1. Cultural Competence: Not Lost in Translation Danning Chen Heidi Dodge Jen Hopkins Danning Chen Heidi Dodge Jen Hopkins

2. Agenda Culture Quiz - Heidi Power Point & Video - Cultural Competency - Jen Card Game Scenario - Danning Resources Culture Quiz - Heidi Power Point & Video - Cultural Competency - Jen Card Game Scenario - Danning Resources

3. Culture Quiz http://www.kwintessential.co.uk/r esources/culture-tests.htmlhttp://www.kwintessential.co.uk/r esources/culture-tests.html http://www.kwintessential.co.uk/r esources/culture-tests.htmlhttp://www.kwintessential.co.uk/r esources/culture-tests.html

4. What is cultural competence? Cultural competence is the ability of counseling, education and outreach workers to understand and respond effectively to the cultural and linguistic needs of individuals and families.

5. Video http://www.youtube.com/watch?v= N9IeB4SvQIA http://www.youtube.com/watch?v= N9IeB4SvQIA

6. What are significant cultural considerations? Ethnicity, race, country of origin, history of oppression or privilege, gender, age, socio-economic status, education, refugee, primary language, English proficiency, spirituality/religion, immigration status, literacy level, employment, sexual orientation, geographic location, and physical disability or limitations.

7. What can schools do? Implement an organizational plan to increase cultural competence and strive each day to provide culturally relevant services. Be knowledgeable of the history, language, norms, traditions and beliefs of the cultural groups in the community. Recruit and retain staff and natural leaders who are representative of the community and who are fluent in the preferred languages of the community. Implement an organizational plan to increase cultural competence and strive each day to provide culturally relevant services. Be knowledgeable of the history, language, norms, traditions and beliefs of the cultural groups in the community. Recruit and retain staff and natural leaders who are representative of the community and who are fluent in the preferred languages of the community.

8. Use approaches to counseling and education that are naturally occurring and acceptable to the groups in your community (e.g., offering services at places of worship or in schools). Rely on trained interpreters to provide language assistance services. Ensure that information, educational materials, and messages are translated into the languages of the community. Use approaches to counseling and education that are naturally occurring and acceptable to the groups in your community (e.g., offering services at places of worship or in schools). Rely on trained interpreters to provide language assistance services. Ensure that information, educational materials, and messages are translated into the languages of the community.

9. What can teachers do? Be conscious of personal cultural biases and how they may influence cross-cultural interactions. Understand cultural uniqueness in expressions of distress. Become educated about behaviors shaped by culture and aspects of non-verbal communication (e.g., not making direct eye contact). Understand the role of families and communities in supporting people. Be conscious of personal cultural biases and how they may influence cross-cultural interactions. Understand cultural uniqueness in expressions of distress. Become educated about behaviors shaped by culture and aspects of non-verbal communication (e.g., not making direct eye contact). Understand the role of families and communities in supporting people.

10. Maintain respect for the beliefs and values that are important to people (individual spiritual beliefs and practices). Guard against stereotyping based on knowledge of general characteristics of a group. Get to know your students individually, don ’ t just assume you know “ them ”. Be aware of the impact of oppression and historical trauma on the daily lives of people. Maintain respect for the beliefs and values that are important to people (individual spiritual beliefs and practices). Guard against stereotyping based on knowledge of general characteristics of a group. Get to know your students individually, don ’ t just assume you know “ them ”. Be aware of the impact of oppression and historical trauma on the daily lives of people.

11. Be respectful, well informed and follow through with what you say you will do. Acknowledge your limitations in under- standing aspects of culture and language and encourage the people you are working with (staff, parents, students) to let you know if you unknowingly upset them or do something wrong. Be respectful, well informed and follow through with what you say you will do. Acknowledge your limitations in under- standing aspects of culture and language and encourage the people you are working with (staff, parents, students) to let you know if you unknowingly upset them or do something wrong.

12. But the most important things… Know your own culture Know why you behave the way you do Be aware of your own bias, privilege, benefits, power and status because of who you are Know your own culture Know why you behave the way you do Be aware of your own bias, privilege, benefits, power and status because of who you are

13. Ideas adapted from Providing Culturally Competent Crisis Counseling Services Pamphlet - Project Liberty Kivel, P. (2002). Uprooting racism: How white people can work for racial justice (Revised ed.). Gariola Island, BC: New Society Publishers. Providing Culturally Competent Crisis Counseling Services Pamphlet - Project Liberty Kivel, P. (2002). Uprooting racism: How white people can work for racial justice (Revised ed.). Gariola Island, BC: New Society Publishers.