2. Multicultural and Antibias Strategies in Services for Children and Families Presented by Valerie Jarvis McMillan, Ph.D. Human Environment & Family Sciences N.C. A&T State University Presentation contents are adapted from: Diversity Training Module: Fostering Awareness, Implementation, Commitment, and Advocacy (V. Jarvis McMillan & P. Rodriguez, 1998)

3. Overview The purpose of this presentation is to help prepare pre-professionals who will work with culturally, ethnically, and linguistically diverse children and their families. This presentation will provide participants the opportunity to gain a better understanding, respect, acceptance, and appreciation for diversity. This knowledge will enhance the quality of services for all children and their families. The purpose of this presentation is to help prepare pre-professionals who will work with culturally, ethnically, and linguistically diverse children and their families. This presentation will provide participants the opportunity to gain a better understanding, respect, acceptance, and appreciation for diversity. This knowledge will enhance the quality of services for all children and their families.

4. Presentation Organization This interactive presentation will provide content information through the participation of self- reflected activities. Within the presentation, participants are asked to do activities that are designed to build a better understanding, respect, acceptance, and appreciation for diversity. Participants should create a computer-based file folder labeled “Multicultural and Antibias Services” to store documents generated from activities completed during this presentation. Participants are strongly encouraged to follow the presentation as outlined to assure accomplishing its purpose (see Overview). This interactive presentation will provide content information through the participation of self- reflected activities. Within the presentation, participants are asked to do activities that are designed to build a better understanding, respect, acceptance, and appreciation for diversity. Participants should create a computer-based file folder labeled “Multicultural and Antibias Services” to store documents generated from activities completed during this presentation. Participants are strongly encouraged to follow the presentation as outlined to assure accomplishing its purpose (see Overview).

5. Introduction Census information and demographic predictions indicate that by the year 2020, one out of every two children in the U.S. will be a child of color (Banks, 1991). Given this rapid change, the U.S. can no longer be thought of as a “melting pot”. Today, the U.S. is more appropriately described as a “tossed salad”, with various groups contributing to the society while maintaining their distinct identity. It is critical for service providers to acknowledge diversity and understand, respect, accept, and appreciate that the presence of diversity is a strength not a weakness. Census information and demographic predictions indicate that by the year 2020, one out of every two children in the U.S. will be a child of color (Banks, 1991). Given this rapid change, the U.S. can no longer be thought of as a “melting pot”. Today, the U.S. is more appropriately described as a “tossed salad”, with various groups contributing to the society while maintaining their distinct identity. It is critical for service providers to acknowledge diversity and understand, respect, accept, and appreciate that the presence of diversity is a strength not a weakness.

6. A Look at Diverse Populations In order to provide services that are sensitive to diverse groups or populations served, it is important for service providers to acknowledge persons or groups that comprise a diverse population. Activity: Generate a list of descriptors of a diverse population. Prompt: “A diverse population includes people of similar or different…”

7. A Look at Diverse Populations Continued Activity: Examine the list of descriptors generated and use them to develop a definition of diversity. Prompt: “Diversity is defined as…” It is important for service providers to acknowledge that members of a diverse population may be classified in more than one group, may become members of other subgroups, and may choose to withdraw from subgroups. Activity continued: Compare your definition of diversity with the inclusive definition of diversity in the next slide. Write a reflective note about your comparison. Prompt: “ What do you notice about your definition in comparison to the inclusive definition of diversity?

8. An Inclusive Definition of Diversity Diversity is defined as similarities or differences in beliefs, practices, characteristics, or behaviors that may exist among and between individuals that are members of groups or subgroups that may include but are not limited to culture, religion, values, country of origin, ethnicity, sex, age, language, disability, ability, gender, sexual orientation, family structure, child-rearing practices, socioeconomic status, or political affiliation. Diversity is defined as similarities or differences in beliefs, practices, characteristics, or behaviors that may exist among and between individuals that are members of groups or subgroups that may include but are not limited to culture, religion, values, country of origin, ethnicity, sex, age, language, disability, ability, gender, sexual orientation, family structure, child-rearing practices, socioeconomic status, or political affiliation.

9. Strategies Used with a Diverse Population Strategies implemented by service providers that are appropriate and sensitive to the diverse population of children and families served require more than a “cookbook approach”. Strategies implemented must meet the diverse beliefs, practices, characteristics, and behaviors of the persons that will benefit from the services provided. Thus, cultural competence that is bias- free must be reflected and integrated throughout strategies implemented for the diverse populations or groups served.

10. A Look at Strategies of Service Providers Activity: Generate a list of strategies you have used or you recommend to be used when working or interacting with a diverse group of children, families, or professional staff. Prompt: “What have you done or would do to enable you to work with persons from diverse groups or backgrounds?” Provide specific examples of strategies. Review the list of strategies generated and identify populations or groups of persons with whom each strategy may be used or implemented.

11. A Look at Strategies of Service Providers Continued Activity continued: Review your responses and ask yourself the following questions: 1. Are the populations or groups identified primarily from various ethnic backgrounds? 2. What other populations or groups could benefit from the strategies listed? Refer back to the “Inclusive Definition of Diversity” slide to answer this question. It is extremely important for service providers to recognize that their understanding of diversity can either strengthen or limit the benefits of strategies implemented with the diverse populations or groups served.

12. A Look at Strengths and Limitations of Strategies In order for service providers to implement bias-free strategies that are sensitive to diverse populations or groups served, it is critically important to reflect on how thoughts, behaviors, and/or values impact the interactions and strategies used with a diverse group of children, families, and professional staff. In order for service providers to implement bias-free strategies that are sensitive to diverse populations or groups served, it is critically important to reflect on how thoughts, behaviors, and/or values impact the interactions and strategies used with a diverse group of children, families, and professional staff.

13. A Closer Look at Strengths and Limitations of Strategies The purpose of the following activity is to expand participants’ understanding of diversity and to gain a better understanding, respect, acceptance, and appreciation of practices, beliefs, behaviors, or characteristics of diverse populations or groups.

14. Thoughts, Values, & Behaviors Impact Strategies Activity: In the next two slides, there are two different case studies. Read each case study. Analyze each case study by recording answers to the following questions : 1. What are some possible reactions people may have to the scenario described in the case study? 2. What are the issues, concerns, or priorities described in the case study? 3. What are the sources of conflict, disagreement, or differences in opinion portrayed in the case study? in opinion portrayed in the case study? 4. What are the aspects of agreement or similarities in opinion portrayed in the case study? 5. What are three different solutions or strategies to issues, concerns, or priorities described in the case study? 6. What are potential barriers to implementing a solution or strategy to the issues, concerns, or priorities described in the study?

15. Case Study #1 You are a service provider and you are concerned about a child and his family’s practices on your caseload. Carlos, one of the children you serve, has severe cerebral palsy. Until two weeks ago, Carlos’ parents were utilizing the services of an occupational therapist, speech- language pathologist, and physical therapist. Two weeks ago, John’s mother told you that the family decided Carlos will discontinue occupational therapy, physical therapy, and speech/language therapy. Instead, the mother has begun to take the child to healing services and prayer group meetings at the family’s church. Although you explained the importance of therapy strategies and early intervention, the family has assured you that the child will improve with prayer and healing strategies. You have talked with the mother and father numerous times and both have told you that their decision is final. You are frustrated and you aren’t certain what you should do. You have thought of asking the local county child protective services agency to intervene, but you are concerned that the family may ask you to discontinue all early intervention services. You are a service provider and you are concerned about a child and his family’s practices on your caseload. Carlos, one of the children you serve, has severe cerebral palsy. Until two weeks ago, Carlos’ parents were utilizing the services of an occupational therapist, speech- language pathologist, and physical therapist. Two weeks ago, John’s mother told you that the family decided Carlos will discontinue occupational therapy, physical therapy, and speech/language therapy. Instead, the mother has begun to take the child to healing services and prayer group meetings at the family’s church. Although you explained the importance of therapy strategies and early intervention, the family has assured you that the child will improve with prayer and healing strategies. You have talked with the mother and father numerous times and both have told you that their decision is final. You are frustrated and you aren’t certain what you should do. You have thought of asking the local county child protective services agency to intervene, but you are concerned that the family may ask you to discontinue all early intervention services.

16. Case Study #2 You are the director at an early intervention program. One of your home-based service providers is worried about Aaron, a child on the service provider’s caseload. Aaron is a 3 year old child receiving physical therapy who lives with his parents, John and Steve. The home- based provider expressed her concern to you after she returned from her most recent home visit to Aaron’s home. Last week Aaron asked the home-based provider to read a book his parents had bought. The book was about a little girl who lives with her two fathers. The home-based provider is uncomfortable with the parents lifestyle. She wants to talk with you about her caseload and has asked you to assign Aaron and his family to a different home-based provider. Aaron has a difficult time adjusting to new people and all the other home-based providers in your program have full caseloads. Moreover, Aaron’s parents have commented on the progress he has made since he began to work with the home-based provider. This is not the first time the home-based provider has expressed concern about families on her caseload. During the last year, she has asked you to reassign two families, a non-English speaking family with a 24 month old child who can’t walk and a single-parent father with mild mental challenges raising a two year old son.

17. Reflection The thoughts, behaviors, and/or values of service providers impact the interactions and strategies used with a diverse group of children, families, and professional staff. It is critically important for service providers to expand their understanding of diversity so that the quality of strategies implemented will truly and authentically reflect respect, acceptance, and appreciation for the diversity of beliefs, practices, characteristics, or behaviors that may exist among and between the diverse populations or groups that will benefit from bias-free services provided. The thoughts, behaviors, and/or values of service providers impact the interactions and strategies used with a diverse group of children, families, and professional staff. It is critically important for service providers to expand their understanding of diversity so that the quality of strategies implemented will truly and authentically reflect respect, acceptance, and appreciation for the diversity of beliefs, practices, characteristics, or behaviors that may exist among and between the diverse populations or groups that will benefit from bias-free services provided.

18. Cultural Competence: A Process For service providers to implement bias-free strategies that are sensitive to the culturally, ethnically, and linguistically diverse populations or groups served, it is important to recognize that cultural competence is achieved through an ongoing process that is hierarchical in nature. In this process, thoughts are generated, challenges are expressed, fears are acknowledged, consciousness are raised, “lenses” are refocused, and ultimately, understanding, respect, acceptance, and appreciation for diversity is accomplished.

19. Cultural Competence Continuum 1- Cultural Destructiveness 2- Cultural Incapacity 3- Cultural Blindness 4- Cultural Pre-Competence 5- Cultural Proficiency Adapted from work of Kikanza Robins

20. 1- Cultural Destructiveness 1- Cultural Destructiveness –Negative; represents attitudes, practices, and beliefs that are destructive to cultures 2- Cultural Incapacity 2- Cultural Incapacity –Has extreme biased attitudes, thoughts, behaviors and a fear of people who are different 3- Cultural Blindness 3- Cultural Blindness –Presumes that values, practices, thoughts, and behaviors of individuals are that of the dominant culture and are the “right ones” 4- Cultural Pre-Competence 4- Cultural Pre-Competence –Individual demonstrates respect and acceptance for individual differences; continue awareness and learning about various cultures 5- Cultural Proficiency 5- Cultural Proficiency –Individual values and appreciate differences; implements a systematic approach to implementing strategies that are sensitive to diverse populations. Adapted from work of Kikanza Robins

21. Cultural Competence Continuum Activity: Review the cultural competence continuum and its description in the previous slides. Answer the following questions: 1. Right now, where are you on the continuum? Be honest in your response. continuum? Be honest in your response. 2. In the future, where do you want to be?

22. Final Comments The implementation of culturally sensitive and bias-free strategies is achieved through the ongoing process of gaining a better understanding, respect, acceptance, and appreciation for the diversity of beliefs, practices, thoughts, and characteristics of the diverse populations or groups of children and families that will benefit from the services provided. It is hoped that this presentation provided an opportunity to gain a better understanding of diversity and started its participants on the continuum of cultural competence. The implementation of culturally sensitive and bias-free strategies is achieved through the ongoing process of gaining a better understanding, respect, acceptance, and appreciation for the diversity of beliefs, practices, thoughts, and characteristics of the diverse populations or groups of children and families that will benefit from the services provided. It is hoped that this presentation provided an opportunity to gain a better understanding of diversity and started its participants on the continuum of cultural competence.

23. Follow Up Cultural competency that is inclusive of providing services that are sensitive to diversity may be better facilitated when individuals engage discussions. As a follow up to this presentation, you are welcomed to contact the presenter at vmcmilla@ncat.edu with questions, comments, or any need for clarification.