Introduction to Cultural Competency

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What is cultural competency?. What is culture?. Aspects of Culture. Sense of space and selfCommunication and languageDress and AppearanceFood and eating habitsTime and time consciousnessRelationships, family and friendsValues and normsBeliefs and attitudesMental processes and learning styleWork habits and practices.

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Introduction to Cultural Competency

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1. Introduction to Cultural Competency May 5, 2011

2. What is cultural competency? What is culture?

3. Aspects of Culture Sense of space and self Communication and language Dress and Appearance Food and eating habits Time and time consciousness Relationships, family and friends Values and norms Beliefs and attitudes Mental processes and learning style Work habits and practices

4. What is Cultural Competency? In order to develop cultural competence, it is important that one be aware of his/her own cultural background.

5. What is culture? Everything you believe and do that identifies you as a member of a group. Cultures reflect the belief systems and behaviors informed by ethnicity as well as other factors such as gender, age and socio-economic status.

6. Culture is… The climate of a civilization The name of what people are interested in: Their thoughts, models, the books they read, the speech they hear, their table-talk, gossip, controversies, historical sense, the values they appreciate and the quality of life they admire.

7. Culture is…. The way of believing, feeling and behaving of a group of people; the way of life of a people, their values, skills, customs, and resulting material culture. The traditions, values, social and political relationships and world view of a people bound by common factors that can include a common history, geographic location, language, social class, or religion

8. The Cultural Competence Continuum Cultural destructiveness Cultural incompacity Cultural blindness Cultural precompetence Cultural competenc

9. Cultural destructiveness Negating, disparaging or purging other cultures

10. Cultural Incapacity Elevating the superiority of your own culture and suppressing others

11. Cultural Blindness Acting as if no differences exist, refusing to recognize differences

12. Cultural Pre-competence Recognizing that lack of knowledge, experience and understanding of other cultures limits your ability to effectively interact with them

13. Cultural competence Your interactions with other cultures reflect: Recognition, valuing and honoring differences Motivation to assess your own skills, expand your knowledge and resources Viewing diversity as a benefit Adaption of behavior to interact more knowledgeably and respectfully

14. Six Steps to Cultural Competence The personal recognition and acceptance that all types of cultures have a profound influence on our lives The personal awareness that oppression is pervasive in our society, it is part of our history, and, as much as we may want to escape the fact, it affects our relationship

15. Six Steps to Cultural Competence The acceptance that there are cultural differences and we need to learn to respect what we may not understand Having the humility to accept that we do not know everything about other cultures, and never will; therefore, we need to determine what it is we need to know about the specific groups with whom we are working

16. Six Steps to Cultural Competence A willingness to pursue that information in all ways available to us When we are unable to do the above, having the courage to identify and confront out personal resistance, anger and especially our fears.

17. The Culture of Poverty Ruby Payne—A Framework for Understanding Poverty Poverty—values “enough” Middle class—values “quality” Upper class—Values Presentation

18. Regardless of whether poverty is a “culture” with a value system, and a certain set of beliefs, there are effects on the brains and bodies of children who are raised in poverty.

19. Poverty is….CMR Poverty is a Chronic condition, affecting the mind, body and soul, resulting from multiple adverse synergistic risk factors---CMR

20. How much of a student’s achievement in kids from poverty is correlated with a parent’s IQ scores? Significant amount Moderate amount Negligible amount

21. Classroom behavior problems from kids from poverty are based in the very same issues as kids from non-poverty (need for structure, clear rules and consistent enforcement) True or False

22. What is the biggest academic predictor at age 5 for how kids will do at age 11? A. Reading and math scores B. Positive attitude about school C. Working memory D. IQ scores E. Having parent participation

23. Many poor kids who show you an “attitude” when you discipline them typically need an authority figure to show them the rules and consequences. That’s the truth Some truth, but not all Mostly untrue

24. Which three are the most common disorders among the poor? A. Delayed development, stress and AD/HD B. Dyslexia, oppositional defiant disorder and de-motivation. C. Dyscalculia, dyslexia, and oppositional defiant disorder D. Drug abuse, depression, dyslexia

25. Six Faces of Poverty Intensity Absolute vs. Rural Poverty Duration Generational vs. Situational Poverty Context Urban vs. Rural Poverty

26. Which Iowa county has the highest rate of over-all poverty?

27. Which Iowa county has the highest poverty rate? Decatur—21.1% Story—17.3% Black Hawk—17.3% Johnson—16.6%

28. What are the child poverty rates for the same counties?

29. What are the child poverty rates for the same counties? Decatur—27.6% Black Hawk 21.4% Johnson—11.5% Story—19.8%

30. What counties in Iowa have the highest child poverty rate...

31. What counties in Iowa have the highest child poverty rates? Van Buren—28.4% Appanoose—28.1% Decatur—27.6% Wayne—26.7% Lucas—25.8%

32. Poverty Quiz—True or False Most poor are lazy and lack ambition Poor people don’t value education If you give the poor money, things would change Most poor have acute or chronic stress The worst part of being poor is having no money

33. E-A-C-H kid deserves Better Emotional Support Acute/Chronic Stress Cognitive Stimulation Health and Safety Issues These four factors matter more than economic factors. When compared to upper or middle class students, what are children of poverty most likely to experience?

34. Attunement Establishment of a positive, reciprocal, harmonious relationship with primary caregiver Needs 30-90 minutes a day for 3-10 hours per week

35. 6 Emotions Hardwired at Birth Anger Fear Disgust Joy Sadness Surprise

36. Misbehaviors and Inappropriate Emotional Displays are Common Teachers who discipline students often look to emotional states that students DON’T KNOW HOW to display. They have not learned: Humility Sorrow Gratitude Forgiveness Trust Cooperation Affinity

37. How to address lack of emotions Build and strengthen relationships Build status Teach the responses we want, such as empathy, shame, sense of respect Model the appropriate responses and facial expressions.

38. Acute/Chronic Stress Poor children are exposed to more stressors, of greater intensity and duration, and have fewer coping skills than higher SES students

39. Impact of Acute or Chronic Stress on Poor Children’s Learning Reduced growth of new brain cells Impaired relationships Diminished cognition and memory Impaired creativity/patience Distress is the 800 pound gorilla in the low SES classroom every day

40. How poverty changes the brain When exposed to acute or chronic stress, or both Few have sufficient protective skills and coping skills to sustain minimal damage Some will develop learned helplessness Many will develop generalized stress disorder of PTSD

41. Relationships Quality relationships diffuse stress

42. Cognitive Stimulation Exposure to complex, interactive language Exploratory activities Changing novel environments with a variety of human activities

43. Extras for learning Access to books Quality child care Stimulating toys Team uniform costs School supplies Team travel costs Music/dance lessons Scouts or summer camp

44. Exposure to toxins Lead—unsafe lead levels are 4x higher in children from low vs. high income families Poison—have more exposure to cigarette smoke Hazards—greater exposure to environmental hazards (cleaners, tobacco, drugs, paint, smog, etc)

45. Nutrition and Poverty The brain is most susceptible to the effects of poor nutrition during the early years of brain development Elevated utility bills in a cold winter are inversely related to quality of nutritional intake in low-income infants and toddlers

46. Children born to low-income families are more likely to: Be premature Be low in birth weight Have other disabilities such as fetal alcohol syndrome Receive poor prenatal care

47. Health and Safety issues Families from poverty are more likely than non-poor families to live in home with: Non-working water heater (2.5x) Non-working toilet (2.5 x) Rats, mice or roaches (3x) More than one person per bedroom Exposed household wiring (3x)

48. Brains of Poverty will be DIFFERENT! The GOOD NEWS is—brains are designed to adapt to experience Brains can and do CHANGE!

49. Solutions must target the E-A-C-H differences Curriculum must address the gaps Instruction must be very different You have less margin for error Social environment is critical The school culture must change dramatically Brain-changing school

50. Predict Which list will best address the needs of kids from poverty? Repaint the school Involve parents more Stronger discipline policy Assign more homework Re-read math texts Test more often Eliminate PE, Music and Art Get teachers to try harder Cut recess and games Get books into their homes Increase exercise and activity More writing practice Engage students more Boost hope and growth Increase collaboration Build executive function Strengthen relationships Enhance student learning

51. S-H-A-R-E Poverty Success Targets S—Skill Building (4 instructional strategies) H—Hope and Growth Mindset A—Accommodations R—Relationships E—Engaged Enrichment

52. Skill Building—Which ones? You don’t have time to build every skill needed for every kid. Focus on the fewest skills that will make the biggest difference in both immediate and long-term Teach the skills that provide the most leverage Make these a priority in every subject, in every class, every day.

53. Every teacher in every subject can strengthen Short-term memory Attentional skills Processing skills Sequencing skills M-A-P-S

54. M-A-P-S Build Working Memory Use the pause technique—let content sink in Chunk content to aid understanding Prime the learning to create attentional bias to the content Do a fast physical activity to activate the frontal lobe uppers like dopamine and neropinephrine

55. Memory Skills Use repeat after me instructions or games Serial story telling in small groups Clapping games ??????

56. Attention Skills Prediction because it fuels curiosity and engagement Current event tie-in Hooks to create interest in upcoming content Objects and props to tie in, or ask students to make the connection

57. Processing Skills Create and used daily, clear, functional models for each subject Post the models and actively refer to them to build processing skills

58. Sequencing Skills Cognitive Skill Samples Reading—sentence sequencing Writing—story sequence Science—the scientific process Math—problem solving sequence Body/Mind Samples Dance steps Design work Playing an instrument Theater Building something Knitting Cooking Cleaning

59. Hope-Building? How? Why? You need hopeful kids. If they lose hope, the game is over. They must believe they can grow and change. These are both teachable assets. Teach these mindsets every day. Make these a priority in every class in every subject, every day.

60. How To Build Optimism Teach perspective and reframing skills Share your personal pathways to it. Support service work for others Structure daily gratitude activities Access positive memories often

61. Develop the Growth Mindset I am not stuck the way I have been Brains can and do change with experience If I chance my experiences, I can change my brain. How I do is more a function of attitude, effort and strategy than IQ I can learn new things and become a better learner As long as I keep learning from my mistakes, I’ll get smarter

62. Strengthen the Growth Mindset Remind students of the value of effort Role model and teach that the process of learning is joyful Strengthen the value if learning from mistakes. Stop labeling kids as smart or gifted. Instead, reinforce effort, strategy, and the next challenge

63. Accommodations? Why? What? Kids from poverty have less access to everyday resources You can complain, prod, and use all the incentives you want, but some kids won’t make it without help Until your school has taken care of your kids’ basic needs for supplies, transportation or health, you will continue to experience problems

64. Accommodations Kids may not have a quiet place to study It takes longer to get places if you have transportation issues Parents may be working multiple jobs, and not have time to check work. Parents’ work may not allow them to leave to meet with parents at school convenience

65. Accommodations for Short-Term Memory issues Repeat instructions Break tasks into small units Give one direction at a time Make lists Pre-plan the best order for doing each task Students use partners to stay on task

66. Relationships? Why? The basic drivers of kids include wanting to be loved, part of a group, be respected, and feel important. These changes are powerful. Kids often do things such as attend, be on time, or graduate because of the relationships in their lives.

67. Engaged Enrichment? Why? You need more buy-in and engagement before any skill building will work Kids would prefer to have tough, challenging curriculum. Give them the skills to succeed. Until every teacher at your school has an engaged enriched mindset of constant growth, your kids will disconnect.

68. 99% of classroom engagement is up to the teacher, not the student You create the relationships You establish the classroom rules and climate You acknowledge and reward behaviors You entice with novelty and prediction You use engaging strategies

69. Kids from poverty can succeed Brains can and do change! You can make a difference!

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