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Capacity Building and Cultural Competence When Working with Minority Populations

Capacity Building and Cultural Competence When Working with Minority Populations. Fabricio Balcazar, Ph.D. Yolanda Su á rez, Ph.D. Center on Capacity Building for Minorities with Disabilities Research University of Illinois at Chicago.

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Capacity Building and Cultural Competence When Working with Minority Populations

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  1. Capacity Building and Cultural Competence When Working with Minority Populations Fabricio Balcazar, Ph.D. Yolanda Suárez, Ph.D. Center on Capacity Building for Minorities with Disabilities Research University of Illinois at Chicago NCDDR-sponsored Webcast - November 16, 2006 - 2:00 PM CST

  2. Capacity Building for Program Evaluation Culturally Competent Rehabilitation Services & Research Cultural Awareness, Knowledge & Skills Outreach and Dissemination Conceptual Framework of the Research and Training Activities

  3. Capacity Building for Program Evaluation Utilizes a participatory program evaluation model to actively involve consumers and agency staff in the process of identifying service needs, selecting program goals, developing a logic model for success, and implementing and evaluating change efforts to improve services. (20 sites in 5 years) PI: Yolanda Suárez University of Illinois at Chicago

  4. Participatory identification of needs/concerns (1) Framing the issue/goal (2) Using data to improve services (7) Interpreting/ reporting data (6) Developing logic model (3) Documenting the impact of programs & services (5) Identifying evaluation methods & measures (4) Our Participatory Capacity Building Process CBO CBO VR ILC 2 CBOs ILC 2 VR CBO

  5. Capacity Building Domains

  6. Evaluation Capacity Building Activities • Collaborations with 9 organizations and their 13 grantees or affiliates, nationwide • A total of 22 organizations and 97 staff involved, some with staff from multiple offices/locations • More than 13 evaluation trainings conducted • Ongoing consultation and technical assistance with all sites • Intensive involvement • 2+ contacts per month; often weekly • 2 models • On site • Distance model with periodic on-site visits

  7. Evaluation Capacity Building Outputs and Outcomes • Outputs • Participants reported that training was very useful and that they were very satisfied on a 1-5 scale • Key concepts: 4.46 • Outcomes framework: 4.48 • Exercises: 4.63 • Materials and handouts: 4.61 • Usefulness of training: 4.63 • Outcomes • Improvements in Knowledge: All of the 9 organizations have developed evaluation plans and are launching evaluations of their programs • Improvements in Practice: 4 of the 9 organizations are actively collecting data to inform program improvement • Improvements in Policy: 3 of the 9 organizations have built evaluation capacity building into their strategic planning and are working towards systems change

  8. A CONCEPTUAL FRAMEWORK FOR PROMOTING CULTURAL COMPETENCE

  9. What is Cultural Competence (CC)? • It is a process that allows individuals to accept, respect and work with others who are different from them • Cultural competence is the result of awareness of your own biases and knowledge of the factors that influence cultural differences and similarities • The process requires the development of skills, attitudes and behaviors that allow individuals to understand and interact effectively with people from other cultures.

  10. Our Cultural Competence Model • Based on Papadopoulos & Lee (2002) • Presents a separated analysis of the components and the factors that influence CC • The components reflect the circularity of the process of becoming CC • The factors reflect the differences and similarities within ethnic and cultural groups

  11. FACTORS THAT IMPACT CULTURAL DIVERSITY RACE KNOWLEDGE OF RIGHTS & SERVICES SENSE OF ENTITLEMENT LANGUAGE BELIEFS / VALUES SOCIAL IDENTITY

  12. Characteristics of the Model • The process is on-going • The components are intertwined • The process is contextual • The process is developmental • The process produces multiple outcomes • The process is experiential • Goal setting is necessary to attain organizational change

  13. Cultural Competence Training Activities • 20 trainings conducted • 62 organizations (community-based organizations and VR offices) • Over 505 staff members  • Follow-along consultation and technical assistance related to agency goals for up to 6 months after training • 44 organizations elected to set goals and participate in follow-up interviews • We successfully completed between 1 and 3 follow-up interviews with 35 of these organizations

  14. Cultural Competence Training Outputs and Outcomes • Outputs • Very satisfied with training (Average= 4.83 on 1-5 scale) • Outcomes • Changes in practice – 135 goals to change practice(s) were set and maintained • Participants made progress toward goal accomplishment (55.5% of goals) • Participants accomplished goal (21.5% of goals) Examples of goal accomplishment: • 1 agency developed a collaboration with their state’s welfare to work program to hire bilingual staff as Para-professionals (Spanish & Somalia). • 1 agency was successful in obtaining funding to produce the first ever Developmental Disability Diversity Newsletter. • 1 agency hired 3 minorities in upper management positions. • Change in policy – 1 agency developed a policy to require health care professionals that want to be included on their preferred vendor list to attend at least one diversity/cultural competence training a year.

  15. Recommendations for Conducting Culturally Competent Research • Recognize that as cultural beings, we might hold attitudes and beliefs that can detrimentally influence our perceptions and interactions with individuals who are different from us (this is in part due to upbringing, negative past experiences, lack of experience with the group, media influences, lack of knowledge, stereotypes, and class differences).

  16. Recommendations (continued) • Comparative studies should be carefully conducted; avoid using white middle class data to set the standard for comparison. • Utilize multiple strategies for community entry (personal contacts, gate keepers, paraprofessionals, volunteer to help).

  17. Recommendations (continued) 4. Outreach should include multiple strategies, including direct community contact through paraprofessionals, radio and/or local newspaper announcements in the target population language (when available), and fliers and posters in local stores and agencies frequented by the target group.

  18. Recommendations (continued) 5. When not finding protocols and assessments used with the target community keep cultural appropriateness present in the development of all materials. Remember it is not enough to just translate materials and protocols.

  19. Recommendations (continued) 6. When utilizing strategies to ensure community input and active participation in research, ask gate keepers and paraprofessionals who represent the community best? and How do you assure community-wide representation?

  20. Recommendations (continued) • Intervention programs and/or services developed for members of the majority culture should be carefully scrutinized before being used with minority groups. • Before reaching out to new populations, make an effort to improve the cultural competence of your research team with regards to the particular target group. • Make an effort to recruit multicultural staff (including students and/or paraprofessionals), since they improve your effectiveness in interacting with the community.

  21. Conclusions • Participatory evaluation is an effective strategy to improve the quality of services and outcomes for individuals with disabilities. • The process of participatory evaluation can change organizational culture. • Cultural competence is an ongoing challenge for researchers given the great diversity of our nation’s population.

  22. Conclusions (continued) • Researchers can set up mechanisms to promote cultural competence among research teams through recruitment, training, exposure and engagements with diverse groups. • Effective outreach efforts require multiple channels of communication and the direct involvement of community members in the research team.

  23. Conclusions (continued) • The Center is making speedy progress in meeting all of its original goals. • Next year, on July 25-27 we will have our national conference and plan to edit a text book to influence the training of future professionals and researchers in the field.

  24. References • American Psychological Association (2003). Guidelines on multicultural education, training, research, practice, and organizational change. American Psychologist, 58, 377-402. • Balcazar, F. E. (2001). Strategies for reaching out to minority individuals with disabilities. The Research Exchange, 6(2), 9-13. • National Council on Disability (2003). Outreach and people with disabilities from diverse cultures: A review of the literature. Retrieved from http://www.ncd.gov/newsroom/advisory/cultural/cdi_litreview.htm

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