Training Institutes 2012 - National Technical Assistance Center for ...

PRE-INSTITUTES TRAINING PROGRAM
Standing Up! for Cultural and Linguistic Competence:
Organizational and System Change in Challenging Environments
8:30 AM TUESDAY • 8:30 AM WEDNESDAY • OSCEOLA A
OBJECTIVES—Participants will learn:
1. To list strategies used by the Office of Behavioral Health Equity in SAMHSA to address mental health disparities
2. To initiate practical tasks to plan for and implement cultural and linguistic competence (CLC) at an organizational
level (e.g., conducting a CLC assessment process, developing, implementing, and monitoring a CLC plan,
structuring CLC training, developing a CLC budget, contracting with interpreters, and using web-based resources)
3. To describe areas of personal discovery regarding their own conscious and unconscious biases and develop strategies
to address them
4. To engage in productive conversations with others regarding difficult subjects such as bias, stereotypes, the isms, etc.
5. To apply knowledge of organizational change and community organizing to CLC development in their organizations
and/or communities
6. To use interactive exercises and media to facilitate learning related to CLC
7. To establish a plan for self-care
This Pre-Institutes Training Program will focus on creating organizational change for cultural and linguistic competence
(CLC). This task requires informed and effective leaders who can stand up in challenging environments. This intensive,
interactive, hands-on training experience is designed to enhance participants’ capacity to promote and advance CLC in
their respective settings. The content is designed for participants who have responsibilities for or interests in CLC in
state or local mental health or substance abuse treatment systems, child-serving agencies in any field, managed care
organizations, early childhood services, services for youth and young adults of transition age, youth organizations, or
family organizations.
Standing Up! for CLC requires a commitment to acquire cultural knowledge and skills to build effective relationships
with diverse populations and in diverse settings, as well as knowledge and skills to facilitate individual behavioral
change, organizational change, and system change. Demonstrating a “can-do” attitude, even in environments in which
there is limited knowledge of or outright resistance to CLC, can seem insurmountable.
This program will address these challenges and will provide specific strategies as well as successful examples from
communities, states, and tribes that Stand Up! for CLC. Faculty will provide the “nuts and bolts” of establishing
processes to incorporate CLC fully into all aspects of a service system, organization, and agency including individual
and organizational self-assessment, planning documents, committee organization, budget planning, and language access
requirements, plans, and resources. Faculty will also guide participants on the application of organizational change and
community mobilization strategies to promote and advance CLC.
The program will challenge participants to examine their own perceptions, attitudes, and biases (conscious and
unconscious) and offer tools to address these challenges for both themselves and to use with others. Opportunities will
also be incorporated that will allow participants to learn about and practice the use of specific strategies, including
media strategies designed to stimulate awareness and create change. As a special feature, participants will be offered
strategies for self-care in this exciting yet challenging work to Stand Up! for CLC.
MODERATORS/PRESENTERS: Vivian Jackson, Ph.D., Senior Policy Associate, National Center for Cultural
Competence and the National Technical Assistance Center for Children’s Mental Health, Georgetown University Center
for Child and Human Development, Washington, DC; Ken Martinez, Psy.D., Principal Researcher and Mental Health
Content Specialist, Technical Assistance Partnership, American Institutes for Research, Corrales, NM
Mariles Benavente, Cultural and Linguistic Competence Coordinator, Project Karinu, Early Childhood System of Care,
University of Guam CEDDERS, Mangilao, Guam; Karen Francis, Ph.D. Candidate, Senior Researcher, American
Institutes for Research, Washington, DC; Melanie Funchess, Director of Community Engagement, Better Days Ahead,
Mental Health Association, Rochester, NY; Tawara Goode, M.A., Director and Assistant Professor, National Center for
Cultural Competence, Georgetown University Center for Child and Human Development, Washington, DC; Henry
Gregory, Ph.D., Cultural Competence Coordinator, Baltimore Mental Health System/MD Cares, Woodstock, MD;
Larke Huang, Ph.D., Senior Advisor, Children Youth and Families, Office of Policy Planning and Innovation,
Director, Office of Behavioral Health Equity, Substance Abuse Mental Health Services Administration, Rockville, MD;
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