Tyana Johnson PART THREE Workbook "This texe has presented a process called cultural immersion for the attainment ‘of cultural competence, which can be applied to any population with whom you are working, and to any setting. Mastery of this process provides a portable, cleat, and thorough method for attaining a measure of cultaral competence with any population. In addition, a process has been also included through which the cul- tural competence of any agency setting and any program and services can be assessed and evaluated for its cultural competence with any selected population. ‘Because self-evaluation is che comerstone upon which true cultural competence ‘must be built, method for examining cultural competence through the social work processes at any level of practice has also been suggested, An evaluation of agency, programs and services, and personal competence in the context of the NASW Standards for Cultural Competence has also been suggested. As noted in Pare I the basic structure for comprehensive knowledge acquisi- tion and evaluation consists of two separate parts, knowledge acquisition about a specific population, and the application of that inowledge to an assessment process. Part IT has provided some specific examples af populations, assessments, and self-evaluation, which illustrate the way in whieh this process can be utilized. In this Part, the reader is asked to apply the learning to a popalation of choice. In effec, this Part will assist the reader to utilize the process developed in Part I by exploring @ self-selected population, and will provide guidance with each step in the process. As each step in the process is completed, itis recorded in the appropriate section of the workbook. When all of the work is completed, the reader will have developed a personal population immersion and assessment sim= ilar to the studies in Part IT with the population he/she has chosen as the focus af the cultural competence attainment effort. Space is provided for recording information and process- ing. If additional space is required, the reader may insert extra pages with any appropriate section. 325326 PART 3 / Workbook ‘The first, most essential step in this process is the selection of a population for study. Make a list below ofall of the populations served by your agency. Your list can include populations which are focased around: Race Language Ethnicity Social Class Sexual Orientation Ability/disability Immigration Starus Worldview Religion Worldview or Philosophy Appearance Region Gender Populations Served by My Agency: Ane populations on your list of which you are personally a member. These will be excluded from consideration. ‘As you study the remaining populations, it might be helpful to consider: ‘which population(s) are served in significant numbers by your agency? which population(s) do you know least well? which population(s) have you always had a special interest in? which population(s) have you been least comfortable with, and why? which popelation(s) do you associate with certain stereotypes, positive or negative? which poplaion() wil be accesible o you in terms of books, ims indvd- vals, and events? Considering all of these and other factors, note the population you have selected as the focus of your wark below. Population Selected for Culrural Immersion: Ht reKnowledge Acquisition through Cultural Immersion Population’s History and Major Milestones ‘An essential ingredient in cultural competence is knowledge ofthe collective his toty of your population, their experience in the United States and in theit coun- try of origin (applicable), and the group’ worldview as ic hes been influenced by historical experience. “Using history books, articles, the Internet, and any other appropriate resources, note important historical milestones and landmarks through which ‘your population may define itself, To understand the current demographics (how Tnany members, where they are focated, ee), you ean access U.S. Census infor~ ination online at factfindercensus,gov of at census gov/main/www/cen2000 hr. [OK rote History of.332334° PART 3-/ Workbook One Hes Over she Cacho Nes directed by M. ‘Forman (Mentally il people in peer-bated support groups). Phovaby Stree, directed by J. Rothe-Kushel (Homeless people) Pluses, 1986, directed by ©. Stone, (Views "tera. Qaltnsjacat (Urban Truk) 2005, dizecrod by J. Weetalskak, American Film Tnstiete: ‘uma Distrib. Intemational, Montreal, OC Canada (Native American) Rey, directed by T. Haclord (Afican Amesians). Real Women Have Curve, direct by Cardozo (Mexican Amecicans)- Repu for @ Dream (Drug adic) Romera direc by John Duigan (Refugees seek ‘og alum). ‘Saved, iteted by B. Dannely (Christians. Fas, direceed by A. Wo, (Chincse ‘Amerians). ‘Sebo! Daze, a Spike Le film (African Americans). Separate Lives, Broken Dreme,directed by J.B. Kew (Chinese Amerians. Sides (Native Californians) Smoke Signy irected by Chris Fyre (First Nation peopl) Sra Fod (African American families Sud and Bary, 2000, R. Weisberg, Prod. and Je Aronson Diz, Aronson Film Assodates ‘est clare. Spring, Sener. Fall, Winter. and ‘divected by K.D: Kim (Korean Arerians). ‘Stand and Delve directed by R. Menendes (Mesi- ‘con American) ‘Stell Dus Tres (Teen prosticae) ‘Straight Outa Hater, 2003, directed by K. Epps, DVD Frisco Street Show (2005) Resdenis ‘of Hunters Point, San Francia), ‘ike Ie From Me, 2001, dzected by E. Abs, USA: Poreland Pictres (Women on welt) Taxi Drow, 1976, directed by Martin Scorsese (Comunerilly sexually exploited eld). Tee Calor Purple, dicecred by Steven Spielberg ‘african American) ‘The Dadi of Rack ‘NP Rall direceed by D. Bion, Oaks, Pennsyivania: Muse Video Disab (People with schizaphreni ‘The Deb, 2000, directed by G. Cayajon Flipino ‘erica. The Rber King, dvewed by: Gills (Homelese peopl) The Gatley, directed by C. Foey, (rotcer ‘and recor) (Undocumented Meican imnmigrans). The Gapel, 2008 (Afean American religions rete). ‘The House of Sond and Fog, directed by V. Perelnan (ean American. The Jy Lack Chu, 1993, W. Wang, A. Tan, R. Bas, ‘and B. Marskey’ (Prod) USA: Hollywood ‘lemres (Chinese Americans). ‘The Lat Weekend Peope in AA), The Neo Medicine, PBS Documentary (NICU ‘miles ‘Tor Phan, directed by R. Polanski Jews). ‘Toe Wheel of Tome bg W. Herzog Buddies). ‘The Call Me Sr, 2001, teed by Robert Manic, ‘african Americas), ‘Live (Chinese Americans), Tongues Unced, 1991 M. Riggs. MRT Produc- ‘ions (Akan American Men on the Down Low (MSM). Transamerica, 2005 Bastian (producer) nd Tucker (director) USA: Belladonna Production (Teansgendes people) Waiting 1 Exbale (Arian Americans) When A Man Loves 4 Woman directed by Ve Mando (Aleobolisn, White lender, 2002 divecced by Kostinsly, ‘Warner Brothers Parens Pate childres) (Goster pacens). Who The Ma (ican Arnesica). Wis, dowsed by Mike Nichols, People with336 PART 3 / Workbook Direct Immersion Experience: A Culture-Specific Event CCultural-specific events provide an opportunity to experience an clement of your population's experience in a very direct way, Ethnic fairs and festivals, religious services, gay or straight bars, support group meetings, and commonity meetings are examples of the kinds of events to select. ‘There are a number of levels of awareness that arc important during your experience at this event. You will be observing the event and learning about che special traditions, group norms and expectations, and interactions among mem- bers of your group. You can also note their reaction to your presence: some groups will welcome an outsider warmly, others will engage in conversation and even ask you why you are there (its good to be prepared with an answer!) others will ake no obvious notice of your presence, while still others will leave a “space” around you. Caution: Don’t place yourself in a situation where you are uncomfortable—you may choose to do this activity with a classmate or ¢ iriend if you prefer, hough it will dilute your experience somewhat. Select an actvigy at which you wil be at least somewhat at ease—and ahoays safe Event Atended: 4 SOV SHA Tat IS_ OVer 0 Od WePART 3 / Workbook 337 Personal Interview “The personal interview is your opportunity to have an in-depth, one-on-one con- tact with someone who has directly experienced some, or much, of what you have been learning, This personal experience may complement or supplement your reading, viewing, and calroral event experiences, or may provide a completely dif= ferent kind of insight. You may choose to interview a classmate, a friend, someone ‘you meet ar the cultural event you have attended, or someone you contact for this ‘specific purpose. Ahoays share with your interviewee the purpose of your inter- ‘views you are attempting to learn all you can so that you can provide culturally ‘competent services to all people who are a part of your interviewee's group, and assure therm that their personal identity will remain confidential ‘Asking someone to share their insights and story is a very personal experi~ cence for the person you are interviewing. It is important to acknowledge that, to always be respectful and attentive, and to maintain her/his confidentiality by dis- guising any identifying information during the process of writing about your experiences. Because of the power issues, confidentiality concerns, agency policy, and other possible issues, please ensure that you do not interview a client of your agency, or someone whose name and identity you have teamed in the course of ‘your work at your agency. ‘You might feel more comfortable if you prepare for the interview in advance by developing a list of questions that you think will help you gain insight. You ‘may find that you will utilize all, some, or none of the questions, depending on the interests of your interviewee. However, preparing these ahead of time will help you be more comfortable and will provide the possibility of a framework ‘within which to interview if desived, owen <3] 25] 15, [Name of Intervigyee (disguise as needed Major Theses: Question: fradl fiona P'Tralian women uestion: 0, ] Pasta ? Anewer Ro, Hever O the, home. a (L. Ne breaalinner foe NS Nat | 0 bating338 PART 3. / Workbook standing of your group’ experiences, jew, and also an appreciation for the intra-group variation that ngs ye thoughts and ideas and will help to guideApplication of Cultural Knowledge Assessing Agency, Programs and Services, and Personal Cultural Competencies Assessing the Field Work Agency Social agencies have a “culture” of thei own, a culture that is often palpable 1o clients as they walk in the door, The culture is made up of both visible and invisi- ble elements. Visbly, an agency can be welcoraing, or unweleoming, depending upon its location, accessibility, layout, decor, and staffing patterns. It can appear to reach out and embrace clients, or to hold them at arm’ length. Invsibly, an agency’ culeure might include its hierarchy and organizational structure, the pat- tems of behavior and interactions of is staff, and the overt as well as covert ati- tudes of staff members toward the cient population ‘Some of these elements have an especial impact upon clients, whose percep- tions are ako influenced by their own cultural beliefs about, and atitades toward, and previous experiences with help-seeking and social agencies, Several issues might have an especial impact on clients who must cro cultures in order t0 access services. Considering these in the context ofthe knowledge guined from the immersion experience will assist the reader in understanding the experiences clients ffom the population studied might have in accessing services from the oe aaiesot acer ALL TFL Agency’s Community Simply walking sround the agency's neighborhood can provide a great deal of helpful information. How can the “feel” of the neighborhood be described? ‘What populations reside and work in your agency's communicy? In its catchment area? What other services, such as hospitals, community centers, schools, social agencies, et., are available? What commercial services are available, such as gro~ cery stores, banks, clothing shops, etc.? Are people in your selected population living and working in your agency’ neighborhood? Draw your agency’s immediate communi retail and social centers, social service agencies indicating hospitals, schools, ‘transportation routes locator a i he Communi relusive 00|5, conn PRES Youre hone uty Confers340 PART 5 / Workbook Access How do members of your chosen population get to your agency? Do they use public transportation, travel long distances, end cross ethnic and cultural bound- aries in order to reach your agency? Obtain a map of your agency's catchment area (this will vary widely from small neighborhood to state and beyond). Include your map with this parc of the assignment. JE people do not come tw your agengy how are information and services HON SNR othe Hol py ane Receptivity During hours when your agency is open to clients, walk through the front entrance, and into the waiting room. (you are placed in s host agency, you may choose to explore either the social service department specifically, or the agency, school, hospital, et. asa whole.) Sit down in one of the chairs designated for clients and look around the room, noticing the decor, color scheme, furniture style, and anything else that catches your attention. Notice clients, the receptionist, and any other staff members, the noise level, the interactions between clients, and clients and staff. Look at the lit- ‘erature, brochures, or other material available to clients in the waiting room. Ifyou were a member ofthe population you have focused on, would you feel welcomed and comfortable? Do you see yourself reflected in the staff, in the decor or color schemes, in pictures on brochures? Are they avaiable in a lan- ‘gwage and format that you can understand? 5d Vv eC, ris a Chic tyPART 3. / Workbook 341 Administration and Staff Training “Agencies vary in the provision of training in culrural sensitivity, and may or may not include the group you have learned about as one ofthe focus points fr diver- sity competence, Fron your personal experience with your agency, and from con- tacts with other staff members, are trainings, workshops, retreats, or other forums for discussion of diversity issues available to stafP With whet frequency? ‘Who is invited or expected to attend? Has there been a training that addresses the cultural issues of your specific population, or of populations, problems, and issues that can conteibute to cultural competence with your population? Doss your agency employ memes of you poplaon both as profession Funding In many instances, agency funding is directed at specific services with specific populations, or tied to reimbursements for services, rather than the training and recruitment of a diverse workforce. Does you agency's funding support training and hiring practices that enhance culturally sensitive services to your population? Does the funding allow for cultural variations in programs and services, such 25, literature available, types of programs and services funded, outreach, frequency of : hy342 PART 3 / Workbook Staff Sensitivity A vital ingredient of bet ly sensitive agency isthe way in. which staff mem- the client population. You have had both bserve both professional and support staff wve you found that staff is sensitive and special client needs, nonjudgment respectfal of the population mead? Ar ty reoxper “hey” Hoguage en rged vo your population? Are staff and prof imality of address they use with clients?PART 3 / Workbook 343 Agency Programs and Services ‘We have explored the more tangible and easily messured resourees your agency utilizes to provide culeurally congruent services to clients who are members of your population. In this next section, we will consider the ways in which agency programs are designed, administered, and evaluated, kinds and relevance of com ‘munity outresch and involvement, and utilization of services by your population Four criteria, effort, quality, effectiveness, and efficiency, will be used as guides to assist you in your evaluation process ‘You may find some of the answers to your questions through direc observa- tion, and others in consultation with your supervisor, colleagues, and executive director or administrator. You wil also need to refer to your agency’ mission statement, policies, program descriptions, and any follow-up or evahuacive sais your agency as performed. Effort Has you agency made an effort to reach out to your population’ community to secure input into program design, utilization, and administration? Are members of your population on committees within your agency that formulace and di programs, and is their input solicited in decision-making to develop culturally doe pee He Tey of Supe © OSS344 PART 3 / Workbook Quality How are progratns ond-services-evaluated for eultural-congmence anc! sensitivity to the needs of your population? Are members of your population involved in assessing quality of services? Do the services offered take inta account cultural ‘variations and cultural barriers that your popolation might encounter in accessing: services through agency programs? Are eligibility eriteria for service culturally sensitive to your population, or do they include criteria that clearly reflect the biases of the dominant socicty? How can (does) your agency enhance services to your population to take cultural differences into account? Effectiveness Do the numbers of clients from your population being served by your agency reflect their numbers in the agency's catchment area? What is your understanding of the ways in which clients from your population feel about the quality and ‘quantity of the programs and services available to them? Are there unmet needs that members of the population can identify for which no appropriate services are available?PART 3 / Workbook 345, sensitive to the 1 Deseribe soPART 3 / Workbook NASW Standards for cae ‘Competence pila altura eompeesncios Cultural Competence Stand: id your personal cultural352 PART 3 / Workbook er Competencies: rol ann Eno yOu r rd U fi ONS. : completing hese workbook assignment you have had the opportuni gain diver personal experience in the proces Of txning and appping cual competent pace standards in ol work, While you have focused specially on one population for the purposes of this projec, the procs that you have Ieerned fs appleable in any stig. Tes hoped tht yo wil ery this process Inowledge wth you daring the coure of your career, and that you wl nd it helpfal in che achievement of excellence in culturally sensitive social work practice,