Here are some suggestions:
1. Programming (sequential or otherwise) that involves the intended audience/beneficiaries in the design and implementation has a higher degree of success. One of the principles of cultural competence is to avoid 'one size fits all' strategies and approaches.
2. It is unclear which population groups fall under the broad umbrella of "minority audiences/with limited resources". The term minority is not always useful as it provides little descriptive information about the audience or population group. What may work for individuals/families living in rural areas that are predominantly White, Non-Hispanic may not work for individuals/families residing in urban environments who are new immigrants, who speak languages other than English, who have had negative experiences with those who are "there to help". It would be important to determine what are the barriers to participation. Are barriers based solely on limited resources or just having "minority status"? Probably not. There are numerous community-based efforts that successfully involve culturally and linguistically diverse communities across all socio-economic levels. Consider the following. Are the barriers the result of:
* accessibility - place and time of the program
* acceptability - content, materials, format are developed specifically for the cultural contexts of communities served/intended audience; programming provided in languages other than English; presenters, trainers, facilitators reflect the racial, ethnic, cultural, and linguistic backgrounds of the intended audience - are knowledgeable of the issues experienced with the community
* competing priorities - work several jobs, child or elder care, have to choose between other family obligations and participation in the programming
* credible voices - others in the community may have participated and not found the programming relevant; others in the community can not vouch for the programming - there are no credible voices to motivate participation
* reciprocity - no one in the community has been hired to deliver the programming; jobs go to other people outside of the community; the programming does not acknowledge and respect the "expertise" within the community
* trust - perception that outsiders are always entering communities and do not have a connection; when the programming was planned, time was not built into for community engagement, specifically establishing trust, identifying key community informants, and collaborating with cultural brokers
* organizational capacity for community engagement - staff do not have knowledge and skill sets necessary to engage diverse communities effectively
3. There are several resources available on the National Center for Cultural Competence website, that are not necessarily developed for programs for children, youth and families at risk, yet have relevance to the question posed. Please review the definition and framework for cultural competence. See link below.
*Conceptual Frameworks
Reflect on the fact that cultural competence requires organizational capacity. With this said, consider whether or not your organization has clearly defined values and principles for community engagement and providing services and supports to diverse communities. How are these values/principles realized in the day to day work of the organization?
Are they supported by organizational policy, procedures, and practices? Refer to the values listed below and consider how they impact the "programming" offered by your organization.
*Culturally Competent Guiding Values & Principles http://www11.georgetown.edu/research/gucchd/nccc/foundations/frameworks.html
*
*Organizational*
* Systems and organizations must sanction, and in some cases mandate the incorporation of cultural knowledge into policy making, infrastructure and practice.
* Cultural competence embraces the principles of equal access and non-discriminatory practices in service delivery.
*Practice & Service Design*
* Cultural competence is achieved by identifying and understanding the needs and help-seeking behaviors of individuals and families.
* Culturally competent organizations design and implement services that are tailored or matched to the unique needs of individuals, children, families, organizations and communities served.
* Practice is driven in service delivery systems by client preferred choices, not by culturally blind or culturally free interventions.
* Culturally competent organizations have a service delivery model that recognizes mental health as an integral and inseparable aspect of primary health care.
*Community Engagement*
* Cultural competence extends the concept of self-determination to the community.
* Cultural competence involves working in conjunction with natural, informal support and helping networks within culturally diverse communities (e.g. neighborhood, civic and advocacy associations; local/neighborhood merchants and alliance groups; ethnic, social, and religious organizations; and spiritual leaders and healers).
* Communities determine their own needs.
* Community members are full partners in decision making.
* Communities should economically benefit from collaboration.
* Community engagement should result in the reciprocal transfer of knowledge and skills among all collaborators and partners.
*Family & Consumers*
* Family is defined differently by different cultures.
* Family as defined by each culture is usually the primary system of support and preferred intervention.
* Family/consumers are the ultimate decision makers for services and supports for their children and/or themselves.
*Guiding Values and Principles for Language Access*
* Services and supports are delivered in the preferred language and/or mode of delivery of the population served.
* Written materials are translated, adapted, and/or provided in alternative formats based on the needs and preferences of the populations served.
* Interpretation and translation services comply with all relevant Federal, state, and local mandates governing language access.
* Consumers are engaged in evaluation of language access and other communication services to ensure for quality and satisfaction.
* Adapted from Cross, T. et al, 1989
** "Other Guiding Values and Principles for Community Engagement" and "Family & Consumers" are excerpts from the work of Taylor, T., & Brown, M., 1997, Georgetown University Child Development Center, (GUCDC) University Affiliated Program, and
*** "Promoting Cultural Diversity and Cultural Competency- Self Assessment Checklist for Personnel Providing Services and Supports to Children with Disabilities & Special Health Care Needs Goode, T., 2002, NCCC, GUCDC.
Click on Resources and Tools for checklists that reflect these values and principles in policy and practice.
Additionally, the following resources, adapted to the constituents that you serve, may also be useful.
*A Guide to Choosing and Adapting Culturally and Linguistically Competent Health Promotion <../documents/Materials_Guide.pdf>*Materials
<../documents/Materials_Guide.pdf>
*Policy Brief 4: Culturally Competent Strategies for Engaging Diverse Communities <../documents/ncccpolicy4.pdf>* http://www11.georgetown.edu/research/gucchd/nccc/documents/ncccpolicy4.pdf
*Latino Network: a Natural Fit in a Community-Driven Model.
Westchester County Community Network <../documents/Westchester.pdf>* http://www11.georgetown.edu/research/gucchd/nccc/documents/Westchester.pdf
*Cultural Brokering*
