This information should be received by September 8th, III. IV. EXTENDED PLANNING SESSION Ms. Zavala opened the planning session by introducing t

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Oswin Ward
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1 Facilitator: Jessica Zavala, Remel Moore, Tiffany Williams, and Kelly Bah Minute Keeper: Olivia Reilly Attendees: Mallory Evans, Danielle Bouhachem, Kay Conley, Thelma Coss, Margaret Evans, Alisa Grass, LaToya Hampton, Stephanie Patrick, Nedra Petro, Ida Ross-Freeman, Peggy Shaffer-King, Joanna Jacobo, Heather Voris, Jennifer Kiko, Jack Hawk, Representative from the Latino Business League, and 3 Youth and Young Adults. I. INTRODUCTIONS OF CLC MEMBERS The purpose of the meetings was reiterated by Remel Moore to remind members of the group s progress and because there were several new people in attendance. (The new members included Triad Deaf Services, Latino Business League, three older youth and individuals from other subcommittees who were interested in observing the work of the CLC.) Afterwards, Jessica Zavala discussed the 1989 Cross et. al. definition of cultural and linguistic competence to provide the group with a working definition. Ms. Zavala explained reasons why developing a cohesive CLC strategy is important to reducing disparities in Stark County s consumer care. a. Cultural and Linguistic Competence Definition a. Cultural Competence is a defined set of values and principles which are reflected within the behaviors, attitudes, policies and structures of agencies, family/youth organizations, providers and community stakeholders to result in appropriate and effective services for all b. The definition raised comments regarding its full application in Stark County. i. Sign language is a 3 dimensional language the Deaf community has its own culture and requires recognition of its importance and an ability to respond appropriately by service providers ii. It is also important to reflect racial and ethnic diversity in our agencies and organizations to look like the people for whom we provide services II. LOGIC MODEL UPDATE AND REVIEW Ms. Moore provided updates of the Logic Model, which was compiled by contributions of three smaller groups working separately on specified levels. In order to bring new subcommittee members on board, Ms. Moore briefly defined and discussed the purpose of Logic Model. a. Logic model: A logic model (also known as a logical framework, theory of change, or program matrix) is a tool used by funders, managers, and evaluators of programs to evaluate the effectiveness of a program b. Logic models are usually a graphical depiction of the logical relationships between the resources, activities, outputs and outcomes of a program. The comprehensive input of all three contributing groups was given to the committee members. Members were informed that they were free to comment and offer changes or additions. Page 1 of 8

2 This information should be received by September 8th, III. IV. EXTENDED PLANNING SESSION Ms. Zavala opened the planning session by introducing the case for CLC nationally and in Ohio. a. Why CLC? a. Racial/ethnic disparities in health care remain constant or have increased b. Racial/ethnic minorities continue to be less likely to receive mental health care when needed c. Racial/ethnic minorities use deeper-end facilities (hospitals, inpatient care) rather than CBO mental health services d. Ineffectively addressing mental health care of minorities contributes to disparities re: access, availability and utilization e. Perceived (and actual) lack of consideration of and respect for clients cultural beliefs about mental health care (can be related to unconscious or conscious bias and discriminatory policies) f. Individual agencies: 1. Sign language may not be offered in terms of services and support b. Case for CLC in Ohio i. In 2000, almost 15% (more than 1.3 million) of the people in the State of Ohio were ethnically diverse. The United States Census Bureau estimates that by the year 2015, Ohio s minority population will grow to more than 2.1 million people, nearly 20% of the state s population ii. Stark County 12% of people are nonwhite; there are many ethnic and racial distinctions between groups iii. These numbers will keep rising DISCUSSION OF PLANNING SESSION GOALS a. System of Care Goals and CLC Goals Ms. Zavala reiterated the session objectives by restating the SOC goal and reminding subcommittee members of the overarching CLC goal introduced in December i. SOC Goal to ensure that children and families with behavioral health issues have access to an array of services and support options that enable them to remain in their homes and communities, thereby reducing negative outcomes ii. CLC Goal to develop a culturally and linguistically competent plan that includes policy recommendations. Conduct cultural, demographic, and linguistic analysis to identify priorities for the plan. Develop and disseminate status reports of the action steps and activities completed to provide a uniform message that explains the intention of the System of Care Cultural Competence subcommittee planning. b. CLC Brainstorming Activity Co-facilitator Kelly Bah introduced the brainstorming activity describing the purpose and Page 2 of 8

3 the process. The purpose was to guide the subcommittee members to begin thinking about the big picture of developing and offering effective CLC services in Stark County c. The question posed: What would Cultural and Linguistic Competence look like in Stark County? The subcommittee members were given a few minutes to write their suggestions and comments on post-it notes. Their contributions are listed below: i. Diversity in leadership (county boards, board of diversity/trustees, staffing of agencies) ii. Agencies: acknowledge existing biases and/or obstacles, then commit to overcome them iii. Connections with community partners iv. More males allowed in the field of social work. More people of color. More people who are familiar with the vernacular of people served. v. Education of the ADA law towards disabilities affecting language barrier and comprehension GENERAL PUBLIC vi. Sensitivity training of School Administration towards needs of children s IEPs with disabilities (mainstream learning deficits) vii. Clients can speak and be understood and can understand viii. All agencies are welcoming environments to anyone ix. All systems of care should have an awareness of the populations served and make a concerted effort to become as competent as possible, taking into account the impact it as on the functioning and access to service x. For the system to be transparent about their cultural bias xi. Diversity in the population served by agencies xii. Culture shift within agencies. Permanent change not just federal mandate. xiii. HR policies, practices and benefits to recruit and retain a culturally diverse and competent workforce to provide services to help people get better and improve the quality of their lives xiv. For the system to really pen up and address the needs of our family by any means necessary xv. Hire clinicians that look like the clients they serve xvi. Delivery of specialized services of behavioral resulting in lack of complication of written and spoken English xvii. Consistent access to appropriate services and resources for everyone xviii. Providing assistance to those who have communication problems xix. Affordable services xx. Training in sensitivity for all races, including LGBT, learning and accepting differences xxi. More diverse staff, management and boards of agencies xxii. Cultural and linguistic competence would be providing the most appropriate and Page 3 of 8

4 beneficial services to clients of the community xxiii. Resources and samples of recommended policies, trainings, and outreach xxiv. More coordination and collaboration among agencies to improve knowledge of issues xxv. All client and co-workers be treated equally, regardless of their culture and background use all community resources available xxvi. Service providers look like service recipients xxvii. Providers of service recognize and understand cultural differences a. Afterwards, co-facilitators Ms. Bah and Tiffany Williams organized the responses into six columns. i. Clients/consumers accessibility ii. Agency environments and change iii. Provider service delivery mechanisms iv. Hiring and promotion policies and practices v. Equal treatment of consumers and staffs vi. Inter/intra agency coordination b. Culturally and linguistically appropriate services are services that are respectful of and responsive to individual cultural health beliefs and practices, preferred languages, health literacy levels, and communication needs and employed by all members of an organization at every point of contact. i. What one group does or needs is not deemed suitable or acceptable for all individuals c. Ms. Bah repeated the CLC goals, enumerating specific aspects of definition and phrasing them as separate goal statements. Goal #1: Ensure adoption of a systemic, systematic, and strategic approach to increasing cultural and linguistic competence of services and supports delivered to children, youth, and families for Stark County Goal #2: Eliminate or reduce cultural, racial, ethnic, or geographic disparities for Stark County Goal #3: Prioritize sensitivity and appreciation for diversity and cultural issues throughout the System of Care and the macro-mezzo- and micro levels or policy level, administration/executive level, and services level for Stark County V. GROUP PLAN BUILDING & DEVELOPMENT Ms. Moore explained that every committee member would contribute to the Final SOC CLC report submission by contributing to this process. Then the large group was divided into 4 smaller groups and asked to assume the perspectives of the following decision-making groups at the following levels: a. Policy governance level Board of Directors and Executive/Management b. Administration/management level Program Coordinator c. Practitioner level Direct Healthcare Provider Page 4 of 8

5 d. Youth and family level Youth and family a. POLICY GOVERNANCE LEVEL (Board of Directors and Executive/Management) i. Goals 1. Some Cultural and Linguistic Policy is embedded into agencies bylaws 2. Accountability of the bylaws/policies a. Learning about agencies within the largest system i. Needs ii. Demographic, etc. ii. iii. PR sensitivity Opportunities and Obstacles Objective 1: Some cultural and linguistic policy is embedded into the agencies bylaws 1. Opportunities a. Board Member Diversity i. Specialist ii. Corp America b. Empowered Executives to expand learning grants c. Engage Senior Leadership of the community open their eyes to assist in recruitment i. Through orientation ii. Through volunteer initial 2. Obstacles a. Time b. Learning Curve Education c. Good old boy s network i. Fear of change recruitment d. Lack of understanding e. Loss of power with new Board Members recruitment f. Perception of prestige what can be brought to the table g. Identify key leaders with diverse heads Objective 2: Accountability of the bylaws/policies 1. Opportunities a. Accountability leads to diversity b. Create a system of awareness and learning 2. Obstacles a. One set of standards across the board due to diverse agency b. Education of goals for Cultural/Linguistic ii. Demonstrate clarity Page 5 of 8

6 b. ADMINISTRATION/MANAGEMENT LEVEL (Program Coordinator) i. Goals 2. Commit to a CLC lens when communicating with upper level management (boards, etc.), agency staff (providers), within the agency and outside (collaboration) 3. Enforce a CLC lens when hiring and establishing cultures in each agency location i. Opportunities and Obstacles Commit to a CLC lens when communicating with upper level management 1. Opportunities #1 a. Empowering management b. Advocating 2. Obstacles #1 a. Not all middle management have a loud voice b. Staff isn t always receptive because management doesn t always work with clients Enforce a CLC lens when hiring and establishing cultures in each agency location 1. Opportunities #2 a. Clients will be more trusting and feel more accepted; Rapport b. More opportunities 2. Obstacles #2 a. Universities in Stark County are very expensive. Opportunities are limited for many people to obtain LSW or LPC without attending Malone or Walsh Universities. c. PRACTITIONER LEVEL (Direct Healthcare Provider) i. Goals 1. Actively seek educational opportunities to improve cultural competence 2. Increase cultural competence environment (pictures, language, etc. to make clients feel more comfortable ii. Opportunities and Obstacles Actively seek educational opportunities to improve cultural competence 1. Opportunities #1 a. Networking b. New resources c. Training, available on time, web based, local Page 6 of 8

7 2. Obstacles #1 a. Lack of awareness b. Lack of resources c. Financial d. Time e. Lack of support Increase cultural competence environment (pictures, language, etc. to make clients feel more comfortable 1. Opportunities #2 a. Finding free materials online b. Grant funders may support easier for supplies to increase cultural competence 2. Obstacles #2 a. Costs, financial b. Lack of support for changes d. YOUTH/FAMILY LEVEL (Youth and Family) i. Goals 1. To open up the system to really meet the needs of our families a. Hiring practices b. Co-communication to meet needs (language) 2. Educate and make aware of using the system to determine the needs of the youth and families (make sure everyone knows everyone is different) a. Need acceptance b. Help a family grow c. Find resources d. LGBT education and counseling for transition ii. Opportunities and Obstacles To open up the system to really meet the needs of our families 1. Opportunities #1 a. Increase partnerships across different ethnicities within neighborhoods b. Increase conversations c. Develop common tools 2. Obstacles #2 a. Gaining interests b. Making it relevant c. Closed mindfulness and ignoring the situation d. There are different beliefs systems involved Page 7 of 8

8 Educate and make aware of using the system to determine the needs of the youth and families (make sure everyone knows everyone is different) VI. NEXT STEPS a. System of Care Planning Expansion Grant i. Information shared today will be put into a plan b. CLC committee/omhas statewide committee c. Technical Assistance d. Final Expansion Planning Survey August 21 st phone conference with Georgetown 9AM-1PM Jessica to sign up September 24 th Large Planning Meeting 11 AM-1PM, University Center Page 8 of 8

Theme 3: Engagement, Continuous Improvement, and Accountability

Theme 3: Engagement, Continuous Improvement, and Accountability Facilitators: Remel Moore, Jessica Zavala, Kelly Bah, and Tiffany Williams Minute Keeper: Ryan Tingler Attendee s: Elizabeth Bretz, Kay Conley, Themla Coss, Margaret Evans, LaToya Hampton, Bev Jordan,