2015 MFLNMC VLE Session #1: Relating! Caring and Culture

https://learn.extension.org/events/2189
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness
Policy, U.S. Department of Defense under Award Numbers 2012-48755-20306 and 2014-48770-22587.
VLE Session #2: RELATING!
Caring and Culture

Research and evidence-based
professional development through
engaged online communities.
www.eXtension.org/militaryfamilies
Sign up for webinar email notifications at: www.eXtension.org/62831

https://www.linkedin.com/groups/Military-Families-Learning-Network-8409844

2015 Military Caregiving VLE
“Reimaging your skills as a Helping Professional:
Working with Military Family Caregivers”
• Theme: Reenergizing and rejuvenating personal
and professional growth with colleagues in
caring disciplines.
• Three-Part Session with topics surrounding
building trust and credibility, cultural
competency, and compassion fatigue.

https://learn.extension.org/events/2189
VLE Session #2 Resources

Who’s Joining Us Today?
*Type your response in chat pod.
• Civilian
• Military Branch & Program
• Community-based
• University/Extension

Tawara D. Goode
Assistant Professor and Director
Georgetown University National Center for Cultural Competence
Center for Child and Human Development
Georgetown University Medical Center
November 4, 2015
Cultural and Linguistic Competence:
Essential Approaches to Support Service Members
and their Families
8

Slide Source:© 2015 - Georgetown University National Center for Cultural Competence
OBJECTIVES
Participants will:
1. Define culture and its multiple manifestations.
2. Describe culturally defined belief systems that impact health,
behavioral health, and disability.
3. List four rationales for cultural competence in health and
human services.
4. Describe a conceptual framework for a cultural competence
model and its relevance for their roles/responsibilities.
5. Define linguistic competence with an emphasis on the role of
health literacy in the provision of care, services, and
supports.
9

Multiple Dimensions of
10

A 24 year old active duty service member
sustained an injury which has significantly
his/her limited mobility and capacity to
perform day to day activities. The medical
team recommended surgery to minimize
continued debilitation. During an
appointment with the medical team’s social
worker, the service member revealed that
his/her family had encouraged delay of the
surgery because “God heals all things in
time.” The service member indicated feelings
of conflict given how supportive his/her
family has been and his/her fear of surgical
procedures.
CASE STUDY 1
11

After a series of events, both at home and
on the installation, a 38 year old service
member with 15 years of service, was
ordered to seek mental health treatment.
The service member had returned after
being deployed for 18-months. The service
member was very reluctant to seek care
indicating to his wife that, “Men in my unit
have gone through worse things than me.
We hold strong. I can get through this
without help.”
CASE STUDY 2
12

How do you
define culture
13

Culture is the learned and shared knowledge that specific groups use to
generate their behavior and interpret their experience of the world. It
includes but is not limited to:
thought
languages
values
beliefs
customs
practicescourtesies
rituals
communication
roles
relationships
expected
behaviors
Culture applies to racial, ethnic, religious, political, professional, and
other social groups. It is transmitted through social and institutional
traditions and norms to succeeding generations. Culture is a paradox,
while many aspects remain the same, it is also dynamic, constantly changing.
manners of
interacting
Data Source: Gilbert, J. Goode, T., & Dunne, C., 2007.
Slide Source:© 2015 - Georgetown University National Center for Cultural Competence14

CULTURE IS …
Comprised of beliefs about reality, how
people should interact with each other, what
they know about the world, and how they
should respond to the social and material
environments in which they find themselves.
Reflected in religion, morals, customs, politics,
technologies, and survival strategies of a given
group. It affects how groups work, parent,
love, marry, and understand health, mental
health, wellness, illness, disability, and end of
life.
Data Source: Gilbert, J., Goode, T. D., & Dunne, C. (2007). Cultural awareness. From
the Curricula Enhancement Module Series. Washington, DC: National Center for Cultural
Competence, Georgetown University Center for Child and Human Development.
Slide Source:© 2015 - Georgetown University National Center for Cultural Competence 15

Culture
Culture is akin to being the person
observed through a one-way mirror;
everything we see is from our own
perspective.
It is only when we join the observed
on the other side that it is possible to see ourselves and
others clearly – but getting to the other side of the glass
presents many challenges.
(Lynch & Hanson 1992 Developing Cross Cultural Competence)

Culture …
is applicable to all peoples
is value laden & rooted in belief systems
is active & dynamic
is multilayered & multidimensional
exists at conscious & unconscious levels
is often viewed as thick, thin, or compartmentalized
provides group member identity
structures perceptions & shapes behaviors
varies in expression both among and between
individual group members
permeates every aspect of life
Goode, T. & Jones, W. Cultural Influences on Child Development: The Middle Years. In T. Gullotta T. & G. Blau (Eds.)
Family Influences on Childhood Behavior and Development: Evidence-based Approaches to Prevention and
Treatment Approaches. New York: Routledge, Taylor & Francis Group, 2008.

An Iceberg
Concept
of Culture
dress  age
gender  language 
 race or ethnicity
 eye behavior 
 facial expressions 
body language  sense of self 
 concept of justice  value individual vs. group 
 notions of modesty  concept of cleanliness
 emotional response patterns 
rules for social interaction 
child rearing practices 
 decision-making processes 
 approaches to problem solving 
 perceptions of & beliefs about of mental health, health, illness, disability 
 patterns of superior and subordinate roles in relation to status by age, gender,
class  sexual orientation  gender identity & expression
and much more…
Adapted by the NCCC
 physical characteristics 

Intersectionality

Data Sources:
Hays, Pamela. (2001). Addressing cultural complexities in practice. A framework for clinicians and counselors. Washington, DC: American Psychological Association.
Hays, Pamela. Addressing the complexities of culture and gender in counseling. Journal of Counseling & Development. 74.4 (Mar./Apr. 1996). 332
THE HAYS
ADDRESSING
Model
Addressing cultural
complexities in practice:
A framework for clinicians and
counselors
&
Addressing the complexities of
culture and gender in
counseling
20

The extant literature indicates that we as human beings have
multiple cultural identities that can be grouped as follows.
 Categorization – people identify with one
of their cultural groups over others
 Compartmentalization – individuals maintain multiple,
separate identities within themselves
 Integration – people link their multiple cultural identities
MULTIPLE CULTURAL IDENTITIES
Multiple
IdentitiesCultural
Sources:
Seth J.J. Schwartz, Koen Luyckx , and Vivian L.K. Vignoles (Eds.) Handbook of Identity Theory and Research. Springer. 2001.
Verónica Benet-Martínez and Ying-yi Hong (Eds.) The Oxford Handbook of Multicultural Identity. Oxford University Press. 2014.
Chao, G.T., & Moon, H. The Cultural Mosaic: A Metatheory for Understanding the Complexity of Culture. Journal of Applied Psychology 2005, Vol. 90, No. 6,
1128–1140
Yampolsky MA, Amiot CE, & de la Sablonnière, R. (2013). Multicultural identity integration and well-being: a qualitative exploration of variations in narrative
coherence and multicultural identification. Front. Psychol. 4:126.doi: 10.3389/fpsyg. 2013.00126
21

ORGANIZATIONAL CULTURE
Organizational culture is a pattern of shared basic assumptions that the group learned
as it solved its problems of external adaptation and internal integration, that has
worked well enough to be considered valid and therefore, to be taught to new
members as the correct way to perceive, think, and feel in relation to those problems.
Schein, E. (1985) .Organizational Culture and Leadership. Jossey Bass: San Francisco.
Slide Source: Georgetown University National Center for Cultural Competence, 2015. 22

MILITARY ORGANIZATIONAL CULTURE
Slide Source: Georgetown University National Center for Cultural Competence, 2015.
Consider culture
within the contexts of
each of the five U.S.
armed service
branches.
 identities
 values & beliefs
 traditions
 language
 dress
23

Health Care
System
Behavioral
Health Care
System
Disability
Evaluation
Center
School
System
Child Care
System
Legal System
Military &
Family Support
Center
Military Base
Location
Family
Service
Member
Socio-Political
Environment
Convergence
of Cultural
Contexts:
A Focus on the U.S.
Military Community

Thoughts About Culture:
Key Considerations & Lessons Learned
Understanding another culture is a continuous not a
discreet process.
It requires experience as well as study to
understand the many subtleties of another culture.
Stereotyping is probably inevitable in absence of
frequent contact with and study of other cultures.
Goode, T. & Jones, W. Cultural Influences on Child Development: The Middle Years. In T. Gullotta . & G. Blau (Eds.) Family Influences on Childhood Behavior and
Development: Evidence-based Approaches to Prevention and Treatment Approaches. New York, NY: Routledge, Taylor & Francis Group, 2008.

What seems logical, sensible, important, and
reasonable in one culture may seem illogical,
irrational, and unimportant to someone outside of
that culture.
When people talk about cultures other than their
own, they tend to describe the differences rather
than the similarities.

Differences between cultures are often seen as
threatening and often described in negative
terms.
It is probably necessary to know the language of
another culture to understand that culture in
depth.

CULTURAL AND LINGUISTIC COMPETENCE:
Essential Approaches to Support Service Members and their Families
28

Cultural Diversity
and
Differing World Views
29

Cultural Diversity
Goode & Jackson, 2009
The term cultural diversity is used to
describe differences in ethnic or racial
classification & self-identification, tribal or
clan affiliation, nationality, language, age,
gender, sexual orientation, gender identity
or expression, socioeconomic status,
education, religion, spirituality, physical and
intellectual abilities, personal appearance,
and other factors that distinguish one group
or individual from another.

Cultural Factors That Influence Diversity
Among Individuals and Groups
Adapted with permission from James
Mason, Ph.D., NCCC Senior Consultant
Cultural/Racial/Ethnic Identity
Tribal Affiliation/Clan
Nationality
Acculturation/Assimilation
Socioeconomic Status/Class
Education
Language
Literacy
Family Constellation
Social History
Military Status
Perception of Time
Health Beliefs & Practices
Internal Factors
Health & Mental Health Literacy
Beliefs about Disability or Mental
Health
Lived Experience of Disability or
Mental Illness
Age & Life Cycle Issues
Gender, Gender Identity &
Expression
Sexual Orientation
Religion & Spiritual Views
Spatial & Regional Patterns
Political Orientation/Affiliation

Cultural Factors That Influence Diversity
Among Individuals and Groups
Institutional Biases
Racism & Discrimination
Community Economics
Intergroup Relations
Group & Community Resiliency
External Factors
Natural Networks of Support
Community History
Political Climate
Workforce Diversity
Community Demographics
Adapted with permission from James
Mason, Ph.D., NCCC Senior Consultant

Reliance on traditional remedies and healers
Culture bound syndromes
Delaying access to care
Historical mistrust of health care, mental health,
education, and social service professionals
Experiences of racism, discrimination, and bias
Cultural and linguistic barriers
Stigma
Cultural Influences on Beliefs and Practices Related to Health, Mental
Health, and Social Services & Related Providers of Care/Services
T.D. Goode
Slide Source:© 2014 - National Center for Cultural Competence 33

Let’s revisit our
case studies
34

A 24 year old active duty service member
sustained an injury which has significantly
his/her limited mobility and capacity to
perform day to day activities. The medical
team recommended surgery to minimize
continued debilitation. During an
appointment with the medical team’s social
worker, the service member revealed that
his/her family had encouraged delay of the
surgery because “God heals all things in
time.” The service member indicated feelings
of conflict given how supportive his/her
family has been and his/her fear of surgical
procedures.
CASE STUDY 1
35

POLLING QUESTION FOR CASE STUDY 1
Which of the following cultural factors
are present in this case study? Select one
answer.
1. Religion
2. Age
3. Health beliefs and practices
4. Family composition & dynamics
5. All of the above
36

After a series of events, both at home and
on the installation, a 38 year old service
member with 15 years of service, was
ordered to seek mental health treatment.
The service member had returned after
being deployed for 18-months. The service
member was very reluctant to seek care
indicating to his wife that, “Men in my unit
have gone through worse things than me.
We hold strong. I can get through this
without help.”
CASE STUDY 2
37

POLLING QUESTION FOR CASE STUDY 2
Which of the following cultural factors are
present in this case study? Select one
answer.
A. Cultural identify
B. Military status
C. Health literacy
D. Mental health beliefs and practices
E. A-D
F. A, B, & D
38

Let’s take a closer look
at our cultural diversity
39

What are
demographic
trends for the
USA
Most recently available data from sources cited.
40

The facts, nothing
but the facts …
A NEW DEMOGRAPHIC REALITY
A series of projections from the U.S.
Census Bureau estimates:
 In the year 2045 the nation will
become “majority-minority” (all
people except those that are non-
Hispanic, single-race white)
 The population under 18 years of age
will reach this status by 2018 or 2019
 The working age population is
projected to become majority-
minority between 2036 and 2042
Data Source: U.S. Census Bureau. Retrieved on 10/11/15 from
http://www.census.gov/newsroom.html
41

ACS 2014 United States Demographic Estimates
One Race or Latino or Hispanic and Race
Data Source: Source: U.S. Census Bureau, 2014 American Community Survey (ACS),
Demographic & Housing Estimates, Table DP05 Slide Source:© 2015 -
National Center for Cultural Competence
RACE NUMBER Percent of
POPULATION
One Race 309,251,285 97.0%
White 233,963,285 73.4%
Black or African American 40,379,066 12.7%
American Indian or Alaska Native 2,521,131 0.8%
Asian 16,012,120 5.2%
Native Hawaiian & Other Pacific Islander 557,154 0.2%
Some Other Race 15,063,263 4.7%
Two or More Races 9,605,771 3.0%
HISPANIC OR LATINO AND RACE
Hispanic or Latino of any Race 55,279,452 17.3%
Total Population = 318,857,056
42

White and Black or African American
White and American Indian and Alaska Native
White and Asian
White and Native Hawaiian and Other Pacific Islander
White and Some Other Race
Black or African American and American Indian and Alaska Native
Black or African American and Asian
Black or African American and Native Hawaiian and Other Pacific Islander
Black or African American and Some Other Race
American Indian and Alaska Native; Asian
American Indian and Alaska Native and Native Hawaiian and Other Pacific Islander
American Indian and Alaska Native and Some Other Race
Asian and Native Hawaiian and Other Pacific Islander
Asian and Some Other Race
Native Hawaiian and Other Pacific Islander and Some Other Race
Three or more races
Population Self-Identified by Race & Ethnicity
Categorical Listings
Data Source: U.S. Census Bureau, American Fact Finder,
43

Languages Spoken at Home in the U.S. in 2014
English only 78.0%
Other than English languages 21.1%
Speak Spanish or Spanish Creole 39,254,342 (13.1%)
Speak Indo European languages 10,808,453 (3.6%)
[French (Patois, Cajun), French Creole, Italian, Portuguese, Portuguese Creole, German, Yiddish, Other West Germanic
languages, Scandinavian languages, Greek, Russian, Polish, Serbo-Croatian, Other Slavic languages, Armenian, Persian,
Gujarathi, Hindi, Urdu, Other Indic languages]
Speak Asian and Pacific Island languages 10,134,871 (3.4%)
[Chinese, Japanese, Korean, Mon-Kymer, Cambodian, Miao, Hmong, Thai, Laotian, Vietnamese, Tagalog, other Pacific
Island language]
Other Languages 2,980,821 (1.0%)
[Navajo, Other Native American languages, Hungarian, Arabic, Hebrew, African languages, other unspecified languages]
Total Population 5 years and over 299,084,046
Slide Source:© 2015 - Georgetown University
Data Source: U.S. Census Bureau, American Fact Finder, 2014 American
Community Survey-1 Year Estimates, Table S1601
44

Limited English Speaking Households formerly (linguistic isolation)
refers to households in which no member 14 years old and over:
(1) speaks only English or (2) speaks a non-English language and
speaks English “very well.”
Limited English Speaking Households
All households 4.5%%
Households speaking--
 Spanish 23.1%
 Other Indo-European languages 15.60%
 Asian and Pacific Island languages 26.5%
 Other languages 17.8%
Data Source: U.S. Census Bureau, American FactFinder,
2014 American Community Survey- 1 Year Estimates, Table S1602
Slide Source:© 2015 - Georgetown University
Limited English Speaking Households in the Unites States in 2014
45

What do these
demographic
trends look like
for the U.S.
Military Community?
USA
46

A word about the implications of culture and biases
48

 A bias is a preference for one
thing, person or group over
another.
 We all have biases.
 Bias becomes a concern when it
becomes a prejudice against
certain people or groups in ways
that are unfair and lead to
discrimination.
DEFINING BIAS
Bias in a
natural human
reaction .

DEFINING IMPLICIT OR UNCONSCIOUS BIAS
Bias in a
natural
human
reaction .
Implicit or unconscious bias operates outside of
the person’s awareness and can be in direct
contradiction to a person’s espoused beliefs and
values. What is so dangerous about implicit bias is
that it automatically seeps into a person’s affect or
behavior and is outside of the full awareness of
that person. Implicit bias can interfere with:
 clinical assessment
 decision-making
 communicating with others
 relationships between:
- coworkers
- practitioners/staff and their patients and
clients
Source: Conscious and Unconscious Bias in Health Care: A Focus on Lupus. CME/CE developed by the National
Center for Cultural Competence for American College of Rheumatology.
http://thelupusinitiative.org/cmece/

 Age
 Disability
 Education
 English language
proficiency and fluency
(including the capacity to
speak Standard English for
native-born English
speakers)
 Ethnicity
 Health status
 Disease/diagnosis
(HIV/AIDS)
 Insurance
 Obesity
 Race
 Socioeconomic status (SES)
 Sexual orientation, gender
identity, or expression
 Skin tone
 Substance use (injection
drug user)
 Social contact (amount of
contact that practitioners
have with patient
populations)
ENVIRONMENTAL SCAN OF THE LITERATURE
Identified Areas of Bias
Source: Conscious and Unconscious Biases in Health Care: A focus on lupus. Created
by the NCCC for ACR Lupus Initiative. Retrieved on 4/19/15 from
http://thelupusinitiative.org/cmece Slide Source:© 2015 - Georgetown University National Center for Cultural Competence 51

CULTURAL AND LINGUISTIC COMPETENCE:
Essential Approaches to Support Service Members and their Families

DEFINITIONS AND CONCEPTUAL
FRAMEWORKS
Cultural Competence
Linguistic Competence
53

A service member’s daughter has a
developmental disability with complex
health issues. On a recent visit, the service
member and spouse did not understand all
of the terminology used by the health care
team. The spouse complains that, “those
doctors always talk over our heads.” The
service member compensates by agreeing
to read more when they get home. The
service member is embarrassed about this
issue and does not want the team to think
they are not capable parents.
CASE STUDY 3
54

Are we on the same page?
culturally aware
cultural
sensitivity
culturally appropriate
culturally
effective
culturally
relevantculturally
competent
cultural
humility
culturally & linguistically competent
linguistically
competent
cultural
proficiency
multicultural competence
T.D. Goode
culturally relevant cultural responsiveness
linguistically
appropriate
55

Cultural competence
requires that organizations
have a clearly defined,
congruent set of values
and principles, and
demonstrate behaviors,
attitudes, policies,
structures, and practices
that enable them to work
effectively cross-culturally.
(adapted from Cross, Bazron, Dennis & Isaacs,
1989.
Policies
Structures
PracticesBehaviors
Attitudes
Cultural
Competence
Cultural Competence Conceptual Framework

Five Elements of Cultural Competence
INDIVIDUAL LEVEL
acknowledge cultural differences
understand your own culture
engage in self-assessment
acquire cultural knowledge & skills
view behavior within a
cultural context
1
2
3
4
5
(Cross, Bazron, Dennis and Isaacs, 1989)Slide Source:© 2015 - Georgetown University National Center for Cultural Competence
57

1
• value diversity
2
• conduct self-assessment
3
• manage the dynamics of difference
4
• institutionalize/embed cultural knowledge
5
• adapt to diversity (values, polices, structures & services)
Five Elements of Cultural Competence
ORGANIZATIONAL LEVEL
(Cross, Bazron, Dennis and Isaacs, 1989)
58

ESSENTIAL ELEMENTS IN A
CULTURALLY COMPETENT SYSTEM
Slide Source:© 2011 - National Center for Cultural Competence
policy making
administration
practice & service delivery
patient & family
community
These five elements must be manifested at every level of an
organization or system including:
and reflected in its attitudes, structures, policies, practices, and services.
Adapted from Cross, Bazron, Dennis, & Isaacs, 1989
59

Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
Cultural
Pre-Competence
Cultural
Competence
Cultural
Proficiency
Cultural Competence Continuum
(Cross, Bazron, Dennis and Isaacs, 1989)

is the capacity of an organization and its personnel to
communicate effectively, and convey information in a
manner that is easily understood by diverse groups
including persons of limited English proficiency, those
who are not literate or have low literacy skills,
individuals with disabilities, or those who are deaf or
hard of hearing
requires organizational and provider capacity to
respond effectively to the health literacy and mental
health literacy needs of populations served
ensures policy, structures, practices, procedures
and dedicated resources to support this capacity
Linguistic Competence
Goode & Jones, Revised 2009, National Center for Cultural Competence
61

Health Literacy is ……
the ability to read, understand, and act on
health information.
Source: Center for Health Care Strategies, Inc.
http://www.chcs.org/publications3960/publications_show.htm?doc_id+291711
defined as the degree to which individuals
have the capacity to obtain, process and
understand basic health information
needed to make appropriate health
decisions and services needed to prevent
or treat illness.
Source: Institute of Medicine. Retrieved from
http://www.hrsa.gov/publichealth/healthliteracy/healthlitabout.html
62

Functional Health Literacy is…
the ability to read, and
comprehend prescription
bottles, appointment
slips, and other essential
health-related materials
required to successfully
function as a patient.
Data Source: American Medical Association Council of Scientific Affairs
http://www.chcs.org/publications3960/publications_show.htm?doc_id+291711
63

Health Literacy is ……
the capacity of professionals and
health institutions to provide
access to information and support
the active engagement of people.
Rudd, R. Health Literacy: Time to Refocus &Expand. Retrieved on 10/26/15 from
http://www.hsph.harvard.edu/healthliteracy/slide-presentation-by-rima-rudd/
64

EVIDENCE-BASED TOOLS TO ADDRESS HEALTH LITERACY
Slide Source:© 2014 - National Center for Cultural Competence
Source: http://www.teachbacktraining.org/
Plain Language at NIH
Source: http://www.nih.gov/clearcommunication/plainlanguage/index.htm
Source: Askme3.org

Let’s revisit our
case study
66

A service member’s daughter has a
developmental disability with complex
health issues. On a recent visit, the service
member and spouse did not understand all
of the terminology used by the health care
team. The spouse complains that, “those
doctors always talk over our heads.” The
service member compensates by agreeing
to read more when they get home. The
service member is embarrassed about this
issue and does not want the team to think
they are not capable parents.
CASE STUDY 3
67

POLLING QUESTION FOR CASE 2
What culturally and linguistically competent
practices would you recommend to this
health team? Select one answer.
A. Acquire cultural knowledge and skills
B. Engage in self-assessment
C. Address health literacy
D. All of the above
68

69
 You are a cultural being and have multiple cultural
identities, one of which may be your professional
discipline or position in the military or other
governmental or non-governmental entity.
 You view and interpret the world through your own
cultural lens which is comprised of both individual and
group experiences over time.
 Your cultural frame of reference may or may not be
shared by the individuals to whom you provide care,
services, and supports.
Cultural and Linguistic Competence
Adapted from: Goode, T., Jones, W., & Christopher, J. Responding to cultural and linguistic differences among people with intellectual
disability. In Percy, M., Wehmeyer, M. L., Shogren, K. A., & Fung, A. (Eds.). A comprehensive guide to intellectual and developmental
disabilities (2nd ed.). Baltimore, MD: Brookes Publishing. In press.

70
 Your world view or cultural frame of reference influences
your approach to delivering services, supports, or other
responsibilities associated with your position/role.
 Your world view is influenced by the “culture” of the
organization, program, or agency in which you are
employed.
 You, as well as all people, have biases that manifest at both
conscious and unconscious levels. Since one’s cultural frame
of reference contributes to biases, it is necessary to identify,
acknowledge, and address such biases if they interfere with
your capacity to perform day-to-day responsibilities in a
competent and respectful manner.

71
Your willingness and capacity to address cultural
differences are essential to:
(a) supporting service members and their families
from diverse racial, ethnic, and cultural
groups; and
(a) the working relationships with colleagues and
others involved in the array of systems that
provide services and supports to the military
community.

As a culturally competent _________
I am capable of interacting positively with
people who do NOT
look like,
talk like,
think like,
believe like,
act like,
live like...
ME!!!Source: Multnomah County Department of Health.
move like,
Modification from Mike Magy, Massachusetts Department of Mental
Health, November 2005 .
love like...
Slide Source:© 2015
Georgetown University National Center for Cultural Competence72

CONTACT US
http://nccc.georgetown.edu
cultural@georgetown.edu
The content of and this PowerPoint presentation are copyrighted and are protected by Georgetown
University's copyright policies.
Permission is granted to use this PowerPoint presentation in its entirety and/or individual slides for non-
commercial purposes if:
 the material is not to be altered and
• proper credit is given to the author(s) and to the National Center for Cultural Competence.
Permission is required if the material is to be:
• modified in any way
• used in broad distribution.
To request permission and for more information, contact cultural@georgetown.edu.
73

Reflect! Keep Calm & Carry On
(Mindfulness Audiocast Exercise)
Discover and observe your reactions to life’s stressors and
choose how to respond. Learn to balance work and life
with this three-part mindfulness audiocast series.
Audiocast #2: Stepping Back from Your Thoughts
Link to Download: http://blogs.extension.org/militaryfamilies/military-
caregiving/audiocasts-and-podcasts/

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Education Credits/Certificates
The MFLNMC Concentration Area offers 1.5 credit hour(s)
from the National Association of Social Workers (NASW) /
certificates of completion for today’s webinar.
To receive CE credits or certificate of completion, please
complete the evaluation and post-test found at:
https://vte.co1.qualtrics.com/SE/?SID=SV_cRWEjqwLMf0SCZn
*Must pass post-test with an 80% or higher to receive CE
credit.

Session #3: Recharging! Combating Compassion Fatigue
Time: 11:00 a.m. – 12:30 p.m. EDT
Date: Wednesday, November 4, 2015
Location: https://learn.extension.org/events/2188
For more information on MFLN Military Caregiving go to:
https://blogs.extension.org/militaryfamilies/military-caregiving/

Find all upcoming & recorded VLEs
& webinars covering:
Personal Finance Family Transitions
Military Caregiving Network Literacy
Family Development Nutrition & Wellness
Community Capacity Building
www.extension.org/62581
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family
Readiness Policy, U.S. Department of Defense under Award Numbers 2012-48755-20306 and 2014-48770-22587.

2015 MFLNMC VLE Session #1: Relating! Caring and Culture

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2015 MFLNMC VLE Session #1: Relating! Caring and Culture