|
|
Department of Health and Human Services
Substance Abuse and Mental Health Services Administration
Center for Mental Health Services
Cooperative Agreements for the Comprehensive
Community Mental Health Services for Children and Their Families Program
(SM-05-010)
Short Title: Child Mental Health Initiative (CMHI)
Announcement Type: Initial
Catalog of Federal Domestic Assistance (CFDA) No.
93.104
Authority: Part E of Title V, Section 561 et. seq., of the
Public Health Service
Act, as amended and subject to the availability of funds.
The following definition of cultural and linguistic competence and appendix
containing cultural and linguistic competence elements are excerpted from the
Cooperative Agreements for the Comprehensive Community Mental Health Services
for Children and Their Families Program / Short Title: Child Mental
Health Initiative (CMHI), FY 2005 Request for Applications (RFA)
Cultural and Linguistic Competence is
defined as an integrated pattern of human behavior that includes thoughts,
communications, languages, practices, beliefs, values, customs, courtesies,
rituals, manners of interacting, roles, relationships and expected behaviors of
a racial, ethnic, religious or social group; the ability to transmit the above
to succeeding generations; is dynamic in nature. (See Appendix D for Cultural
and Linguistic Competence Elements).
Appendix D
Cultural and Linguistic Competence Elements
This appendix describes many of the important elements of cultural and
linguistic competence.
Project Description and Need Justification - Knowing the unique
characteristics of the community/target population is critical to the success
of the proposed project. Factors impacting community diversity involve
more than race and ethnicity. Other factors include, but are not limited
to, geographic location, population density, population stability, (e.g. rates
of in-migration, out-migration, interstate migration, and immigration), the age
distribution of the population, social history, intergroup relationships, and
the social, political and economic climates.
Experience or Track Record of Involvement with the Target Population
- A successful applicant would have a documented history of programmatic
involvement with the target population and/or community to be served by the
proposed project. If the organization does not yet have a track record with
this target population, planning should include strategies to acquire the tools
and information needed to become culturally competent (for instance, by
establishing collaborations, designing and implementing a cohesive plan,
seeking technical assistance, contracting services, sharing staff or location,
or seeking special training and staff development).
Community Representation - The population/community targeted to
receive services should participate actively in all phases of program
design. A mechanism should be established to provide opportunities for
community members (including consumers, providers of services, and
representatives of informal systems of care) to influence and help shape the
project’s proposed activities and interventions. Such mechanisms may
include, but are not limited to, establishment of an advisory council, cultural
competence committee, and/or board of directors, with written working
agreements that ensure their active participation and advisory assistance
concerning the course and direction of the proposed project.
Language and Communication - Project-related communications
must be appropriate to the target population/community. Consider
information that is available about the target group’s primary language(s) and
literacy levels (for instance, whether a significant percentage of the target
population/community is known to be more comfortable with a language other than
English). Multilinguistic resources, which might include the use of
skilled bilingual and bicultural individuals when appropriate, can be
beneficial. Materials produced in English need to be adapted – not just
translated – to meet the needs of non-English speakers. Audio-visual
materials, public service announcements (PSAs), training guides, and print
materials can be used which are appropriate for the target population/community
in terms of gender, age, culture, language, and literacy level.
Staff Qualifications and Training - The staff of the
organization should reflect the racial and ethnic characteristics of the
population to be served and have training in how to respond effectively and
sensitively to multiple characteristics of the target population (such as
race/ethnicity, primary language, gender, age, disability, and literacy). For
purposes of this item, “staff” would include, at a minimum, administrators,
advisors, board members, supervisors, and service providers.
Evaluation - There should be a rationale for the use of any
evaluation instruments that are chosen, and the rationale should include a
discussion of the validity of the instruments in terms of the
gender/age/culture/language of the group(s) targeted. The evaluators
should be sensitized to the culture and familiar with the gender/age/culture,
whenever possible and practical. Program evaluation methods and instruments
should be culturally appropriate to the population/community served.
Efforts should be made to ensure findings are interpreted in a culturally
competent and sensitive manner. Describe cultural issues that may be
anticipated to influence outcomes for the target population (including,
potentially, the impact of using available instruments that may not be
completely appropriate for the specific population).
|
|