SlideShare une entreprise Scribd logo
1  sur  4
Télécharger pour lire hors ligne
PROMOTING CULTURAL DIVERSITY AND CULTURAL COMPETENCY

   Self-Assessment Checklist for Personnel Providing Services and Supports
     to Children with Disabilities & Special Health Needs and their Families
Children with
Disabilities & Special Health Needs and their Families
Directions:            Please select A, B, or C for each item listed below.

                      A = Things I do frequently, or statement applies to me to a great degree
                      B = Things I do occasionally, or statement applies to me to a moderate degree
                      C = Things I do rarely or never, or statement applies to me to minimal degree or not at all

                             PHYSICAL ENVIRONMENT, MATERIALS & RESOURCES


_____ 1.               I display pictures, posters and other materials that reflect the cultures and ethnic
                       backgrounds of children and families served by my program or agency.

_____ 2.               I insure that magazines, brochures, and other printed materials in reception areas are of
                       interest to and reflect the different cultures of children and families served by my
                       program or agency.

_____ 3.               When using videos, films or other media resources for health education, treatment or
                       other interventions, I insure that they reflect the cultures of children and families served
                       by my program or agency.

_____ 4.               When using food during an assessment, I insure that meals provided include foods that
                       are unique to the cultural and ethnic backgrounds of children and families served by my
                       program or agency.

_____ 5.               I insure that toys and other play accessories in reception areas and those, which are used
                       during assessment, are representative of the various cultural and ethnic groups within
                       the local community and the society in general.




Tawara D. Goode ▪ National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development ▪ University Center for
Excellence in Developmental Disabilities Education, Research & Service ▪ Adapted from Promoting Cultural Competence and Cultural Diversity in Early
Intervention and Early Childhood Settings ▪ June 1989. (Revised 2009).                                                                      Page 1
COMMUNICATION STYLES

_____ 6.               For children who speak languages or dialects other than English, I attempt to learn and
                       use key words in their language so that I am better able to communicate with them
                       during assessment, treatment or other interventions.

_____ 7.               I attempt to determine any familial colloquialisms used by children and families that may
                       impact on assessment, treatment or other interventions.

_____       8.         I use visual aids, gestures, and physical prompts in my interactions with children who
                       have limited English proficiency.

_____ 9.               I use bilingual staff or trained/certified interpreters for assessment, treatment and other
                       interventions with children who have limited English Proficiency.

_____ 10.              I use bilingual staff or trained/certified interpreters during assessments, treatment
                       sessions, meetings, and for or other events for families who would require this level of
                       assistance.

             11.       When interacting with parents who have limited English proficiency I always keep in mind
                       that:

_____                  *          limitations in English proficiency are in no way a reflection of their level of
                                  intellectual functioning.

_____                  *          their limited ability to speak the language of the dominant culture has no bearing
                                  on their ability to communicate effectively in their language of origin.

_____                  *          they may or may not be literate in their language of origin or English.

_____ 12.              When possible, I insure that all notices and communiqués to parents are written in their
                       language of origin.

_____ 13.              I understand that it may be necessary to use alternatives to written communications for
                       some families, as word of mouth may be a preferred method of receiving information.

_______14.             I understand the principles and practices of linguistic competency and:

_____                  *          apply them within my program or agency.

_____                  *          advocate for them within my program or agency.

_____ 15.              I understand the implications of health literacy within the context of my roles and
                       responsibilities.

_____ 16.              I use alternative formats and varied approaches to communicate and share information
                       with children and/or their family members who experience disability.


Tawara D. Goode ▪ National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development ▪ University Center for
Excellence in Developmental Disabilities Education, Research & Service ▪ Adapted from Promoting Cultural Competence and Cultural Diversity in Early
Intervention and Early Childhood Settings ▪ June 1989. (Revised 2009).                                                                      Page 2
VALUES AND ATTITUDES

_____ 17.              I avoid imposing values that may conflict or be inconsistent with those of cultures or
                       ethnic groups other than my own.

_____ 18.              In group therapy or treatment situations, I discourage children from using racial and
                       ethnic slurs by helping them understand that certain words can hurt others.

_____ 19.              I screen books, movies, and other media resources for negative cultural, ethnic, or racial
                       stereotypes before sharing them with children and their parents served by my program or
                       agency.

_____ 20.              I intervene in an appropriate manner when I observe other staff or parents within my
                       program or agency engaging in behaviors that show cultural insensitivity, bias or
                       prejudice.

_____ 21.              I understand and accept that family is defined differently by different
                       cultures (e.g. extended family members, fictive kin, godparents).

_____ 22.              I recognize and accept that individuals from culturally diverse backgrounds may desire
                       varying degrees of acculturation into the dominant culture.

_____ 23.              I accept and respect that male-female roles in families may vary significantly among
                       different cultures (e.g. who makes major decisions for the family, play and social
                       interactions expected of male and female children).

_____ 24.              I understand that age and life cycle factors must be considered in interactions with
                       individuals and families (e.g. high value placed on the decisions of elders or the role of the
                       eldest male in families).

_____ 25.              Even though my professional or moral viewpoints may differ, I accept the family/parents
                       as the ultimate decision makers for services and supports for their children.

_____ 26.              I recognize that the meaning or value of medical treatment, health and mental health
                       care, and special education may vary greatly among cultures.

______ 27.             I recognize and understand that beliefs and concepts of emotional well-being vary
                       significantly from culture to culture.

______ 28.             I understand that beliefs about mental illness and emotional disability are culturally-
                       based. I accept that responses to these conditions and related treatment/interventions
                       are heavily influenced by culture.

_____ 29.              I accept that religion and other beliefs may influence how families respond to illnesses,
                       disease, disability and death.

_____ 30.              I recognize and accept that folk and religious beliefs may influence a family's reaction and
                       approach to a child born with a disability or later diagnosed with a physical/emotional
                       disability or special health care needs.

Tawara D. Goode ▪ Georgetown University Center for Child & Human Development ▪ University Center for Excellence in Developmental Disabilities Education,
Research & Service ▪ Adapted from – “Promoting Cultural Competence and Cultural Diversity in Early Intervention and Early Childhood Settings” ▪ June 1989.
(Revised 2009).                                                                                                                                  Page 3
VALUES AND ATTITUDES (CONT’D)

_____ 31.              I understand that traditional approaches to disciplining children are influenced by culture.

_____ 32.              I understand that families from different cultures will have different expectations of their
                       children for acquiring toileting, dressing, feeding, and other self-help skills.

_____ 33.              I accept and respect that customs and beliefs about food, its value, preparation, and use
                       are different from culture to culture.

_____ 34.              Before visiting or providing services in the home setting, I seek information on acceptable
                       behaviors, courtesies, customs and expectations that are unique to families of specific
                       cultures and ethnic groups served by my program or agency.

_____ 35.              I seek information from family members or other key community informants that will
                       assist in service adaptation to respond to the needs and preferences of culturally and
                       ethnically diverse children and families served by my program or agency.

_____ 36.              I advocate for the review of my program's or agency's mission statement, goals, policies,
                       and procedures to insure that they incorporate principles and practices that promote
                       cultural diversity and cultural competence.



How to use this checklist
This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural
diversity and cultural competence in human service settings. It provides concrete examples of the kinds of values
and practices that foster such an environment. There is no answer key with correct responses. However, if you
frequently responded "C", you may not necessarily demonstrate values and engage in practices that promote a
culturally diverse and culturally competent service delivery system for children with disabilities or special health care
needs and their families.




Tawara D. Goode ▪ Georgetown University Center for Child & Human Development ▪ University Center for Excellence in Developmental Disabilities Education,
Research & Service ▪ Adapted from – “Promoting Cultural Competence and Cultural Diversity in Early Intervention and Early Childhood Settings” ▪ June 1989.
(Revised 2009).                                                                                                                                  Page 4

Contenu connexe

Similaire à August QIA Resource: Checklist

diverse classroom
diverse classroomdiverse classroom
diverse classroomsivavani1
 
Francene kennedy tesol cultural community outreach program 2
Francene kennedy tesol cultural community outreach program 2Francene kennedy tesol cultural community outreach program 2
Francene kennedy tesol cultural community outreach program 2frankenn123
 
Diversity
DiversityDiversity
Diversityejm47
 
Types of Guidance handouts
Types of Guidance handoutsTypes of Guidance handouts
Types of Guidance handoutsReynel Dan
 
1THE Modes Of Thinking And Learning Of Educationally Disadvantaged Learners
1THE Modes Of Thinking And Learning Of Educationally Disadvantaged Learners1THE Modes Of Thinking And Learning Of Educationally Disadvantaged Learners
1THE Modes Of Thinking And Learning Of Educationally Disadvantaged LearnersCarrie Cox
 
Class presentation
Class presentationClass presentation
Class presentationReynel Dan
 
A Guide for Early childhood educators_ the influence of cultural background o...
A Guide for Early childhood educators_ the influence of cultural background o...A Guide for Early childhood educators_ the influence of cultural background o...
A Guide for Early childhood educators_ the influence of cultural background o...Kayla Brown
 
Culturally relevant inspiration
Culturally relevant inspirationCulturally relevant inspiration
Culturally relevant inspirationBelia Casas
 
87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docxblondellchancy
 
87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docxsodhi3
 
Understanding Diversities
Understanding DiversitiesUnderstanding Diversities
Understanding Diversitiesjagannath Dange
 

Similaire à August QIA Resource: Checklist (20)

diverse classroom
diverse classroomdiverse classroom
diverse classroom
 
Francene kennedy tesol cultural community outreach program 2
Francene kennedy tesol cultural community outreach program 2Francene kennedy tesol cultural community outreach program 2
Francene kennedy tesol cultural community outreach program 2
 
Cultural Diversity Essay Topics
Cultural Diversity Essay TopicsCultural Diversity Essay Topics
Cultural Diversity Essay Topics
 
Diversity
DiversityDiversity
Diversity
 
Inclusive Education
Inclusive EducationInclusive Education
Inclusive Education
 
Types of Guidance handouts
Types of Guidance handoutsTypes of Guidance handouts
Types of Guidance handouts
 
Multicultural education
Multicultural educationMulticultural education
Multicultural education
 
1THE Modes Of Thinking And Learning Of Educationally Disadvantaged Learners
1THE Modes Of Thinking And Learning Of Educationally Disadvantaged Learners1THE Modes Of Thinking And Learning Of Educationally Disadvantaged Learners
1THE Modes Of Thinking And Learning Of Educationally Disadvantaged Learners
 
Class presentation
Class presentationClass presentation
Class presentation
 
Elf group
Elf groupElf group
Elf group
 
Hola
HolaHola
Hola
 
Hola
HolaHola
Hola
 
A Guide for Early childhood educators_ the influence of cultural background o...
A Guide for Early childhood educators_ the influence of cultural background o...A Guide for Early childhood educators_ the influence of cultural background o...
A Guide for Early childhood educators_ the influence of cultural background o...
 
Culturally relevant inspiration
Culturally relevant inspirationCulturally relevant inspiration
Culturally relevant inspiration
 
87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx
 
87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx
 
Understanding Diversities
Understanding DiversitiesUnderstanding Diversities
Understanding Diversities
 
Early learning framework
Early learning frameworkEarly learning framework
Early learning framework
 
Udl326
Udl326Udl326
Udl326
 
Multicultural Communication
Multicultural CommunicationMulticultural Communication
Multicultural Communication
 

Plus de Mentoring Partnership of Minnesota

Growing the Evidence Based for Mentoring: Research & Impact of PPV
Growing the Evidence Based for Mentoring: Research & Impact of PPVGrowing the Evidence Based for Mentoring: Research & Impact of PPV
Growing the Evidence Based for Mentoring: Research & Impact of PPVMentoring Partnership of Minnesota
 
Elements of Effective Practice - Design, Management & Evaluation
Elements of Effective Practice - Design, Management & EvaluationElements of Effective Practice - Design, Management & Evaluation
Elements of Effective Practice - Design, Management & EvaluationMentoring Partnership of Minnesota
 
Cropping the Big Picture: What the New Meta-Analysis Means for Your Mentoring...
Cropping the Big Picture: What the New Meta-Analysis Means for Your Mentoring...Cropping the Big Picture: What the New Meta-Analysis Means for Your Mentoring...
Cropping the Big Picture: What the New Meta-Analysis Means for Your Mentoring...Mentoring Partnership of Minnesota
 

Plus de Mentoring Partnership of Minnesota (20)

Maximize Your Impact - Thomson Reuters
Maximize Your Impact - Thomson ReutersMaximize Your Impact - Thomson Reuters
Maximize Your Impact - Thomson Reuters
 
Mentoring for Youth Involved in Juvenile Justice
Mentoring for Youth Involved in Juvenile Justice Mentoring for Youth Involved in Juvenile Justice
Mentoring for Youth Involved in Juvenile Justice
 
Improving Mentoring Services for Youth in Hennepin County
Improving Mentoring Services for Youth in Hennepin CountyImproving Mentoring Services for Youth in Hennepin County
Improving Mentoring Services for Youth in Hennepin County
 
Growing the Evidence Based for Mentoring: Research & Impact of PPV
Growing the Evidence Based for Mentoring: Research & Impact of PPVGrowing the Evidence Based for Mentoring: Research & Impact of PPV
Growing the Evidence Based for Mentoring: Research & Impact of PPV
 
Training Quality Mentors - handouts
Training Quality Mentors - handoutsTraining Quality Mentors - handouts
Training Quality Mentors - handouts
 
Training Quality Mentors - Slides
Training Quality Mentors - SlidesTraining Quality Mentors - Slides
Training Quality Mentors - Slides
 
EEP Trainer's Manual: Operations
EEP Trainer's Manual: OperationsEEP Trainer's Manual: Operations
EEP Trainer's Manual: Operations
 
EEP Trainer's Manual Handouts: Evaluation Section
EEP Trainer's Manual Handouts: Evaluation SectionEEP Trainer's Manual Handouts: Evaluation Section
EEP Trainer's Manual Handouts: Evaluation Section
 
EEP Trainer's Manual - Management Section
EEP Trainer's Manual - Management SectionEEP Trainer's Manual - Management Section
EEP Trainer's Manual - Management Section
 
EEP Trainer's Manual - Design & Planning Section
EEP Trainer's Manual - Design & Planning SectionEEP Trainer's Manual - Design & Planning Section
EEP Trainer's Manual - Design & Planning Section
 
Elements of Effective Practice - Program Operations
Elements of Effective Practice - Program OperationsElements of Effective Practice - Program Operations
Elements of Effective Practice - Program Operations
 
Elements of Effective Practice - Design, Management & Evaluation
Elements of Effective Practice - Design, Management & EvaluationElements of Effective Practice - Design, Management & Evaluation
Elements of Effective Practice - Design, Management & Evaluation
 
Cropping the Big Picture: What the New Meta-Analysis Means for Your Mentoring...
Cropping the Big Picture: What the New Meta-Analysis Means for Your Mentoring...Cropping the Big Picture: What the New Meta-Analysis Means for Your Mentoring...
Cropping the Big Picture: What the New Meta-Analysis Means for Your Mentoring...
 
Free Arts Content Strategy
Free Arts Content StrategyFree Arts Content Strategy
Free Arts Content Strategy
 
Social Media + National Mentoring Month = Opportunity
Social Media + National Mentoring Month = OpportunitySocial Media + National Mentoring Month = Opportunity
Social Media + National Mentoring Month = Opportunity
 
Evidence-Based Practice & Mentoring
Evidence-Based Practice & MentoringEvidence-Based Practice & Mentoring
Evidence-Based Practice & Mentoring
 
Navigating the Criminal Background Check System
Navigating the Criminal Background Check SystemNavigating the Criminal Background Check System
Navigating the Criminal Background Check System
 
Why Youth Mentoring Relationships End
Why Youth Mentoring Relationships EndWhy Youth Mentoring Relationships End
Why Youth Mentoring Relationships End
 
August QIA Resource: Mentoring Journal-Multiple Identities
August QIA Resource: Mentoring Journal-Multiple IdentitiesAugust QIA Resource: Mentoring Journal-Multiple Identities
August QIA Resource: Mentoring Journal-Multiple Identities
 
August QIA Resource: EnCountering Stereotypes
August QIA Resource: EnCountering StereotypesAugust QIA Resource: EnCountering Stereotypes
August QIA Resource: EnCountering Stereotypes
 

Dernier

Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 

Dernier (20)

Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 

August QIA Resource: Checklist

  • 1. PROMOTING CULTURAL DIVERSITY AND CULTURAL COMPETENCY Self-Assessment Checklist for Personnel Providing Services and Supports to Children with Disabilities & Special Health Needs and their Families Children with Disabilities & Special Health Needs and their Families Directions: Please select A, B, or C for each item listed below. A = Things I do frequently, or statement applies to me to a great degree B = Things I do occasionally, or statement applies to me to a moderate degree C = Things I do rarely or never, or statement applies to me to minimal degree or not at all PHYSICAL ENVIRONMENT, MATERIALS & RESOURCES _____ 1. I display pictures, posters and other materials that reflect the cultures and ethnic backgrounds of children and families served by my program or agency. _____ 2. I insure that magazines, brochures, and other printed materials in reception areas are of interest to and reflect the different cultures of children and families served by my program or agency. _____ 3. When using videos, films or other media resources for health education, treatment or other interventions, I insure that they reflect the cultures of children and families served by my program or agency. _____ 4. When using food during an assessment, I insure that meals provided include foods that are unique to the cultural and ethnic backgrounds of children and families served by my program or agency. _____ 5. I insure that toys and other play accessories in reception areas and those, which are used during assessment, are representative of the various cultural and ethnic groups within the local community and the society in general. Tawara D. Goode ▪ National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development ▪ University Center for Excellence in Developmental Disabilities Education, Research & Service ▪ Adapted from Promoting Cultural Competence and Cultural Diversity in Early Intervention and Early Childhood Settings ▪ June 1989. (Revised 2009). Page 1
  • 2. COMMUNICATION STYLES _____ 6. For children who speak languages or dialects other than English, I attempt to learn and use key words in their language so that I am better able to communicate with them during assessment, treatment or other interventions. _____ 7. I attempt to determine any familial colloquialisms used by children and families that may impact on assessment, treatment or other interventions. _____ 8. I use visual aids, gestures, and physical prompts in my interactions with children who have limited English proficiency. _____ 9. I use bilingual staff or trained/certified interpreters for assessment, treatment and other interventions with children who have limited English Proficiency. _____ 10. I use bilingual staff or trained/certified interpreters during assessments, treatment sessions, meetings, and for or other events for families who would require this level of assistance. 11. When interacting with parents who have limited English proficiency I always keep in mind that: _____ * limitations in English proficiency are in no way a reflection of their level of intellectual functioning. _____ * their limited ability to speak the language of the dominant culture has no bearing on their ability to communicate effectively in their language of origin. _____ * they may or may not be literate in their language of origin or English. _____ 12. When possible, I insure that all notices and communiqués to parents are written in their language of origin. _____ 13. I understand that it may be necessary to use alternatives to written communications for some families, as word of mouth may be a preferred method of receiving information. _______14. I understand the principles and practices of linguistic competency and: _____ * apply them within my program or agency. _____ * advocate for them within my program or agency. _____ 15. I understand the implications of health literacy within the context of my roles and responsibilities. _____ 16. I use alternative formats and varied approaches to communicate and share information with children and/or their family members who experience disability. Tawara D. Goode ▪ National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development ▪ University Center for Excellence in Developmental Disabilities Education, Research & Service ▪ Adapted from Promoting Cultural Competence and Cultural Diversity in Early Intervention and Early Childhood Settings ▪ June 1989. (Revised 2009). Page 2
  • 3. VALUES AND ATTITUDES _____ 17. I avoid imposing values that may conflict or be inconsistent with those of cultures or ethnic groups other than my own. _____ 18. In group therapy or treatment situations, I discourage children from using racial and ethnic slurs by helping them understand that certain words can hurt others. _____ 19. I screen books, movies, and other media resources for negative cultural, ethnic, or racial stereotypes before sharing them with children and their parents served by my program or agency. _____ 20. I intervene in an appropriate manner when I observe other staff or parents within my program or agency engaging in behaviors that show cultural insensitivity, bias or prejudice. _____ 21. I understand and accept that family is defined differently by different cultures (e.g. extended family members, fictive kin, godparents). _____ 22. I recognize and accept that individuals from culturally diverse backgrounds may desire varying degrees of acculturation into the dominant culture. _____ 23. I accept and respect that male-female roles in families may vary significantly among different cultures (e.g. who makes major decisions for the family, play and social interactions expected of male and female children). _____ 24. I understand that age and life cycle factors must be considered in interactions with individuals and families (e.g. high value placed on the decisions of elders or the role of the eldest male in families). _____ 25. Even though my professional or moral viewpoints may differ, I accept the family/parents as the ultimate decision makers for services and supports for their children. _____ 26. I recognize that the meaning or value of medical treatment, health and mental health care, and special education may vary greatly among cultures. ______ 27. I recognize and understand that beliefs and concepts of emotional well-being vary significantly from culture to culture. ______ 28. I understand that beliefs about mental illness and emotional disability are culturally- based. I accept that responses to these conditions and related treatment/interventions are heavily influenced by culture. _____ 29. I accept that religion and other beliefs may influence how families respond to illnesses, disease, disability and death. _____ 30. I recognize and accept that folk and religious beliefs may influence a family's reaction and approach to a child born with a disability or later diagnosed with a physical/emotional disability or special health care needs. Tawara D. Goode ▪ Georgetown University Center for Child & Human Development ▪ University Center for Excellence in Developmental Disabilities Education, Research & Service ▪ Adapted from – “Promoting Cultural Competence and Cultural Diversity in Early Intervention and Early Childhood Settings” ▪ June 1989. (Revised 2009). Page 3
  • 4. VALUES AND ATTITUDES (CONT’D) _____ 31. I understand that traditional approaches to disciplining children are influenced by culture. _____ 32. I understand that families from different cultures will have different expectations of their children for acquiring toileting, dressing, feeding, and other self-help skills. _____ 33. I accept and respect that customs and beliefs about food, its value, preparation, and use are different from culture to culture. _____ 34. Before visiting or providing services in the home setting, I seek information on acceptable behaviors, courtesies, customs and expectations that are unique to families of specific cultures and ethnic groups served by my program or agency. _____ 35. I seek information from family members or other key community informants that will assist in service adaptation to respond to the needs and preferences of culturally and ethnically diverse children and families served by my program or agency. _____ 36. I advocate for the review of my program's or agency's mission statement, goals, policies, and procedures to insure that they incorporate principles and practices that promote cultural diversity and cultural competence. How to use this checklist This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural diversity and cultural competence in human service settings. It provides concrete examples of the kinds of values and practices that foster such an environment. There is no answer key with correct responses. However, if you frequently responded "C", you may not necessarily demonstrate values and engage in practices that promote a culturally diverse and culturally competent service delivery system for children with disabilities or special health care needs and their families. Tawara D. Goode ▪ Georgetown University Center for Child & Human Development ▪ University Center for Excellence in Developmental Disabilities Education, Research & Service ▪ Adapted from – “Promoting Cultural Competence and Cultural Diversity in Early Intervention and Early Childhood Settings” ▪ June 1989. (Revised 2009). Page 4