Full Title: Promoting Cultural Diversity and Cultural Competency: Self-Assessment Checklist for Personnel Providing Services and Supports to Children with Disabilities & Special Health Needs and their Families
Resource Author: Georgetown University National Center for Cultural Competence
Resource Type: Self Assessment
Link to resource: https://nccc.georgetown.edu/documents/ChecklistCSHN.pdf
Resource Author: Substance Abuse and Mental Health Services Administration (SAMHSA)
Resource Type: Self Assessment
Link to resource: https://www.samhsa.gov/section-223/cultural-competency or
https://www.samhsa.gov/section-223/cultural-competency/resources
About the resource: Includes cultural competence resources for delivering care and services to people with LEP, military service members, and veterans.
CCBHCs must show cultural competence, especially when treating people with limited English proficiency (LEP), military service members, and veterans.
Full title: Promoting cultural diversity and cultural competency: self-assessment checklist for personnel providing services and supports to individuals and families affected by sudden infant death syndrome and other infant death (SUID).
Resource Author: Georgetown University National Center for Cultural Competence
Resource type: Self Assessment
Link to the resource in English: https://nccc.georgetown.edu/documents/ChecklistSIDS-ID.pdf
Link to the resource En Espanol: https://nccc.georgetown.edu/documents/LLL_Checklist_SIDS-ID.pdf
Acknowledgements: MCH Navigator
Resource Type: Evidence-based Tools
Link to resource: https://www.mchnavigator.org/assessment/
From the resource: As Title V agencies work through the 5-year needs assessment process, an understanding of their workforce composition and learning needs is essential to gauge strengths and areas of growth. The MCH Navigator has prepared this report of professionals in New Mexico who have taken the online self-assessment from 2016 – 2018 to serve as a snapshot of workforce demographics and knowledge/skills across the MCH Leadership Competencies.
Institutions: National Public Health and Hospital Institute; National Association of Public Hospitals and Health Systems; The Disparities Solutions Center; Institute for Healthcare Improvement
Authors: Linda C. Cummings, PhD Vice President for Research, National Association of Public Hospitals and Health Systems, Director of National Public Health and Hospital Institute; Bernice A. Bennett, MPH, CHES Assistant Vice President for Quality and Performance Improvement, National Association of Public Hospitals and Health Systems; Amy E. Boutwell, MD, MPP Content Director, Institute for Healthcare Improvement; Edward L. Martinez, MS Senior Consultant, National Association of Public Hospitals and Health Systems
Resource type: Evidence-based report/guide
Link to resource: https://5536401f-20a1-4e61-a28e-914fb5dcef51.filesusr.com/ugd/888d39_e8585bda66b047178341de4a094a8b9f.pdf
From resource: The Healthcare Equity Blueprint offers strategies and practices that can be tailored to individual hospitals to address equity in providing quality care. The Blueprint is a starting point for designing and implementing interventions to address racial and ethnic disparities in health care. Aspects of this Blueprint apply to numerous health care settings, but the primary focus is on hospitals. In addition, the Blueprint should be considered “a work in progress, “to be improved and modified by hospitals that use it.”
Resource Author: University of Georgetown National Center for Cultural Competence
Resource type: Self-Assessment
Link to Resource: https://nccc.georgetown.edu/documents/NCCC_Transition_Checklist.pdf
From resource: This checklist is not intended to measure the cultural and linguistic competence of any given medical home team. Rather, it is designed to provide a structure for discussion and self-examination. It is also designed to facilitate the programmatic and organizational change necessary to respond effectively to culturally defined beliefs, practices, and preferences and the inherent issues they raise in the provision of health care and related services for youth and their families.
Resource Author: University of Georgetown National Center for Cultural Competence
Resource type: Self-Assessment
Link to Resource: https://nccc.georgetown.edu/documents/ChecklistEIEC.pdf
From resource: Self-Assessment Checklist for Personnel Providing Services and Supports In Early Intervention and Early Childhood Settings for promoting cultural and linguistic competency.
Resource Author: Georgetown University National Center for Cultural Competence
Resource type: Self-Assessment
Link to resource: https://nccc.georgetown.edu/documents/FIMR_Assessment.pdf
From resource: While there are many tools and instruments to assess organizational cultural and linguistic competence, none has been specifically developed to address the unique issues of local programs such as Fetal Infant Mortality Review (FIMR) teams. The Cultural and Linguistic Organization Assessment Instrument for Fetal and Infant Mortality Review Programs (CLCOA-FIMR) was developed to meet this need. The CLCOA-FIMR is intended to support FIMRs to: (1) plan for and incorporate culturally and linguistically competent policies, structures, and practices in all aspects of their work; (2) enhance the quality of case reviews and action plans within diverse and underserved communities; and (3) promote cultural and linguistic competence as an essential approach in the elimination of disparities and the promotion of health and mental health equity.
Your FIMR organization may use assessment results: (1) to provide a summary of the strengths and areas for growth to advance cultural and linguistic competence, (2) for strategic planning, and (3) to improve the quality of the FIMR process in your community.
Resource Author: Georgetown University National Center for Cultural Competence
Resource type: Self Assessment
Link to resource: https://nccc.georgetown.edu/assessments/clcfoa.php
From resource: While there are many tools and instruments to assess organizational cultural and linguistic competence, none has been specifically developed to address the unique functions of family organizations concerned with children and youth with behavioral-emotional disorders, special health care needs, and disabilities. The Cultural and Linguistic Competence Family Organization Assessment Instrument (CLCFOA) was developed to fill this void.
Resource Author: Georgetown University National Center for Cultural Competence
Resource type: Self Assessment
Link to resource: https://nccc.georgetown.edu/assessments/clcado.php
From resource: The CLCADO is intended to support organizations to (1) plan for and incorporate culturally and linguistically competent values, policies, structures, and practices in all aspects of their work; (2) enhance the quality of services, supports, and advocacy provided to diverse and underserved communities; (3) effect change in education, training, technical assistance, research, and public policy; and (4) advance cultural and linguistic competence as an essential approach to address racial and ethnic disparities and promote equity for people who experience disabilities and their families.