Diversity and Inclusion: Why Do They Ma7er and How Do We Do It? Arlene A. Pietranton, PhD, CAE ASHA Chief Execu8ve Officer 2015 ICCD April 9, 2015

Transcription

1 Diversity and Inclusion: Why Do They Ma7er and How Do We Do It? Arlene A. Pietranton, PhD, CAE ASHA Chief Execu8ve Officer 2015 ICCD April 9, 2015

2 Disclosure Statement Arlene Pietranton Financial: Paid employee of ASHA; ICCD paid my travel expenses to be here Nonfinancial: Diversity & Inclusion and Innova8on champion within the associa8on community

3 Diversity - Inclusion

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5 The Golden Rule BUDDHISM CONFUCIANISM TAOISM Treat not others in ways that you yourself would find hurnul One word which sums up the basis of all good conduct loving kindness. Do not do to others what you do not want done to yourself Regard your neighbour s gain as your own gain, and your neighbour s loss as your own loss SIKHISM I am a stranger to no one; and no one is a stranger to me. Indeed, I am a friend to all CHRISTIANITY In everything, do to others as you would have them do to you; for this is the law and the prophets UNITARIANISM We affirm and promote respect for the interdependent web of all existence of which we are a part NATIVE SPIRITUALITY ZOROASTRIANISM JAINISM JUDAISM We are as much alive as we keep the earth alive Do not do unto others whatever is injurious to yourself One should treat all creatures in the world as one would like to be treated What is hateful to you, do not do to your neighbor. This is the whole Torah; all the rest is commentary ISLAM BAHA I FAITH HINDUISM Not one of you truly believes un8l you wish for others what you wish for yourself Lay not on any soul a load that you would not wish to be laid upon you, and desire not for anyone the things you would not desire for yourself This is the sum of duty; do not do to others what would cause pain if done to you

6 DIVERSITY is the what. INCLUSION is the how. INNOVATION is the why. TMI ConsulQng, Inc.

7 80.0% PERCENT OF US POPULATION PROJECTED BY RACE 75.7% 70.0% 60.0% 50.0% 52.5% 40.0% 30.0% 20.0% 10.0% 0.0% 22.5% 12.3% 15.7% 9.0% 10.3% 3.0% 0.8% 1.1% White African American or Black Hispanic Asian and Pacific Islander American Indian, Eskimo and Aleul Source: U.S. Census Bureau, accessed at hap:// profile/natproj.html

8 Communica/on is a Human Right h"p:// get- involved/sign- the- pledge

9 Vision Making effec8ve communica8on, a human right, accessible and achievable for all. Mission Empowering and suppor8ng speech- language pathologists, audiologists, and speech, language, and hearing scien8sts through: advancing science, sefng standards, fostering excellence in professional prac8ce, and advoca8ng for members and those they serve.

10 Cultural Competence What Why How

11 Cultural Competence: WHAT Cultural competence involves understanding and appropriately responding to the unique combina8on of cultural variables including ability, age, beliefs, ethnicity, experience, gender, gender iden9ty, linguis9c background, na9onal origin, race, religion, sexual orienta9on, and socioeconomic status that the professional and client/pa8ent bring to interac8ons.

12 Professional Competence Requires that audiologists and speech- language pathologists prac8ce in a manner that considers each client's/pa8ent's/caregiver's cultural and linguis8c characteris8cs and unique values so that the most effec8ve assessment and interven8on services can be provided.

13 Cultural Competence Developing cultural competence is a dynamic and complex process requiring ongoing self- assessment and con8nuous expansion of one's cultural knowledge. It evolves over 8me, beginning with an understanding of one's own culture, con8nuing through interac8ons with individuals from various cultures, and extending through one's own expansion of knowledge.

14 Cultural Competence: WHY Cultural competence in service delivery is necessary and important to: Respond to demographic changes in the US Eliminate long- standing dispari8es in the health status of people of diverse racial, ethnic, and cultural backgrounds Improve the quality of services and health outcomes Meet legisla8ve, regulatory, and accredita8on mandates Cultural competence can also contribute to a compe88ve edge in the marketplace and decrease the likelihood of liability/malprac8ce claims.

15 Somewhat or Very Qualified in Addressing Cultural and Linguis8c Influences in Service Delivery and Outcomes Year Audiologists SLPs in Schools SLPs in Health Care % 32.4% 43.2% % 28.2% 30.7% % 28.4% 24.9%

16 Con8nuum of Cultural Competence Cultural DestrucQveness "aftudes, policies, and prac8ces that are destruc8ve to cultures and consequently to the individuals within the culture" are exhibited. Cultural Incapacity individuals and agencies do not seek to be "culturally destruc8ve, but lack the capacity to help. Cultural Blindness "the system and its agencies provide services with the expressed philosophy of being unbiased and func8on with the belief that color or culture make no difference and that all people are the same. Cultural Pre- Competence there is awareness and an aaempt to "improve some aspect of services to a specific popula8on" and clinicians are aware of percep8ons, values, and other elements of their own culture and of cultures different from their own. Cultural Competency "acceptance and respect for difference, con8nuing self- assessment regarding culture, careful aaen8on to the dynamics of difference, con8nuous expansion of cultural knowledge and resources, and a variety of adapta8ons to service models". At this stage, clinicians are able to effec8vely use their cultural knowledge during interviewing, assessment, and treatment. Cultural Proficiency agencies hold "culture in high esteem and seek to add to the knowledge base of culturally competent prac8ce by conduc8ng research, developing new therapeu8c approaches based on culture, and publishing and dissemina8ng the results of demonstra8on projects". Clinicians champion cultural competence in prac8ce by training others in cultural competence, recrui8ng personnel from diverse cultures, and conduc8ng research that adds to the knowledge base. (Cross, Bazron, Dennis, & Isaacs, 1989)

17 How to be responsive to cultural and linguis8c differences Complete a self- assessment consider the influence of one's own biases and beliefs and the poten8al impact on service delivery. Iden8fy and acknowledge limita8ons in educa8on, training, and knowledge and seek addi8onal resources and educa8on to develop cultural competence via con8nuing educa8on, networking with community members, etc. Seek funding for and engage in ongoing professional development of cultural competence throughout one's career. Demonstrate respect for an individual's race, ethnicity, gender, gender iden8ty/gender expression, age, religion, na8on origin, sexual orienta8on, and/or ability. Integrate clients' tradi8ons, customs, values, and beliefs in service delivery. Iden8fy the impact of assimila8on and accultura8on on communica8on paaerns during iden8fica8on, assessment, treatment, and management of a communica8on disorder/ difference. Assess/treat each client as an individual and responding to his/her unique needs, as opposed to an8cipa8ng cultural variables based on assump8ons. Iden8fy appropriate interven8on and assessment strategies and materials that do not violate the client's unique values and/or create a chasm between the clinician and client and his/her community. Use culturally appropriate communica8on with clients, caregivers, and family so that informa8on presented during counseling is provided in a health literate format consistent with clients' cultural values. Refer to/consul8ng with other service providers with appropriate cultural and linguis8c proficiency, including using a cultural informant or broker. Uphold ethical responsibili8es during the provision of clinically appropriate services.

18 ?the HOW? Of Cultural Competence

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25 The I in Cultural Competence I treat all of my clients with respect for their culture. I do not impose my beliefs and value systems on my clients, their family members, or their friends. I include my clients and their families as partners in determining outcomes for treatment. I learn about acceptable behaviors and customs that are prevalent in my clients cultures. I consider the cultural and linguis8c background of my clients when I select treatment materials

26 Make effecqve communicaqon, a human right, accessible and achievable for all!!