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Journal of Multicultural SocialWorkPublication details, including instructions forauthors and subscription information:http://www.tandfonline.com/loi/wzmu20

Culturally Competent Models inHuman Services OrganizationsLear Matthews DSW aa Bedford Styvesant Community Mental HealthClinic , Brooklyn, NY, USAPublished online: 22 Oct 2008.

To cite this article: Lear Matthews DSW (1997) Culturally Competent Models in HumanServices Organizations, Journal of Multicultural Social Work, 4:4, 131-135, DOI:10.1300/J285v04n04_09

To link to this article: http://dx.doi.org/10.1300/J285v04n04_09

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T E N D S AND COMMENTARY

Culturally Competent Models in Human Services Organizations

Lear Matthews

Owing to the multicultural nature of demographic changes, the need for Human Service Organizations to establish a culturally competent system of care has become crucial. The primary re- sponse has been the development of strategies to examine cultural competence in program design and service delivery.

Consequently, a few models have been presented and dissemi- nated to agencies in the effort to redesign programs suited to pro- viding adequate services to culturally diverse clientele. The models can be placed into two main categories. The first identifies variables and assessment tools, which focus on cultural awareness, sensitivity and skill of direct service workers. It includes self-assessment of the practitioner’s understanding of his or her own culture and the iden- tification of biases that may preclude effective cross-cultural inter- vention. The workers’ knowledge of the clients’ culture, i.e., cus- toms, values, beliefs, and help-seeking behaviors, and how they utilize cultural knowledge in practice are instrumental. Variation in response to cultural differences by service providers is also a central

Lcar Matthews, DSW, is Clinical Director, Bedford Styvesant Community

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Mental Health Clinic, Brooklyn, NY.

0 1996 by The Haworth Press, Inc. All rights reserved.

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I32 Innowtioris irr Ileliwring Cihrul!y Sensitive Social Work Services

consideration in this model and one goal is to explore the attitudes and behaviors that would be essential to culturally competent prac- tice (Bakcr, 1989; Cross, 1989; Mason, 1990; Paniagua, 1994; Rog- ler, 1989; Sue, 1982).

Staff development and training, which assess workers’ sensitiv- ity to variation in client self-expression, problem solving behaviors and linguistic differences, is an extension of this model. The extent to which the practitioners’ personal, cultural and professional iden- tity impacts on interaction with clients is explored. For instance, the workers are encouraged to identify their own culturaVethnic back- ground in addition to family structure and their communities of orientation. information derived from staff assessment is used to advance areas for hrther training.

The second cluster of models focuses on the structure, manage- ment and policies of Human Services Organizations that would encompass a system which is responsive to the needs of culturally disparate populations. Several variables relating to organizational assessment of cultural competence were presented by Morrison (1995). Morrison suggested that a number of factors must be ad- dressed in order to ensure cultural relevance and competence within programs. Such factors include: A mission statement with relevant cultural content; an administrative process that inculcates data, knowledge and representation of the service area communities; policy issues that are instituted around knowledge of, and sensitiv- ity to culturally diverse populations; and coordination with other sub-systems within the community, including schools, churches and local community organizations. It is essential that these activities are sanctioned by a sensitive, relevant and aware Board of Direc- tors.

In the model developed by the Child and Adolescent Service System Program (CASSP, 1989), institutions and agencies which have the capacity to respond effectively to the concerns and treat- ment of diverse groups exemplify the core of a culturally competent system of care. Five major factors were identified in the process of acquiring cultural competence in Human Service Organizations. They are as follows: ( I ) Valuing Diversity, which stresses the im- portance of understanding and accepting differences in communica- tion styles, worldview, and perception of health and family issues.

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Trends arid Cornmcniar?, 133

Awareness and acceptance of the fact that the choices people make about their welfare are often culturally determined will make the. system of care more effective. (2) Cultural Self-Assessment of the Organization. By assessing the structure and hnction of their own organization, managers will begin to understand how the system in which they work is shaped by culture. (3) Dynamics of Difference, which emphasizes the need to understand cross-cultural differences in areas such as motivation, reaction to stress and problem-solving techniques. This can have the desired effect of avoiding the viola- tion of the norms of the clients’ culture. (4) Institutionalization of Cultural Knowledge. The need for the organization to acquire and access accurate cultural information is viewed as essential to cultur- al competence. Accordingly,

The supervisor must know how to provide cross-cultural su- pervision. The administrator must know the character of the population the agency services and how to make services ac- cessible. The board member head must be able to form links with minority community leaders so as not to plan ill-fated intervention. (CASSP, 1989, p. 21)

( 5 ) Adaptation to Diversity, which focuses on the adjustment of management style and redefining of service goals to meet the needs of the changing demographics.

Although these models point to the importance of acquiring knowledge of the clients’ culture as a necessary prerequisite to cultural competence, the use of that knowledge in practice appears to be in its embryonic stage. The prevalence of programmatic ob- stacles to organizational management of diversity is still evident. Furthermore, effective communication between providers and cli- ents, regarding culturally derived beliefs of health and illness, needs to be developed as a predictable index of cultural competence, Measurement of an agency’s competency in delivering services is invaluable in determining program effectiveness. Consumer ques- tionnaires, self-evaluation techniques, and treatment plan reviews, focusing on cultural content, can be used to assess the impact of cultural knowledge on practice outcome (LaFromboise et al., 1994; Woody, 1991).

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134 horatioris in Deliserirtg Culturally Sensitive Sociul Work Senices

The aforementioned models are designed to establish and main- tain competent practice with ethnically/racially diverse clients. An alternate model discussed by Gould (1995) promotes intercultural learning as a major vehicle to cultural competence. Concerned about the perpetuation of inequities in the cuirent trend of training and practice regarding multiculturalism, he notes:

By offering a paradigm that informs thinking at a transcultural level and not just a model that specifies strategies for ethnic- sensitive practice, the multicultural perspective might serve to replace rather than preserve the color lines . . . - (Gould, p. 204)

Managing diversity by Human Service Organizations is crucial to managed health care, since sensitivity to ethno/cultural issues will influence service outcome.

In summary, the strategies used by Human Service Organizations to increase their capacity for effective delivery of services hinge upon ( 1 ) the ability of managers and staff to be in tune with their own organizational culture and accept divergent cultural orienta- tions, (2) the efficient transformation of cultural sensitivity and knowledge into meaningful practice, and (3) reframing the concept of mu1 ticulturalism, whereby Human Service Organizations would be at the hub of intercultural learning.

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Cross, T. et al. ( I 989). Toward a culturally coinpetcnt system of care: A mono- graph on effective scrviccs for minority children who are severely emotionally disturbed. Washington, D.C.: CASSP.

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