7.In working with diverse clients, practitioners should be aware of issues related to self-esteem, identity formation, isolation, and role assumption. All of these issues are likelyrelated to which of the following?A.White cultural historyB."Family dysfunctionalityC.Diversity within cultureD.Majority/Minority status Show
8.Which of the following stages of the cultural competence continuum do most agenciesfall under? Get answer to your question and much more 9.In 2002, the APA added which of the following requirements for psychologists related toissues of diversity? Get answer to your question and much more 10. Which of the following process defined by Fisher and the APA discusses the creativeapplication of APA ethics code to fit individual cultural context? Get answer to your question and much more The Cultural Proficiency Continuum provides language to describe unhealthy and healthy values and behaviors of persons and policies and practices of organizations. Additionally, the continuum can help you assess your current state and project your desired state. Movement along the Continuum represents a paradigmatic shift in thinking from holding the view of tolerating diversity to
transformative action for equity. The 6 points of the Continuum are: The first three points on the left side of the Continuum focus on them as being problematic (i.e., Cultural Destructiveness, Cultural Incapacity, Cultural
Blindness). The three points on the right side of the Continuum focus on our practice (i.e., Cultural Precompetence, Cultural Competence, Cultural Proficiency). The left side on the continuum may find us referring to our students as under performing, while the right side would find us referring to the ways in which we are under-serving our students and their communities (the inside-out approach). Culturally Proficient practice helps shift conversations from the
left side to the right side, not by indicting or blaming others, rather by acknowledging comments and help “breakthrough” the negative thinking in using the five Essential Elements as the foundation for reflection and dialogue. Exhibit 1-2The Continuum of Cultural Competence Stage 1. Cultural DestructivenessOrganizational Level: At best, the behavioral health organization negates the relevance of culture in the delivery of behavioral health services. Agencies expect individuals from diverse ethnic and cultural backgrounds to fit into the existing treatment program rather than adapting the program to each client to provide culturally congruent services. Driving this expectation is the attitude that mainstream culture and current services are superior and that other approaches (e.g., Native American traditional healing practices) need not be considered. Organizations can also take a more adversarial role at this level—failing to provide basic services, creating an uncomfortable environment to covertly discourage the use of services, or expecting the individual to leave culture at the door. Individual Level: Counselors can also operate from this stance, holding a myopic view of “effective” treatment. However, it would likely be difficult to operate at this level as a counselor without organizational endorsement. Counselors can project superiority by stating with authority and conviction in sessions that their approach is the best and expressing directly to clients that they should be grateful to receive these services. At the same time, these counselors filter interactions through a biased lens without engaging in self-reflection or examination of the impact of their prejudice. Stage 2. Cultural IncapacityOrganizational Level: Due to lack of organizational responsiveness, services and organizational culture may be biased, and clients may view them as oppressive. An agency functioning at cultural incapacity expects clients from diverse backgrounds to conform to services rather than the agency being flexible and adapting services to meet client needs. Treatment of diverse individuals is often paternalistic, limiting their active participation in treatment planning or minimizing the need for culturally congruent treatment services. Individual Level: Counselors ignore the relevance of culture while using the dominant client population and/or culture as the norm for assessment, treatment planning, and determination of services. At this level, counselors can be aware of the need to approach treatment differently but likely believe that they are powerless over circumstances or the organizational system. Stage 3. Cultural BlindnessOrganizational Level: The core belief that perpetuates cultural blindness is the assumption that all cultural groups are alike and have similar experiences. Taking the position that individuals across cultural groups are more alike than different, organizations can rationalize that “good” treatment services will suffice for all clients regardless of ethnicity, race, religion, sexual orientation, national origin, or class. Consequently, organizations that operate at this level will continue developing and implementing policies and procedures that propagate discrimination. Individual Level: At this stage, counselors uphold the belief that there are no essential differences among individuals across cultural groups—that everyone experiences discrimination and is subject to the biases of others. Counselors rationalize that approaching all clients as individuals negates the need to focus specifically on cultural competence. For example, some counselors may believe that there is too much focus on cultural competence and that training in this area has become the “pop culture” in the counseling field, or they may feel that too much time is spent on cultural issues when a good assessment addressing individual issues and needs would suffice. Stage 4. Cultural PrecompetenceOrganizational Level: Organizations at this stage begin to develop a basic understanding of and appreciation for the importance of sociocultural factors in the delivery of care. Similar to the preparation stage identified in the stages of change model (Prochaska et al. 1992; Miller and Rollnick 2013), this level involves recognition of the need for more culturally responsive services, further exploration of steps toward creating more appropriate services for culturally diverse populations, and a general commitment characterized by small organizational changes. Despite having incomplete knowledge, agencies at this stage can evolve toward organizational cultural competence with support, planning, and commitment from the governing and advisory boards, community, and administrators. Individual Level: Counselors acknowledge a need for more training specific to the populations they serve at this level of development. They acknowledge the need to attend more to ethnicity, race, and culture in the provision of services, but they probably lack the information and skills necessary to translate their recognition into behavioral change. Even so, they are open to training, recognize the importance of developing cultural competence, and have taken small steps to improve their clinical knowledge. Stage 5. Cultural Competence and ProficiencyOrganizational Level: Organizations are aware of the importance of integrating services that are congruent with diverse populations. Organizations understand that a commitment to cultural competence begins with strategic planning to conduct an organizational self-assessment and adopt a cultural competence plan. There is a willingness to be more transparent in evaluating current services and practices and in developing policies and practices that meet the diverse needs of the treatment population and the community at large. Proficiency on an organizational level is characterized by an ongoing commitment to workforce development, training, and evaluation; development of culturally specific and congruent services; and continual performance evaluation and improvement. Individual Level: Recognition of the vital need to adopt culturally responsive practices is present. Counselors acknowledge significant differences across and within races, ethnicities, and cultural groups, and they know that these differences need to be integrated into assessment, treatment planning, and services. At this stage, counselors are committed to an ongoing process of becoming culturally competent. Sources: Comas-Diaz 2012; Cross et al. 1989; Sue and Constantine 2005. From: 1, Introduction to Cultural Competence Improving Cultural Competence. Treatment Improvement Protocol (TIP) Series, No. 59. Center for Substance Abuse Treatment (US). NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health. What are the stages of cultural competence continuum?The Cross framework emphasizes that the process of achieving cultural competency occurs along a continuum and sets forth six stages including: 1) cultural destructiveness, 2) cultural incapacity, 3) cultural blindness, 4) cultural pre-competence, 5) cultural competency and 6) cultural proficiency.
Which point along the the cultural proficiency continuum is where the system and its agencies provide services with the express philosophy of being unbiased?At the midpoint on the continuum the system and its agencies provide services with the express philosophy of being unbiased. They function with the belief that color or culture make no difference and that we are all the same.
Which of the following is considered cultural competence?Cultural competence is the ability of an individual to understand and respect values, attitudes, beliefs, and mores that differ across cultures, and to consider and respond appropriately to these differences in planning, implementing, and evaluating health education and promotion programs and interventions.
What is cultural continuum?The Cultural Proficiency Continuum provides language to describe unhealthy and healthy values and behaviors of persons and policies and practices of organizations. Additionally, the continuum can help you assess your current state and project your desired state.
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Under which of the following stages of the cultural competence continuum do most agencies fall?
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