CULTURAL BROKERING AND COLLABORATIVE PARTNERSHIP Presented in Collaboration with: Open Doors for Multicultural Families CENTER FOR CHANGE IN TRANSITION SERVICES

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OPEN DOORS FOR MULTICULTURAL FAMILIES WHO WE SERVE Culturally & Linguistically Diverse families who have loved ones with developmental/intellectual disabilities & special health care needs MISSION Equal access to culturally and linguistically appropriate information, resources & services

WEBINAR SERIES TOPICS

CULTURAL BROKERING BRIDGING GAPS FOR CULTURALLY & LINGUISTICALLY DIVERSE YOUTH AND FAMILIES Open Doors for Multicultural Families

LEARNING OBJECTIVES After this webinar, participants will be able to:  Explain essential elements of Cultural Brokering and Cultural Brokers' roles.  Explain different Cultural Brokering models and their applications. Explore Open Doors' service delivery as an example.  Explain how Cultural Brokers can work collaboratively with transition service professionals.

PLEASE GET A PIECE OF PAPER IMPLICATIONS FOR PRACTICE Take notes on implications for your own practice as we go through the webinar. We will ask you to share using the chat box.

CHANGING DEMOGRAPHICS  American Community Survey estimates that in 2014, over 61 million persons speak a language other than English at home. American Community Survey (2014)

WA STATE DEMOGRAPHICS US Census State Quick FactsWA StateUS Population, 2014 estimate 7,061, ,857,056 White persons, percent, % 73.4% Black persons, percent, %12.7% American Indian and Alaska Native persons, percent, %0.8% Asian persons, percent, %5.2% Native Hawaiian and Other Pacific Islander persons, percent, %0.2% Persons reporting two or more races, percent, %3.0% Persons of Hispanic or Latino Origin, percent, %17.3% White persons not Hispanic, percent, %82.7% Language other than English spoken at home, percentage 5+, %20.9% US Census Bureau (2014)

WA DEMOGRAPHICS: STUDENTS RECEIVING SPED (2014) Resource: OSPI (2014) State Nov 2014 Federal LRE and Child Count DataState Nov 2014 Federal LRE and Child Count Data

WHAT IS CULTURAL BROKERING? “Act of bridging, linking, or mediating between groups or persons of different cultural backgrounds for the purpose of reducing conflict or producing change” (Jezewski, 1990).

FACTORS CALLING FOR CULTURAL BROKERING Time in community Legal status Reason for relocation Values about family Values about education & work Oppression, Discrimination, bias & racism Contact with cultural & religious institution, Impact of Trauma & Crisis events Beliefs around disability & health Language spoken at home & in community CLD Families (holidays, food & clothing) (structure, power, myths & rules) Adapted from Dr. Eleane Congress (2008).

WHY CULTURAL BROKERING IS NEEDED? CLD Student with disabilities Post-secondary outcomes reflect their interest, strengths, culture, and access all the services they qualify, increasing opportunities for their future CLD families able to support their child lead productive/mea ningful life, better future, with support system in place for both student & parents Professionals & Providers Able to assist students and their families, fulfill their roles & responsibilities in their job System Effective service to all client population, able to deliver services reflecting student/client's needs Ultimate goal: the best outcome for all parties involved in CLD student's transition

GUIDING PRINCIPLES OF CULTURAL BROKERING PROGRAMS  Honor & respect cultural differences within community  Community driven  Provided in a safe, non-judgmental, and confidential manner  Services delivered in settings that are accessible & tailored to unique needs of the communities served  Acknowledge the reciprocity and transfer of assets between the community & organization National Center for Cultural Competence (2004)

Stage 1: Assess Perceptions / Problems State 2: Intervention & Strategies Stage 3: Outcome Perception: Anticipated or existing challenges or conflicts based on intervening conditions Problem: Barriers to access/utilizing services Break down in connections Intervention: Establishing trust & rapport Maintaining connections Strategies: linking through Advocating Negotiating Intervening Sensitizing Networking Innovating Mediating Outcome Establishing connection between CLD youth and service system Maintaining facilitation across support system Resolution: Conflict resolution Lack of Resolution: Go back to previous stages Diagnosis/Evaluation Communication Age Time Cultural Background Stigma Power / Powerlessness Economics Bureaucracy Politics Network Intervening Condition Factors that can assist or impede facilitating CLD youths in their transition process Cultural Brokering Theory 3 stages of cultural brokering Adapted from Jezewski (1995)

Catalyst for change Contribute to transforming the system for collaborative family- professional relationships Dismantle myths, stereotypes, prejudice & systemic barriers Mediator Negotiate to resolve conflict / tension Establish & maintain trust with families Devote sufficient time to build meaningful relationship between family & professionals Cultural guide Understand community’s needs Assist guiding & informing families Guide diversity initiative within an organization Cultural liaison Understand values, beliefs, & practice of cultural group Knowledge of the system and navigate families CULTURAL BROKERS’ ROLES National Center for Cultural Competence (2004)

ESSENTIAL FUNCTIONS OF CULTURAL BROKERS IN INTERVENTION AdvocatingNegotiatingInterveningSensitizing Networkin g InnovatingMediating Establishing trust & rapport Maintaining connections Jezewski (1995)

KNOWLEDGE, SKILLS AND AWARENESS FOR CULTURAL BROKERS Awareness Assess: Own cultural identity Cultural identity of the members of diverse communities Social, political, & economic factors affecting diverse communities within a cultural context Knowledge Values, beliefs & practices associated with disabilities Traditional or indigenous care networks within diverse communities Knowledge in disability, special education, transition & adult services systems Skills Communicate in cross- cultural context Communicate in two or more languages Interpret/translate information in culturally sensitive manner Advocate on behalf of clients Negotiate service delivery system Mediate and manage conflict Adapted from National Center for Cultural Competence (2004)

WHO CAN FULFILL CULTURAL BROKERS’ ROLES? Peer mentor Community member Special Education teacher / para educator Therapist Social worker Interpreter Board member Adapted from National Center for Cultural Competence (2004) Who works directly with a CLD youth and their families in your organization? In what work setting? Who works directly with a CLD youth and their families in your organization? In what work setting?

Expectations are extremely high for Cultural Brokers… What support would Cultural Brokers need to effectively do their jobs in your organization???

SUPPORTING CULTURAL BROKERS  Be mindful of cultural differences that exist between you and cultural brokers you are hiring  Verbal / Written communication  Work relationship  What support do they need to be successful at their job?  Knowledge or skills based training  Compensation/ employee benefits  Supervision and support  What are the potential challenges CB may face within your agency/organization?  How can an organization transform its structure & practices to sustain CB?

Open Doors for Multicultural Families Family Support Services Harborview Hospital Community House Call Program SOAR Promotores Liaisons Open Arms Outreach Doula services LOCAL CULTURAL BROKERING PROGRAMS

OPEN DOORS FOR MULTICULTURAL FAMILIES Family Support Specialists KoreanSomaliLatino African American Cambodian Services & Roles  Individualized Support  Language & cultural support  Systems Navigation & negotiation  Special Education & disability related consultation  Parent Support Groups  Parent to parent support  Share information/resources of parent’s interest

OPEN DOORS ORGANIZATIONAL PRINCIPLES Family centered services Equity & Social Justice Inclusive community Service integration & collaboration Values people with different abilities Cultural Reciprocity Diversity

INDIVIDUALIZED FAMILY SUPPORT PROCESS Stage 1: Referral/Intake State 2: Intervention & Strategies Stage 3: Outcome Referral: Receive referral from professionals/family Bilingual/bicultural FSS contact professional to assess family’s challenges Intake: FSS contact family and identify family’s support needs Family identify 3 primary issues to work on Intervention: Meet where family is at Respect family’s input throughout the support process Mediate & build professional-family relationships Strategies: linking through Advocating Negotiating Intervening Sensitizing Networking Innovating Mediating Outcome Establishing connection between CLD youth and service systems Maintaining facilitation across support systems Resolution: Conflict resolution Lack of Resolution: Go back to previous stages

STANDARDIZED PRACTICES GUIDING PRINCIPLES Family centered services Equity & Social Justice Inclusive community Service integration & collaboration Values people with different abilities Cultural Reciprocity Diversity Family Driven services & programs  Standardized practice at workshop/Parent Support groups  Language support  Topics identified by families  Childcare  Transportation stipends  Food  Program designs Services designs reflect family’s interest & needs

INTEGRATED SERVICES CLD Student with disabilities Summer Youth Job Readiness Program Youth Leadership & Advocacy Program CLD families Individualized Family Support Parent Training workshops Parent Support groups Professionals & Providers Collaboration in family support Mediate & build relationships Cultural Competence Trainings System System Advocacy Legislative forum

Outcomes & Impacts CLD students & their families gain knowledge & skills CLD students & families build trustful relationship with providers CLD students & their families access services CLD student achieve successful post-secondary outcomes

REFERENCES  Congress, E. (2008). The culturagram. In A. Roberts, Social work Desk Reference (2nd ed.) (pp ) New York: Oxford University Press.  National Center for Cultural Competence (2004). Bridging the cultural divide in health care settings: the essential role of cultural broker programs. Retrieved from: nglish.pdf nglish.pdf  Jezewski, M. A. (1995). Evolution of a grounded theory: Conflict resolution through culture brokering. Advances in Nursing Science, 17(3),

RESOURCES  Center for International Rehabilitation Research Information & Exchange (CIRRIE). Monogram series: The rehabilitation provider’s guide to cultures of the foreign-born.  Gentemann, K. M., & Whitehead, T. L.. (1983). The Cultural Broker Concept in Bicultural Education. The Journal of Negro Education, 52(2), 118–  Hunt, L. M., & De Voogd, K. B. (2005). Clinical Myths of the Cultural “Other”: Implications for Latino Patient Care. Academic Medicine, 80(10),  Jezewski, M.A. & Stonik, P. (2001). Cultural Brokering: Providing culturally competence rehabilitation services to foreign-born persons. Retrieved from:  Jeffreys, M. (2005). Clinical Nurse Specialists as Cultural Brokers, Change Agents, and Partners in Meeting the Needs of Culturally Diverse Populations. Journal of Multicultural Nursing & Health, 11(2),  Lo, M. (2010). Cultural brokerage: Creating linkages between voices of lifeworld and medicine in cross-cultural clinical settings. Health (London, England : 1997), 14(5),  Wolf, E. R.. (1956). Aspects of Group Relations in a Complex Society: Mexico. American Anthropologist, 58(6), 1065–1078. Retrieved from

CONTACTS CENTER FOR CHANGE IN TRANSITION SERVICES Open Doors for Multicultural Families

Q&A Thank you for your participation

DISCLAIMER This webinar series are developed under a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS), #H235F The contents of this website do not necessarily represent the policy or reflect the views of the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). No official endorsement by the Federal Government should be inferred.