National Center for Mental Health Promotion and Youth Violence Prevention

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Cultural and Linguistic Competence
Implementation Benchmarks

Initiative has a culturally and linguistically competent organizational structure.

Low Implementation

PD is aware of differences between staff demographics and community.
PD and partners lack specific strategies to attract diverse staff.
Internal policies and procedures have not been reviewed for their support of diverse staff.
Decision making and planning tends to be centralized with the PD and a few key staff.
Professional development does not address cultural competence in depth.

Medium Implementation

Core management group includes representatives from various cultural groups.
The PD and the core team identify the importance of CLC.
Staff recruitment utilizes a range of strategies to reach diverse audiences.
Professional development includes a CLC framework for all training; clinicians and other service providers receive cultural competence training as needed.
Ad hoc advisory groups are used to gather community input in planning.

Full
Implementation

Staff reflects the community and is culturally competent; diversity is represented on all levels including leadership.
Initiative promotes the norm of attention to cultural differences in written materials, policies, and structures.
Leadership demonstrates acceptance and respect for all.
Decision making and planning processes are inclusive of a range of staff and stakeholders.
Budget reflects commitment to CLC.
Evaluation, strategic, and sustainability plans all reflect cultural competence.

Initiative has culturally and linguistically competent engagement strategies.

Low Implementation

PD uses a standard array of outreach channels to reach community members.
PD is concerned about lack of parental involvement in Initiative.
Diverse staff and community members are under-represented in decision making and planning.

Medium Implementation

PD and partners use a variety of media (newsletters, PSAs, flyers) to reach diverse audiences; materials are translated as needed.
Project leadership is working to create parent and youth advisory groups.
Family outreach reflects diverse cultures and their needs.
Evaluation tools and methods are reviewed for their cultural appropriateness.

Full
Implementation

Outreach strategies reflect differing literacy levels and primary languages, and include visual and audio-focused approaches.
Forums and meetings for parents and youth are scheduled and supported appropriately (e.g., with childcare and food).
Project leadership publicly acknowledges the importance of community involvement, and gives community members opportunities to speak on behalf of the Initiative.
Parents and youth have decision making voice in the Initiative.

Initiative has culturally and linguistically competent services, activities, and interventions.

Low Implementation

Medium Implementation

EBIs are implemented with attention to fidelity, and implementer feedback about adaptations is being collected.
Service utilization is being monitored and can be reviewed by demographic characteristics.
Both schools and community partners offer some services/programs in the evening.
Program materials, such as those explaining fees and hours, are available in appropriate languages.

Full
Implementation

EBI adaptations are made to improve the program, and do not violate EBI logic model basis for program effectiveness.
EBI materials include examples that are culturally appropriate for all students and families.
Logistical issues of service provision, such as hours, transportation, sliding fee schedules, are reviewed by culturally diverse staff and consumers.
Program materials are written in culturally competent terms.
Service provision is guided by culturally competent agency policy and procedure.