Improving Cultural Competence Part 1 (3 credit hours)

The course is divided into three modules.  This is module 1 and covers the Executive Summary and Chapters 1 and 2.

Program Summary:  Did you know that fifty percent of culturally diverse clients will end treatment or counseling after one visit (Sue and Sue 2013e)?  This course explores the ongoing and dynamic process of developing cultural competence in clinical practice.  The course highlights the importance of self-awareness, culturally appropriate knowledge, cross-cultural communication, culturally responsive treatment, and culturally responsive policies.  The course discusses behavioral health treatment for specific racial and ethnic groups and also explores drug cultures and the culture of recovery.  Sue’s (2001) multidimensional model for developing cultural competence is featured.

Chapter 1:  This chapter offers an introduction to cultural competence and includes a discussion of why cultural competence is important and how it is achieved.  The concepts of culture, race, ethnicity, and cultural identity are explored.

Chapter 2:  This chapter explores core cultural competencies for counselors and includes attitudes and behaviors of culturally competent counselors.

This course is recommended for social workers, counselors, and therapists and is appropriate for beginning and intermediate levels of practice.  

Find the reading at:

Course Reading:  A Treatment Improvement Protocol:  Improving Cultural Competence

Publisher:  Substance Abuse and Mental Health Services Administration

Course Objectives:  To enhance professional practice, values, skills, and knowledge by identifying key issues related to improving cultural competence in clinical practice.

Learning Objectives:  Chapter 1/Describe the Continuum of Cultural Competence.  Compare race, ethnicity, and culture.  Identify the five levels of acculturation.  Chapter 2/Define cultural awareness.  Describe the RESPECT mnemonic.  Describe differences in communication styles.

Review our pre-reading study guide.

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1: Chapter 1//  In Hoshi's story, a treatment program expected clients to notify family members about being in treatment.  For Hoshi, contact with his family resulted in which of the following?
2: Which is the leading cause of disability burden in North America?
3: The focus of cultural competence, in practice, has historically been on
4: Consideration of culture is important for
5: In 1989, Cross et al. provided one  of the more universally accepted definitions of cultural competence in clinical practice that highlights the ___________ ability to provide effective services.
6: Exhibit 1-1 illustrates Sue's (2001) multidimensional model of cultural competence which includes ___________ dimensions.
7: A health disparity is a  particular type of _____________ difference closely linked with social, economic, and/or environmental disadvantage.
8: Increasing diversity
9: Cultural competence  includes
10: Cultural competence can counteract a potentially ____________ stance on the part of counselors that they know what clients need more than the clients themselves do.
11: Which of the following best describes cultural competence?
12: Exhibit 1-2  shows the Continuum of Cultural Competence with step 1 being cultural destructiveness and step 5 being
13: The assumption that all cultural groups are alike and have similar experiences describes which stage in the Continuum of Cultural Competence?
14: Counselors who acknowledge a need for more training specific to the populations they serve are at which stage of the Continuum of Cultural Competence?
15: What percent of human genetic diversity is found within any 'racial group?
16: Which of the following does not describe race?
17: The racial designation Black encompasses
18: Asian Americans comprised about _________ ethnic subgroups, speaking more than __________ languages and dialects.
19: The Census Bureau defines Latinos as a(n)
20: Between 2000 and 2010, the number of Latinos in the country increased __________, a rate nearly four times higher than that for the total population.
21: Cultural identities
22: Low context communication
23: White American culture is
24: Even among members  of the same culture, less substance use is observed in those who live in more
25: Women typically consume more alcohol and have drinking patterns more closely resembling those of men in societies with
26: Which of the following terms describes mariansimo?
27: In Latino culture, strong gender roles
28: From 2005 to 2010, adults 45 through 64 years of age were ___________ more likely to have depression if they were poor.
29: _____________ increases the odds twofold that someone who has a substance use disorder will enter treatment.
30: Which of the following best describes the acculturation gap?
31: When working with clients who are recent immigrants or have immigrated to the United States during their lifetime, the APA (1990) recommends exploring
32: The complete adoption of the ways of life of the new cultural group best describes which of the following terms?
33: An individual who is equally comfortable with and knowledgeable of both traditional and mainstream culture best describes which of the following levels of acculturation?
34: An individual who is not comfortable with either culture best describes which of the following levels of acculturation?
35: Acculturation can __________ substance use/abuse
36: Research has shown an association between low levels of acculturation and __________ usage rates of mainstream healthcare services.
37: According to theories of ______________, the traumas of the past continue to affect later generations of a group of people.
38: Attitudes toward sexuality in general and toward sexual identity or orientation are defined by
39: In mainstream American society, expertise about health and illness is assigned to
40: According to the American Religious Identification Survey (Kosmin and Keysar 2009),  ____________ of Americans identified as not having a religion.
41: Spirituality is typically conceived of as
42: The majority of Arab Americans are
43: In Islam, the use of alcohol is ________.
44: For Buddhists-
45: Chapter 2// In the scenario in Chapter 2, Gil, a 40 year old man, was reluctant to enter treatment due to which of the following cultural components?
46: Cultural competence has evolved into
47: Which of the following best describes cultural awareness?
48: Cultural and racial identities are
49: Increasing awareness of one's own racism and how racism is projected in society describes the Resistance and Immersion stage for the
50: Page 41 offers a case study describing a 20 year old Latino man and a White American male counselor.  The counselor's racial and cultural identity development is assessed using the
51: Education, clinical training, work experiences, specific counseling theories, techniques, treatment modalities, and general office practices all contribute to
52: Counselors and clinical supervisors can use the ____________ mnemonic to reinforce culturally responsive attitudes and behaviors.
53: The assumption that people from the same cultural group, race, or ethnicity are alike describes which of the following common myths?
54: Culturally responsive practice involves a commitment to obtaining specific cultural knowledge through
55: Cultural identity can be explored with clients
56: Using Exhibit 2-5, proactively addressing racism or bias as it occurs in treatment is an example of which culturally competent attitude?
57: Using Exhibit 2-5, acknowledging the limits of one's competencies and expertise is an example of which culturally competent attitude?
58: Which of the following might be a more appropriate initial recommendation for a Chinese client who relies on cultural remedies and healing traditions?
59: The words 'power' and 'powerlessness' can carry negative connotations for
60: Using the exercise on pp. 53-54, relying more on words to convey meaning would be an example of
61: Many Asian Americans come from ___________ cultural groups in which sensitive messages are encoded carefully to avoid offending others.
62: Using Exhibit 2-6, ACA Counselor Competencies focus on counselors'

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Free State Social Work, LLC, provider #1235, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Free State Social Work, LLC maintains responsibility for this course. ACE provider approval period: 9/6/2018 - 9/6/2021. Social workers completing this course receive 3 continuing education credits.

Free State Social Work has been approved by NBCC as an Approved Continuing Education Provider, ACEP NO. 6605. Programs that do not qualify for NBCC credit are clearly identified. Free State Social Work is solely responsible for all aspects of the programs.

This course is approved by the Association of Social Work Boards - ASWB NJ CE Course Approval Program Provider #6 Course #2114 from 11/02/2018 to 11/02/2020. Social workers will receive the following type and number of credit(s): Social and Cultural Competence 3

G.M. Rydberg-Cox, MSW, LSCSW is the Continuing Education Director at Free State Social Work and responsible for the development of this course.  She received her Masters of Social Work in 1996 from the Jane Addams School of Social Work at the University of Illinois-Chicago and she has over 20 years of experience.  She has lived and worked as a social worker in Chicago, Boston, and Kansas City.  She currently practices in the area of hospital/medical social work.  The reading materials for this course were developed by another organization.