shall seek to provide or advocate
for the provision of information, referrals, and
services in the language appropriate to the client,
which may include use of interpreters.
Standard 10. Cross-Cultural Leadership
Social workers shall be able to communicate
information about diverse client groups to
other professionals.
Prepared by the
NASW National Committee
on Racial and Ethnic Diversity
Adopted by the NASW Board of Directors
June 23, 2001
4
Standards
for Cultural Competence
in Social Work Practice
Standard 1. Ethics and Values
Social workers shall function in accordance with
the values, ethics, and standards of the profession,
recognizing how personal and professional values
may conflict with or accommodate the needs of
diverse clients.
Standard 2. Self-Awareness
Social workers shall seek to develop an under-
standing of their own personal, cultural values
and beliefs as one way of appreciating the
importance of multicultural identities in the
lives of people.
Standard 3. Cross-Cultural Knowledge
Social workers shall have and continue to devel-
op specialized knowledge and understanding
about the history, traditions, values, family sys-
tems, and artistic expressions of major client
groups that they serve.
Standard 4. Cross-Cultural Skills
Social workers shall use appropriate method-
ological approaches, skills, and techniques that
reflect the workers’ understanding of the role of
culture in the helping process. .
This presentation introduces the concepts of cultural competency and health disparities and biases that may arise when treating patients of different backgrounds.
Chapter 4Culture Competency and CEOD Process Immigrant Popula.docxrobertad6
Chapter 4
Culture Competency and CEOD Process: Immigrant Populations, Health Care, Public Health, and Community
Defining and Exploring Culture
A group or community with whom one shares common experiences that shape the way they understand the world
Can include groups:
Born into
Gender
Race
National origin
Class
Religion
Moved into
Moving into a new community
Change in economic status
Change in health status
Four Concepts Associate With Culture:
Cultural knowledge / the knowledge of cultural characteristics, history, values, beliefs and behaviors of another ethnic or cultural group
Cultural awareness / being open to the idea of changing cultural attitudes
Cultural sensitivity / knowing that differences exist between cultures, but not assigning values to the differences
Cultural competence / having the capacity to bring into its systems different behaviors, attitudes and policies and work effectively in cross-cultural settings to produce better outcomes
Learning Culture
Be more aware of your own culture
What is your culture?
Do you have more than one culture?
What is your cultural background?
Learn about other’s culture
Make s conscious decision to establish friendships with people from other cultures
Put yourself in situations where you will meet people of other cultures
Examine your biases about people from other cultures
Ask questions about the cultures, customs and views
Read about other people’s cultures and histories
Listen and show caring
Observe differences in communication styles and values; don’t assume that the majority’s way is the right way
Risk making mistakes
Learn to be an ally
Understanding Culture for Community Engagement, Organization and Development (CEOD)
U.S. communities are becoming more diverse
Racial profiling & stereotyping will be key discussion points when engaging and developing communities in public health practice and may be harmful because they can impede communication, engagement and development
Racial profiling / a law enforcement practice of scrutinizing certain individuals based on characteristics thought to indicate a likelihood of criminal behavior
Stereotyping / a fixed, over generalized belief about a particular group or class of people (Cardwell, 1996)
CEOD and Cultures of the Future
Questions to help engage, organize and develop a healthy community of the future:
If you could have your ideal community right now what would it look like?
If you can’t have your ideal community right now, what will be the next steps in building the kind of cultural community you desire?
Who lives in the community right now?
What kinds of diversity already exist?
How will diversity be approached in your community?
What kinds of relationships are established between cultural groups?
Are the different cultural groups well organized?
What kind of struggles between cultural groups exists?
What kind of struggles within cultural groups exists?
Are these struggles openly recognized and ta.
A data element that collects the language spoken by individuals in human services is critical for developing strategies to address disparities in care. Yet, it is an often uncollected element in most organizations.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. EFFECTIVE AND EFFICIENT
SERVICES FOR EVERYONE
USING THE CLAS
STANDARDS TO SUPPORT
HEALTH EQUITY
May 16, 2917
Cecily Rodriguez
Refugee Health Services
4. refugees.org
refugees.org
IMPORTANT DEFINITIONS
4
Social Determinants of Health
Those factors that impact upon health and
well-being: the circumstances into which we
are born, grow up, live, work, and age,
including the health system.
World Health Organization: Closing the Gap in a Generation: Health Equity through Action on the
Social Determinants of Health: Commission on the Social Determinants of Health, 2008.
6. 6 refugees.org
6 refugees.org
6
Health begins were we live, learn, work, and play.
Your zip code may be more important to your
overall health than your genetic code.
SOCIAL DETERMINANTS OF HEALTH
8. refugees.org
refugees.org
HEALTH DISPARITIES ARE
differences in health
status among
distinct segments of
the population
including differences
that occur by
gender, race or
ethnicity, education
or income, disability,
or living in various
geographic localities
Ruth S. Shim, MD, MPH, Lenox Hill Hospital Department of Psychiatry, Northwell Health
10. refugees.org
refugees.org
disparities in health
that are a result of
systemic, avoidable,
and unjust social and
economic policies and
practices that create
barriers to opportunity
HEALTH INEQUITIES ARE
Ruth S. Shim, MD, MPH, Lenox Hill Hospital Department of Psychiatry, Northwell Health
15. refugees.org
refugees.org
15
CULTURAL ICEBERG
Race, Age, Physical Abilities, Gender, etc.
Marital Status, Religion/Spirituality, etc.
Military Experience, Ethnic Background, Nationality, Educational
Status, Socioeconomic Status, Language, Sexual Orientation, Political
Affiliation, Hobbies, Family Roles, Health Status, etc.
16. refugees.org
refugees.org
FIVE THINGS TO UNDERSTAND
ABOUT CULTURE
16
Everyone has a culture. It is core to their identity, behavior and
perspectives on the way the world works and should be.
There is diversity within cultures. While two people may be from the same
place the are likely to have different cultural norms based on a number of
variables.
Cultures are not static. They grow and evolve in response to new
circumstances, challenges and opportunities.
Culture is not determinative. Different people take on and respond to the
same cultural expectations in different ways. Assumptions therefore
cannot be made about individuals based on a specific aspect of their
cultural experience and identity.
Cultural “differences” are complicated by differences in status and power
between cultures. When one cultural group has more power and status,
the norms of that culture permeate the institutions of society as the “right”
way.
Ify Ezeobele, MSHEd, MSN, RN CNS University of Texas
18. refugees.org
refugees.org
AND incorporate the above in all aspects of policy making,
administration, practice, service delivery and involve systematically
consumers, key stakeholders and communities.
National Center for Cultural Competence at Georgetown University
21. refugees.org
refugees.org
21
“To be culturally competent doesn’t
mean you are an authority in the
values and beliefs of every culture.
What it means is that you hold a deep
respect for cultural differences and are
eager to learn, and willing to accept
that there are many ways of viewing
the world.”
Dr. Okokon O. Udo
23. refugees.org
refugees.org
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.
National Center for Cultural Competence
25. refugees.org
refugees.org
WHY CULTURAL AND LINGUISTIC
COMPETENCE
25
• Growing Population diversity
• Disparities in access and outcomes
• Limited staff with CLC expertise
• Lack of organizational and systemic
focus on CLC Efforts
• Legal requirements related to language
access
• Title VI- Civil Rights Law
• CLAS Standards 4-7
• Federal and state expectations and
accreditation criteria
27. refugees.org
refugees.org
CLC AND HEALTH SERVICE
OUTCOMES
27
• More successful wellness and
prevention education
• An increase in individuals seeking
both preliminary health care and
follow-up
• More appropriate testing and
screening
• Fewer diagnostic errors
• Avoidance of drug complications
• Better likelihood for adherence to
medical advice and treatment
plans
• Expanded choices and access to a
variety of providers
28. refugees.org
refugees.org
COMMON CRITIQUES OF CULTURAL &
LINGUISTIC COMPETENCE
28
“It is a soft-construct because:
- It is not skill based
- It is not data driven
- It is not linked to specific outcomes
- It is hard to operationalize
29. A FRAMEWORK FOR PLANNING
AND MEASURING CLC
THE CLAS STANDARDS
29
33. refugees.org
refugees.org
Identify and develop
champions throughout the
organization.
Ensure that the necessary
fiscal and human resources,
tools, skills, and knowledge
to support and improve
culturally competent policies
and practices are available.
National Quality Forum
THEME 1: BRIGHT IDEAS
Provide space for internal
multidisciplinary dialogues
about language and culture
issues.
Create financial incentives to
promote, develop, and
maintain accessibility to
qualified health care
interpreters.
The Joint Commission
(Wilson-Stronks & Galvez
DHHS-OMH 2013
34. refugees.org
refugees.org
• Offer language assistance and/or
other communication needs, at no
cost to them, to facilitate timely
access to all health care and services.
• Inform all individuals of the
availability of language assistance
services clearly and in their preferred
language, verbally and in writing.
• Ensure the competence of individuals
providing language assistance.
• Provide easy-to-understand print
and multimedia materials and
signage in the languages commonly
used by the populations in the
service area.
THEME 2: COMMUNICATION
AND LANGUAGE ASSISTANCE
34
35. refugees.org
refugees.org
THEME 2: THINK IT IS JUST A NICE
THING TO OFFER? THINK AGAIN.
35
Youdelman, Mara and Jane Perkins. 2002.
Providing Language Interpretation Services
in Health Care Settings: Examples from the Field
https://cccdpcr.thinkc
ulturalhealth.hhs.gov/
AudioPlayer/AudioPlay
er.asp?AudioFileName
=17_3-4-2.mp3
36. refugees.org
refugees.org
36
Offer TTY and other assistive technology devices
Offer materials in alternative formats (e.g., audiotape, Braille,
enlarged print )
Use qualified translation services especially for
legally binding documents
Print materials in easy to read, low literacy,
picture and symbol formats
Utilize ethnic media in languages for outreach to
diverse communities
THEME 2: EXAMPLES OF LINGUISTICALLY
APPROPRIATE SERVICES
38. refugees.org
refugees.org
THEME 3: ENGAGEMENT, CI, &
ACCOUNTABILITY
38
What do you
want from an
Organizational
Assessment
What kind of
demographic
information do
you need?
Understand the Community
Health Assets & Needs
39. refugees.org
refugees.org
THEME 3: IT’S ALL ABOUT THE
PLANNING
39
Effectiveness &
Efficiency?
Employee
Development
& Learning?
Quality
Assurance?
Regulatory
Compliance?
Client
Satisfaction?
Contribution
to Community
Wellbeing?
Establish culturally and linguistically appropriate goals, policies, and
management accountability, and infuse them throughout the
organization’s planning and operations.
42. refugees.org
refugees.org
YOU TRY IT!
Think of the CLAS Issues that came to your mind during this
discussion.
Decide which activities you will now STOP as they are no
longer useful or add little value for meeting your
organization’s CLAS goals
Determine which activities you should CONTINUE as they are
effective in developing those CLAS goals for your team or
the organization as a whole.
Add those activities that have been on the To Do list for
much too long that you plan to START.
43. CLAS LINKS
THINK CULTURAL HEALTH
WWW.THINKCULTURALHEALTH.HHS.GOV/CLAS/STANDARDS
DHSS OFFICE OF MINORITY HEALTH
HTTPS://MINORITYHEALTH.HHS.GOV/OMH/BROWSE.ASPX?LVL
=2&LVLID=53
AETC-NMC
HTTPS://WWW.AETCNMC.ORG/CURRICULA/CLAS/
NATIONAL PARTNERSHIP FOR ACTION
HTTPS://DRIVE.GOOGLE.COM/FILE/D/0BXNLB__OGMSZBLNXD
2TPTGRIYWM/VIEW
Editor's Notes
Health Disparity - Male babies are generally born at a heavier birth weight than female babies. This is a health disparity. We expect to see this difference in birth weight because it is rooted in genetics. Because this difference is unavoidable, it is considered a health disparity.
Health Inequity - Babies born to Black women are more likely to die in their first year of life than babies born to White women. Some of this difference can be attributed to poverty – a higher percentage of Black mothers are poor and face hardships associated with poverty that can affect their health; however, we find differences in the health of Black and White mothers and babies even if we compare Blacks and Whites with the same income. Many scientists have shown links between the stress from racism experienced by Black women and negative health outcomes. This is a health inequity because the difference between the populations is unfair, avoidable and rooted in social injustice.
There are many, many definitions for culture and the differences between them can be dramatic. In our system, it is important to know that we define culture in a very broad sense……………..
We are very deliberate in making sure that people don’t assume we are talking about culture as a race or ethnicity or place of origin as the only thing that defines someone but rather that is just a part of the many layers of culture that people have.
Directions
The facilitator should explain the diagram on the presentation slide. Culture is comprised of behavior, knowledge, and attitudes.
Share Talking Points
The facilitator should recap what was discussed about culture by saying, “we see here that culture encompasses behavior, knowledge, and attitudes”.
Culture is LEARNED not INHERITED! We each have the choice to adopt or disregard what we have learned or continue to learn about our cultural identities, and how we choose to demonstrate who we are.
Cultural values are “rooted” in ethnic, religious, and generational beliefs, traditions, and practices that influence individual and social values (Lum, 1999)
Share Talking Points
There are primary and secondary characteristics of a person’s identity. The primary characteristics of a person can not be changed. These include, but are not limited to: age, race, physical abilities, and gender. While secondary characteristics of a person can change. These include, but are not limited to: marital status, religion, and educational status. We often meet people and only focus on the characteristics that we can see, but we need to get beneath the tip of the iceberg to truly get to know a person’s individuality.
Remember, get to know a person beneath the tip of the iceberg!
Everyone has a culture. It is core to their identity, behavior and perspectives on the way the world works and should be. In fact, everyone lives as part of multiple cultural spheres: ethnic, religious, class, gender, race, language, and others. Culture is not just the group a person is born into. It is possible to acquire a new culture by moving to a new country or region, for example, or by a change in economic status, or by becoming disabled.
There is diversity within cultures. While two people may both be Latinos with parents from Mexico, for instance, a religious Catholic daughter of professionals who lived in Mexico City will have very different cultural norms and perspectives from the son of an indigenous farmer who spent early years in a very poor rural area.
Cultures are not static. They grow and evolve in response to new circumstances, challenges and opportunities. The ways of being female learned by young girls in South Asian culture, for example, have changed from one generation to another, and as people have moved from place to place.
Culture is not determinative. Different people take on and respond to the same cultural expectations in different ways. Assumptions therefore cannot be made about individuals based on a specific aspect of their cultural experience and identity.
Cultural “differences” are complicated by differences in status and power between cultures. When one cultural group has more power and status, the norms of that culture permeate the institutions of society as the “right” way. Cultures of less status and power become seen as “other,” or even deviant and deficient. In addition to understanding cultural norms and experiences, service providers and professionals in agencies that work with diverse populations need to be aware of these kinds of cultural biases, both as they play out in the lives of communities, and as they affect the practices and policies of organizations.
Just like with the definition of culture- there is often a lot of confusion around defining cultural competence-- There are different definitions depending on whether you are talking about individual cultural competence or organizational cultural competence. Our system has adapted the definition of the national center for cultural competence and it says that
There are five abilities that are considered necessary to achieve individual cultural competence.
Individual level. … This level really deals with an employees individual desire to work effectively with consumers from across all cultures and perspectives. Learning about different cultures and cross cultural communication strategies are an example
Organizational level- deals with evaluating and modifying policies and procedures to ensure equal access to and effective treatment of illness, disabilities and disorders. Making sure that language services are in place to provide access to LEP consumers is an example.
Systems level … deals with how to develop infrastructure that addresses equity in health care. Laws prohibiting discrimination based on race and ethnicity is an example.
A GOOD METAPHOR FOR HOW IMPORTANT IT IS TO PROVIDE CULTURALLY COMPETENCE SERVICES IS LOOKING AT THE REMEDIES FOR A COMMON COLD
WHAT ARE SOME OF THE REMEDIES RECOMMENDED BY MEMBERS OF YOUR FAMILY?
It is clear that not everyone likes or believes in the same thing.
One of the most damaging myths for cultural competency is the old adage that “we should do unto others as we would have them do unto you”
I hear this all the time in programs- WE SERVE EVERYONE EQUALLY- EVERYONE RECEIVES THE SAME SERVICES—
When you are working with different cultures- nothing could be further from the truth- If we would like to have Vicks- does that mean that we should give Vicks to every person we know that has a cold? What if they are chicken soup people?
IF OUR PROGRAMS AND SERVICES ARE SET UP WITH THE IDEA THAT VICKS WORKS FOR EVERYONE- HOW DOES THAT RESONATE WITH PERSONS WHO HAVE DIFFERENT PREFERENCES?
The question is do you want to help some people or do you want to help everyone.
Say “Linguistic competence is not just the ability for our organizations to have interpreters and translators, but also understand how to address the needs of individuals with communication barriers or who may have literacy issues.”
POPULATION
10% of the population in Virginia is foreign born. Between 2000 and 2006, the number of foreign born Limited English Proficient (LEP) population increase by 44.5% in Virginia
Virginia is in the top 15 states for refugee resettlement.
Disparities-
Minority populations have a disproportionate burden of death and disability. Research has proven that communities of color don’t access services in proportion to the white community and their outcomes are less successful than that of the white community. Mental Health: Culture, Race, Ethnicity Supplement to Mental Health: Report of the Surgeon General
Documented disparities for people of color include: Less availability and access to services
Lower likelihood of receiving services
Greater likelihood of receiving poorer quality of care and disproportionate treatment outcomes
Over represented in hospitalizations (more restrictive settings)
Under represented in research 2001
New York Times, March 22, “Subtle Racism in Medicine” Institute of Medicine--
“ . . . a disturbing new study by the Institute of Medicine has concluded that even when members of minority groups have the same incomes, insurance coverage and medical conditions as whites, they receive notably poorer care. Biases, prejudices and negative racial stereotypes, the panel concludes, may be misleading doctors and other health professionals.” 2002
New Freedom Commission Report-
The system has neglected to incorporate respect or understanding of the histories, traditions, beliefs, languages and value systems of culturally diverse groups.” 2003
Limited Expertise- Graduate programs provide some introduction to cross cultural services and delivery but it is usually limited and not woven throughout one’s education. Degrees outside of healthcare rarely address these issues in their curricula.
Lack of Historical Focus- Organizations have not historically prioritized CLC practices therefore infrastructure- ie- ability to have evidence based practices adapted to specific communities or creating policies and practices to ensure quality interpreter services.
Legal Requirements-Among some of the laws around language are:
The Civil Rights Act of 1964 says that no person shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination based on race, gender, ethnicity or national origin under any program or activity receiving Federal financial assistance."
The Social Security Act prohibits discrimination in the Maternal and Child Health Services Block Grant.
The Public Health Service Act prohibits discrimination in the Community Mental Health Services Block Grant and Substance Abuse Prevention and Treatment Block Grants.
The Public Health Service Act prohibits discrimination in the Preventative Health and Health Services Block Grants
Federal and state expectations and accreditation criteria
Joint Commission Accreditation at Hospitals and CARF Accreditation at community mental health centers require that services be culturally and linguistically appropriate as a condition of accreditation. New language in the upcoming Licensing regulations will require that providers develop a cultural and linguistic competence plan as a condition of licensing.
Say- what does it look like? It can be as simple as what is stated above. But it takes planning and intentionality to achieve this.
Improve Health Communication and Health Outcomes
Providing culturally competent health care can also result in improving health communication and health outcomes, including:
More successful patient education, because culturally competent providers can target, tailor, and communicate health-related messages more effectively
An increase in patients seeking both preliminary health care and follow-up, because trust and understanding have been improved between providers and patient
More appropriate testing and screening, because providers will have more knowledge about the genetic background, risk exposure, and common health-related behavior of various cultural groups
Fewer diagnostic errors, because providers compile more comprehensive and more accurate medical histories
Avoidance of drug complications, because providers become aware of home or folk remedies used by patients
Patients follow medical advice more closely, because providers establish a treatment plan that is most consistent with the patient's cultural beliefs and lifestyle; patients understand better how to follow the treatment plan
Expanded choices and access to a variety of providers, because patients are no longer restricted to a small pool of providers who share their language and culture
Share Talking Points
Many organizations, leadership, and even some of you may feel that cultural competence is a Soft Construct because:
It’s not skill-based
It’s not data-driven
It’s not linked to specific outcomes
It’s hard to operationalize
In fact, all of these critiques can be disputed if a concrete plan and evaluation process is put in place. It is just that Well, we are going to explore some of the benefits of cultural competence to make this term more concrete.
Say: you can use the standards to achieve three important organizational goals
Advance health equity – Looking to achieve the highest level of health for all people (HHS OMH, 2011)
Improve quality – Growing research is demonstrating a positive impact of CLAS on health outcomes (Lie, Lee-Ray, Gomez, Bereknvel, & Braddock, 2010)
Help eliminate health care disparities – Quality remains suboptimal for minority and low-income groups; despite improvements in quality (AHRQ, 2012a, 2012b)
“The standards are intended to address three critical areas in health care” by
advancing health equity. This is defined as the attainment of the highest level of health for all people (HHS OMH, 2011).
to improve quality as preliminary research has shown a positive impact of CLAS on patient outcomes
to help eliminate health care disparities. Recent reports highlight that access to quality care remains suboptimal, particularly for minority and low-income groups.
You may choose to show the CLAS Video from the Think Cultural Health Website - https://www.thinkculturalhealth.hhs.gov/Content/clasvid.asp
Background Information-
Health equity- Lack of health equity has a significant economic and societal impact. Recent research on the economic burden of health inequality and health disparities show approximately 30.6% of direct medical care expenditures for African Americans, Asians, and Hispanics were excess costs due to health inequalities (LaVeist et al., 2009). o Eliminating health inequalities for minorities would have reduced indirect costs associated with illness and premature death by more than $1 trillion (LaVeist et al., 2009).
Improve quality- A growing body of evidence illustrates the effectiveness of culturally and linguistically appropriate services in improving the quality of care and services received by individuals can help eliminate health care disparities (Beach et al., 2004; Goode et al., 2006) .
o Despite improvements in quality, access and disparities have not improved.
o Certain services, geographic areas and populations were found to be in serious need of improvements in quality and progress in disparities reduction.
Say: Theme 1 has been refined to underscore that CLAS must permeate every aspect of the organization, from the top down and from the bottom up.
Cultural and linguistic competency cannot just be a grass-roots strategy but rather it must the organization’s leadership that establishes the culture of the organization through its priorities, expectations, and the behavior that it models (Schyve & The Governance Institute, 2009) and through designing service delivery processes and expectations (Rice, 2007).
Play Title VI video clip embedded under graphic
Say: Theme 2 asks that organizations look at how they provide communication and language assistance to those they serve. It is important to know that as organizations who receive federal dollars in the form of Medicaid reimbursements, we are legally required to provide language assistance to individuals who are limited English proficient or who are deaf, hard of hearing, late deafened, or deaf-blind or who have other communication barriers.
Say: “We don’t just ensure effective communication because it is the law, we do it because there can be grave consequences when the right language services are not in place for individuals. The cases listed on this slide illustrate the kinds of things that happen when language is a barrier. They are common and have a real impact on individuals, families, and communities.”
(FYI - Willie Ramirez – Said he was intoxicado – ER thought he was drunk – let him stay in the waiting room – he was actually poisoned and become a paraplegic.)
CLICK to PLAY AUDIO then ask…How did lack of language access services contribute to this individual's misdiagnosis? Would any of our organizations want to be responsible for something like this? CLICK to PLAY AUDIO then ask…How did lack of language access services contribute to this individual's misdiagnosis? Would any of our organizations want to be responsible for something like this? Rita Quintero http://www2.ljworld.com/news/2000/aug/13/language_barrier_turned/
You may also choose to play the CLAS part II video
You may also choose to play the CLAS part II video.
Partner with the community to design, implement, and evaluate policies, practices, and services to ensure cultural and linguistic appropriateness.
Conduct ongoing assessments of the organization’s CLAS-related activities and integrate CLAS-related measures into measurement and continuous quality improvement activities.
Collect and maintain accurate and reliable demographic data to monitor and evaluate the impact of CLAS on health equity and outcomes and to inform service delivery.
Conduct regular assessments of community health assets and needs and use the results to plan and implement services that respond to the cultural and linguistic diversity of populations in the service area.
You could start out by showing the website - http://www.pewresearch.org/next-america/ - a great place to show demographic changes in the US
Then you could ask people about their own organizational needs by asking the questions above and CHART ANSWERS–
Org Assessment- WHAT ARE SOME CONSIDERATIONS FOR ORG ASSESSMENT?
Is your organization ready?
Make your own? Use a validated tool?
Entire organization or certain divisions?
Communicate in advance the purpose of the assessment
It is a SWOT through the CLC lens.
Remind participants that it is not to point out failures! Opportunity to grow! Make sure staff know this through constant communication about the purpose. Think about the orgs. readiness to do a full assessment or whether there is a division or office that is ready to undertake such a thing as a pilot.
Demographic Collection - Descriptions of geographic, demographic, and socioeconomic status, Languages spoken in the community, Population densities, Ecological factors, Analysis of the cultural needs and health practices and behaviors of ethnic groups, Requests for culture-specific services, such as preferred languages, Other characteristics that some organizations may want to learn about may include: Literacy and educational levels.
Remind them it is not just race, ethnicity, gender, SES, and age, Languages, subpopulations, Geography, Density, Ecological factors, Health practices, literacy,
Epidemiological data, Evidence of health disparities, Health beliefs, including attitudes toward health and illness, Use of alternative medicine and, practitioners.
Community Health Needs –
Say a Community mapping of resources for culturally and linguistically appropriate services. This technique offers an approach to understanding and describing a community and its resources. we want to know what illness and disease and prevalence there is in the communities we serve. And we want it granulated in a way that we can understand it in a culturally and linguistically appropriate way. We also want to know what assets there are in the community. This process would be similar to any epidemiological health profile we would pursue.
Collect relevant epidemiological profiles for disease in communities services
Don’t forget to use this information to shape our community partnerships and programs and services.
Theme 3 talks about establishing culturally and linguistically appropriate goals, policies, and management accountability, and infuse them throughout the organization’s planning and operations.
Say: “You will want to make sure that any plan you put in place is not just about training.
That is looks globally at culturally and linguistically appropriate services. Work with executive leadership and board members to identify areas of focus and then make sure that you are communicating the plan effectively both internally and externally.
Many times, we make the mistake of not sharing plan with our own staff and the rationale behind such a plan. Without support up and down the chain, you won’t find much success. If you aren’t communicating regularly with staff about the purpose, plans, and changes in operations, you won’t get that support.”
Communicate the organization’s progress in implementing and sustaining CLAS to all stakeholders, constituents, and the general public.