Promoting Cultural Diversity and Cultural Competency: Self-Assessment Checklist for Personnel Providing Behavioral Health Services and Supports to Children, Youth and their Families—National Center for Cultural Competence
http://www11.georgetown.edu/research/gucchd/nccc/documents/
ChecklistBehavioralHealth.pdf
This is a self-assessment checklist developed by the National Center for Cultural Competence (NCCC) at Georgetown University. The checklist was adapted from Promoting Cultural Competence and Cultural Diversity in Early Intervention and Early Childhood Settings (June, 1989) and is intended to “heighten the awareness and sensitivity of personnel to the importance of cultural diversity and cultural competence in human service settings.” Concrete examples are provided of the values and practices that foster a culturally competent environment.
Cultural Competence in Your Program—National Court Appointed Special Advocate (CASA) Association
http://www.casanet.org/program-management/diversity/cultural-competence.htm
This document, written for CASA/GAL programs, includes prompts that guide a program’s thinking about how accessible it is to people from minority groups. The questions are followed by steps an organization can take to creating a program that is culturally competent.
Cultural Competence Self-Assessment Questionnaire: A manual for users—JL Mason (1995). Portland State University, Research and Training Center on Family Support and Children’s Mental Health.
http://www.rtc.pdx.edu/PDF/pbCultCompSelfAssessQuest.pdf
There are two versions of the Cultural Competence Self-Assessment Questionnaire: one is designed for direct service providers while the other is designed for administrative staff. This manual discusses considerations surrounding the use of the questionnaire including applications, administration, scoring, and implications for the organization.
Review Guidelines for Material Selection—Early Childhood Research Institute on Culturally and Linguistically Appropriate Services (CLAS)
http://clas.uiuc.edu/review/index.html
The CLAS Review Guidelines have been developed to help early childhood practitioners select culturally and linguistically appropriate materials in various areas, including child assessment, family information gathering, program evaluation, and translation. Each Review Guideline begins by addressing the effectiveness of material presentation and follows with questions pertaining specifically to each content area.
Potential Measures/Indicators of Cultural Competence Office of Minority Health—US Department of Health and Human Services—Health Resources and Services Administration
http://www.hrsa.gov/culturalcompetence/measures/attachment3.htm
As a part of a report on cultural competence prepared by the Health Resources and Services Administration, this matrix contains measures and indicators of cultural competence in health care settings identified in a review of existing literature.
Cultural Competency Assessment Tool—Government of British Columbia: Ministry for Children and Families
http://www.mcf.gov.bc.ca/publications/cultural_competency/assessment_tool/
tool_index1.htm
This tool has been developed for the use of community based agencies in the Vancouver region in order to identify strengths and weaknesses as well as to develop an action plan for improvement. The assessment tool is accompanied by worksheets addressing different areas of impact and suggestions on how the tool can best be used.
Cultural Competence Self-Test—American Academy of Family Physicians
http://www.aafp.org/fpm/20001000/58cult.html#boxb
This self-test was developed by Tawara D. Goode of the Georgetown University Child Development Center. Its 30 questions relate to Physical Environment, Materials & Resources, Communication Style, and Values and Attitudes. It can assist practitioners in identifying areas in which they might improve the quality of their services to culturally diverse populations. This self-assessment can assist physicians in identifying areas in which they might improve the quality of their services to culturally diverse populations.
State Mental Health Agency Cultural Competence Activities Assessment pp16-20 in Cultural Competency: Measurement as a Strategy for Moving Knowledge into Practice in State Mental Health Systems
http://www.nasmhpd.org/general_files/publications/cult%20comp.pdf
This assessment was developed by the National Association of State Mental Health Program Directors and the National Technical Assistance Center for State Mental Health Planning based on discussion at two expert meetings. The assessment consists of questions appropriate for state mental health agencies in ten areas of cultural competency. The categories include the Commissioner's Personal Leadership, Staff and Stakeholder Commitment, Responsibility for Cultural Competence, Cultural Competence Advisory Committee, Organizational Self-Assessment, Data Analysis, Cultural Competence Plan, Linguistic Competence, Standards and Contractual Requirements, and Resources.
Assessment of Organizational Cultural Competence—Association of University Centers on Disabilities
http://www.aucd.org/docs/councils/mcc/cultural_competency_assmt2004.pdf
The Association of University Centers on Disabilities provides this assessment tool through their multicultural council. The tool is used to identify an organization's strengths and needs for further training and program development to become more culturally competent. It consists of information about cultural competence within the organization, administration, clinical services, research and program evaluation, technical assistance and consultation, education and training, and community and continuing education.
Cultural Competence Checklists—American Speech-Language Hearing Association
- Personal Reflection—http://www.asha.org/NR/rdonlyres/
E7805A1A-CCD2-4A35-B84A-ED889318EFA0/0/personal_reflections.pdf
This tool was developed to heighten your awareness of how you view clients from culturally and linguistically diverse (CLD) populations. - Policies and Procedures—http://www.asha.org/NR/rdonlyres/
62B3F614-6A80-4BA7-8CCC-CECBEBBE0F0D/0/pol_and_procedures.pdf
This tool was developed to heighten your awareness of your agencies’/programs’ policies and procedures on working with culturally and linguistically diverse (CLD) populations. - Service Delivery—http://www.asha.org/NR/rdonlyres/
07693109-C4F6-48EA-BFC3-58874C8998F9/0/service_delivery.pdf
This tool was developed to heighten your awareness of how you view clients from culturally and linguistically diverse (CLD) populations.
Cultural Competence Awareness Assessment—American Speech-Language Hearing Association
http://www.asha.org/q/perception.dll [Name: MATtester; Password: Pilot]
An interactive web-based tool was designed to help you evaluate your cultural competence. Percentages and scores are provided in each subtest in order to help you determine your level of knowledge of specific topics. They should not be used as absolutes. They should be used to determine which areas may need some further development.
Cultural and Linguistic Competence Policy Assessment (CLCPA)—National Center for Cultural Competence
http://www.clcpa.info/
This assessment was developed to assist community health centers to advance and sustain cultural and linguistic competence. It is intended to help health care organizations to (1) improve health care access and utilization; (2) enhance the quality of services within culturally diverse and underserved communities; and (3) promote cultural and linguistic competence as essential approaches in the elimination of health disparities.
Child Assessment Culturally and Linguistically Appropriate Services (CLAS)
http://clas.uiuc.edu/review/ChildAssessment.pdf
The following Review Guidelines are intended to help service providers and individuals involved in personnel preparation determine the congruence between the beliefs, values, and practices of the individuals in your community and current recommended practices in early childhood/special education. The Review Guidelines will first help you consider the overall effectiveness of presentation of a material. Next, questions follow which pertain specifically to the content area of Child Assessment.
