Improving Cultural Competence Part 2 (3 credit hours)

The course is divided into three modules.  This is module 2 and covers Chapters 3 and 4.

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 3:  Culturally Responsive Evaluation and Treatment Planning  This chapter looks at ways to incorporate cultural factors into treatment services.  It offers clinical guidance for culturally responsive interviews, assessments, evaluations and treatment planning.

Chapter 4:  Pursuing Organizational Cultural Competence  This chapter looks at cultural competence at the organizational level exploring issues of organizational values, governance, planning, evaluation, language services, and staff development.   This chapter offers guidance for organizations in developing culturally responsive practices and programs.

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

Find the reading at:  https://www.freestatesocialwork.com/articles/ImprovingCulturalCompetencePart2.pdf

Course Reading:  A Treatment Improvement Protocol:  Improving Cultural Competence/ Chapters 3 and 4

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 at the clinical/program and organization levels.

Learning Objectives:  Chapter 3/ Identify ways to improve cross-cultural communication between the counselor and the client.  Describe culturally relevant topics that can be incorporated into the evaluation process.  Describe ways to incorporate cultural factors into treatment planning.  Chapter 4/Describe cultural competence at the organizational level.  Describe the role of the cultural competence committee.  Identify key components of a cultural competence plan.   Describe considerations for language services.

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1: Chapter 3//  The case of Zhang Min illustrates the importance of
 
 
 
 
2: What percent of racially and ethnically diverse clients end treatment or counseling after one visit with a mental health practitioner?
 
 
 
 
3: Using Weiss' (2007) six steps to improve cross-cultural communication, the 'teach-back' method involves
 
 
 
 
4: Using the LEARN mnemonic for intake interviews, 'A' stands for
 
 
 
 
5: A Korean woman's family may
 
 
 
 
6: The term 'Afrocentricity' measures
 
 
 
 
7: As families can be a vital source of information, counselors are likely to attain more support by engaging families __________ in the treatment process.
 
 
8: Screening instruments that ask the respondent about his or her guilt about drinking could be ineffective for
 
 
 
 
9: The culturagram is an assessment tool that helps clinicians understand culturally diverse clients and their
 
 
 
 
10: Using Prochaska and DiClemente's (1984) classic transtheoretical model of change, an individual who does not see a need to change is in which stage of the change process?
 
 
 
 
 
11: Using Prochaska and DiClemente's (1984) classic transtheoretical model of change, an individual who has a specific plan for change and begins to pursue it is in which stage of the change process?
 
 
 
 
 
12: Which of the following does not describe motivational interviewing?
 
 
 
 
13: Chapter 4//  Cavin, a 42 year old African American man was looking for reasons to
 
 
14: Using Exhibit 4-2, the creation of a cultural competence committee is an example of a(n)
 
 
 
 
 
 
 
15: Most literature on cultural competence addresses the cultural awareness, knowledge, and skills of the
 
 
16: The development of cultural competence begins at the _________ level of the organization, with an initial focus on _________ changes.
 
 
17: An organization can seek outside direction through
 
 
 
18: Using Exhibit 4-4, the degree to which services for clients are quickly and readily available is an example of
 
 
 
19: Using Exhibit 4-4, the result of quality services that help maintain clients in treatment with continued commitment is an example of
 
 
 
20: Which of the following sets the stage for staff responsiveness and motivation in developing cultural competence and in implementing culturally responsive services?
 
 
 
 
21: Which of the following can be described as the backbone of an organization's implementation of culturally responsive services?
 
 
 
 
22: A commitment to cultural competence must be reinforced by well-defined
 
 
 
 
23: To develop a viable cultural competence plan, information must be gathered from
 
 
 
 
24: Outside consultants assisting with an organizational self-evaluation may
 
 
 
 
25: In developing a cultural competence plan, the _______________ should retain ownership of the process and provide clear oversight and guidance. (Step 3)
 
 
 
 
26: During the self-assessment, ___________ can be a major concern for some respondents, especially staff members and clients. (Step 5)
 
 
 
 
27: Assessment findings should be made available to ______________. (Step 6)
 
 
 
 
 
 
28: When planning language services proactively, treatment providers need to
 
 
29: Using interpreters from the local community can create potential challenges with
 
 
 
 
30: Racially diverse groups (excluding non-Latino Whites) represent approximately 40% of treatment admissions.  As much as possible, providers should focus on hiring
 
 
31: Training and support for engaging in culturally responsive services can be more appropriate when delivered
 
 
32: Exhibit 4-7 shows a cultural competence initiative for one organization over a period of
 
 
 
 

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

 

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.

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.

Filed under Cultural Competence