Cultural Competencies in the Certification Process: Demonstration and Evaluation

1. Cultural Competencies in the Certification Process:Demonstration and Evaluation Adriana P.Cavina,DMin, BCC ACPE Supervisor 2008

2. Building cultural competence • We live in a complex world. Culture highlights the complexity. • We can only know culture from our experience of participating in social living. • Reflecting on culture and how it shows up in our lives requires both a reflexive and an other-directed effort. “The ability to stay on both the personal and the social plane requires us to integrate the personal with the professional in thought and action” (Lisa Tsoi Hoshmand)

3. The three fields of our expertise We begin building cultural competencies as we approach the three interconnected fields of our expertise, the “three domains of language and meaning”: • The personal (our knowledge of ourselves and others), the professional (theology and the clinic, spirituality and meaning), the interpersonal (socio-linguistic and communication skills).

4. The field of multicultural competence How we are theologically shapes what we do pastorally and clinically The culture that shapes us informs the theology we hold There is cultural complexity and spiritual complexity in our society Multi-cultural, multi-spiritual competencies encompass the three domains of psychology, ethics and theology; how we function mentally and emotionally, how we act with each other as persons, where we find meaning and transcendent value

5. The various aspects of multicultural competence Multicultural competencies must address not only ethical and psychological aspects, but also theological issues involved in a culturally different worldview (Samuel Lee) From a hermeneutical point of view, the multicultural context in which a chaplain finds himself/herself shapes how the text (the living human document) is read. If this recognition is not in place, the chaplain risks imposing his/her views and becoming dogmatic, even exercising religious or cultural violence.

6. Egocentric, Ethnocentric, Worldcentric According to Ken Wilber’s integral vision*, the human being develops according to 3 stages: The pre-conventional stage, leading us to an egocentric view The conventional stage, leading us to an ethnocentric view The post-conventional stage, leading us to a worldcentric view The movement from MEto USto ALL OF US Where are we in our supervisory education curriculums? *Ken Wilber. The Integral Vision: A Very Short Introduction to the Revolutionary Integral Approach to Life, God, the Universe, and Everything.Shambala, 2007

7. The complexity of cultural competence, today We need a broad understanding to comprehend the multilevel implications of cultural issues. Culture as a descriptive source of human diversity is now entangled with issues of global understanding, identity politics, and social justice (Lisa Hoshmand) There is an increasing need to consider ourselves, our students, our patients, as world citizens in a particular society and in a particular political order. Maybe, this is exactly the multicultural competence we need to build: to integrate a multilayered understanding of the human being, in personality, in ethics, in education and in theology, where culture is an essential component

8. We need to start somewhere….. 1) Self-awareness Personal cultural history (using various frameworks) Cultural and spiritual genogram (a graphic illustration of the cultural and spiritual roots and patterns that impact an individual and his/her worldview) 2) Attitude openness, willingness to learn, curiosity, flexibility, some familiarity with different cultures and faith traditions, plus a sound theoretical foundation (willingness to read from a basic bibliography) 3) Skills A good path to build multi-cultural, multi-spiritual foundation can be found in “the 5 steps that mark the path”(Robert G.Anderson and Mary A. Fukuyama, eds. Ministry in the Spiritual and Cultural Diversity of Health Care. Haworth Pastoral Press, 2004)

9. The five steps that mark the path:Robert G. Anderson To know and explain one’s own “spiritual/cultural set”, one’s own spiritual/cultural groundedness To identify experiences and information that are outside of one’s own spiritual/cultural references, to identify and learn about “otherness” To demonstrate multi-spiritual/cultural attitudes, approaches and skills leading to effective communication and relating to other cultural sets To identify contextual or relational barriers, as well as one’s own limitations, in communication and pastoral practice To demonstrate respect within and willingness to learn from and evaluate the process of multi-spiritual/cultural interaction

10. 4) Knowledge What is meant by cultural diversity, spiritual diversity and how are the two related? Acquisition of an appropriate language. Ability to define multi-cultural, inter-cultural, cross-cultural, and how we engage in them as chaplains and/or supervisors Being acquainted with ethnic identity development theories, as well as issues of majority/minority identity and power/privilege associated with it Ability to engage in cross-cultural communication through development of knowledge and practice in the field of conflict resolution and diversity communication

11. Demonstrating and evaluating cultural competence The acquisition of cultural competence requires a specific curriculum that needs to be based on the gradual, developmental process outlined in the Certification Manual. Step by step the Candidate is asked to demonstrate various aspects of cultural competence. Every step requires both theoretical knowledge and practical application as well as a demonstrated level of integration.

12. Cultural competence curriculum for supervisory education • Preparing for Readiness Cultural diversity and pastoral care. Demonstration of advanced empathy skills in cross-cultural contexts. Understanding the value of cultural humility in the acquisition of cultural competence • Preparing for Candidacy Writing a personal cultural history. Identifying the elements of culture and context in the shaping of personal identity

13. Writing theory papers Theology The interplay between cultural context and theological formation. Personality Ethnic identity: definition and development. Theories of identity formation in majority and minority cultural contexts Education The learning process and the influence of cultural dynamics in styles of learning and communicating.

14. Preparing for Associate Supervising individuals and groups:Building multi-cultural competencies The elements of culture in the interactions of interpersonal groups. Using cross-cultural communication skills in the supervision of individuals and groups. Teaching multicultural competencies: The place of cultural diversity in education for ministry. How to raise cultural awareness among CPE students and help them acquire cultural humility Integrating cultural identity and supervisory identity. A case study though a supervisory vignette

15. Theoretical mastery of cultural competence Cultural competence in developing required theory papers: • The impact of cultural identity in shaping one’s image/s of God and one’s concept of God’s activity in the world and the mystery of human identity and human suffering • A model of ethnic identity formation in racial-ethnic-cultural minority and majority contexts • The influence of culture on the educational process with regard to different learning styles and relational practices

16. Theoretical mastery of cultural competence Cultural competence in individual and group supervision: • A teaching model for assisting others in developing cultural awareness and cultural humility • The process of identifying cultural dynamics at play in individual pastoral formation and in interpersonal group interaction

17. Prospected outcomes for demonstrating cultural competence • Capacity to assist students in developing awareness of one’s cultural identity in relation to pastoral practice and relational processes • Capacity to assist students in acquiring an attitude of cultural humility • Capacity to use the vocabulary of cultural competence to describe students and their interactions • Capacity to identify cultural elements in group formation and interaction The certification process should ensure that these outcomes are demonstrated Supervisory education curriculums should include specific processes to help students reach these objectives