strategies for building cultural competence

Transcription

1 YWCA USA Resource Library strategies for building cultural competence At the core cultural competence is the ability to function comfortably in crosscultural settings and to interact harmoniously with people from cultures and races that differ from your own. Cultural competence is informed by an understanding of the role of race and racism in our society and in one s organization. By definition, racism connotes that based on the color of one s skin certain groups have power, and others do not. In schools and community programs disparities in engagement and achievement often persist between people of color and their white counterparts. Therefore not all experience success during their involvement. The impact on success of race and racism among program participants and of the cultural competence of service providers is significant. tagxedo.com Table of Contents Introduction to Cultural Competence 2 Focus Areas. 3 Data and Disproportionality 4 Differences in Power... 5 Developing a Culturally Respectful Environment 6 Tools and Assessment Form Samples How to Be a Racial Transformer 9 About the Assessment Survey Samples.. 10 YWCA Staff Cultural Competence Self-Assessment. 11 Service Delivery Cultural Competence Self-Assessment.. 12 Participant Survey Sample.. 14 Parent/Guardian Survey.. 15 Program Observation Form. 16 Activities for Learning About Different Cultures. 17 Strategies for Discussing Differences.. 18 Content Sources and Additional Cultural Competence Resources Strategies for Building Cultural Competence 1 This document is part of the YWCA USA Online Resource Library. Find more resources on the intranet at

2 Introduction: Cultural Competence and Equity We often focus on the impact of culture and socioeconomic status as barriers to participant success. Yet, data indicate that even when one controls for socioeconomic status, race emerges as a greater critical factor in achievement. Even in the highest socioeconomic groups, white participants continue to outperform participants of color, especially among youth. Shifting the program climate to address race and culture openly is a daunting job, especially given the impacts of institutional racism. A starting place: Among all staff and volunteers, develop an awareness of beliefs and values toward people of races and cultures different than their own and how those beliefs and values contribute toward actions that may have a negative impact on communication, relationship building and desired outcomes. Develop desire to obtain knowledge about specific groups, the socio-political history of the U.S. as it relates to oppression of various ethnic and racial groups, and political decisions of education that have taken a mono-cultural position. Acquire skills to more effectively reach the diverse participants represented in the organization s programs. Resource to Employ: the YWCA From Impetus to Impact racial justice training series, found in the Mission Vitality > Building Support for the Mission section of the online YWCA Resource Library. Differences that are hard to understand like cultural differences often translate into a loss of power. This situation stems from the thought that We are no longer able to understand or influence this other person in the same ways our own culture has taught us. The result is reverting to stereotypes and preconceived perceptions and communications that fit our cultural expectations and put us first. When one is able to balance the power in a relationship, he/she becomes able to function comfortably and interact harmoniously with people from cultures that are different from their own. Effective cross-cultural relationships aren t dependent on a service provider knowing everything about the cultural practices of all participants. However, culturally competent service providers acknowledge their ongoing need to learn, and to keep open lines of communication with participants and their families. Culturally competent individuals: Value diversity Engage in self-reflection Manage the dynamics of difference Adapt to the cultural contexts of participants and communities they serve The following table provides a summary of focus areas and tools and offers practical tips for program leaders to implement.to build cultural competence. Further discussion on each focus area follows the charts. Strategies for Building Cultural Competence 2

3 Paths to cultural competence Focus Areas Role of Program Leader(s) Study Data and Disproportionality Examine community data to identify areas of disparity Review community demographics, including levels of segregation in housing, schools, jobs, healthcare, TANF participation, crime prosecutions etc. How do the %s in the population and the %s of those experiencing disparity compare? Establish a set of criteria that will be the core for selecting practices fit with need, based in experience with similar populations, skill requirements, etc. Know About Differences in Power Develop a Culturally Respectful Environment Include in every staff meeting a time to talk with staff about differences in power and invite staff members to talk with each other to expand understanding. Model behavior that balances power. Observe participants in the organization s program centers, watch and record examples of power differences based on race. Design and incorporate messages about power differences based on race in participant and client meetings and help identify ways to interact to balance power. Ensure that all staff are paying attention to their own tendencies when in conversation: Become a champion of positive organizational climate. Conduct an environmental scan and identify areas where steps can be taken to make building more respectful of other cultures. Reflect on culture, your personal cultural experience, and how your own experience shapes your assumptions and expectations about participants in your programs. Pay attention to tendencies when in conversations. Watch for defensiveness and wanting to explain before a question is asked. Listen carefully and openly without preparing a quick response. Examine your own beliefs about power and disproportionality and learn to model cultural competence. Share whatever struggles you are having with other staff; talk about how to deal with difficult issues and situations. Learn about dialogue and take the opportunity to practice with each other and give feedback. Identify what is needed for staff to take ownership of, support, and lead intentional cultural competency growth across the organization. Strategies for Building Cultural Competence 3

4 Focus Area: Data and Disparity Cultural and racial issues need to be acknowledged and addressed; disparity prevents full development. While many have been taught not to see color or differences and to treat everyone the same, differences exist. Among participants in our programs we should embrace differences in race, culture, physical ability and sexual orientation, and see learning styles as assets. Disproportionality: Disaggregating data gathered will likely reveal that some subgroups of participants are disproportionately represented in several areas of community life. African American males, for example, are suspended from school at a higher rate than any other student subgroup. The percentage of Native American students who graduate from high school in four years is lower than the percentage of white students. These educational inequities are collectively known as disproportionality. Gathering program data provides important information for interactions and service delivery. Data on participant progress, gathered and used regularly, is an empowering tool for program leaders who are committed to serving all participants well, and it provides essential information for designing curricula and sessions. Further, disaggregating data by demographic groups provides an opportunity to reflect on practices as well as institutional policies that may unintentionally perpetuate patterns of under achievement among certain groups of participants. Each YWCA needs to do the work of identifying the disproportionality that exists within its own data. Using Data to Address Inequities Choose a program outcome, and ask: How do participants of color progress compared to white participants? What exemplifies interactions among all participants are interactions largely segregated? Beyond basic progress assessments, behavioral data enriches the analysis: Where applicable, how does program attendance or the inability to complete a program look by racial, ethnic and linguistic groups? How does engagement data look by group? Some deeper questions are: What implications does the data have for interactions, curricula, and service delivery? If interactions among participants are highly integrated, what is working? If interactions are largely segregated, what are the problems? What additional or different methodologies and/or strategies are needed? The next level of understanding: What are the instances leading to program absences or resignation? Does that answer change, depending on the group being reviewed? Identifying Research-Based Practices Once program leaders, from an analysis of the data gathered, have a clear picture of the situations facing those being served, an action plan to meet identified needs can be developed. What training does staff need to become culturally competent? What specific strategies will work best to impact participants from different racial groups given the gaps that have emerged? In making service delivery decisions look for the closest matches to the needs of participants: Do interaction guidelines and instructional materials address the specific challenges that have been defined? Do staff members have the skills necessary to implement the cultural competence components of the program? If not, how much training is needed and how will it be provided? Strategies for Building Cultural Competence 4

5 Focus Area: Differences in Power I watch people interact with each other and it s like they just don t hear each other. Everyone discounts everyone else, and the climate goes downhill fast. At its heart, cultural competence is about power. It is important to recognize the power inherent in positions, such as between a department head and direct service staff. Equally important is employing that power to help all participants succeed. Within the context of cultural competence, power is defined as the ability to make things happen. Sometimes program leaders lecture or advise participants and thereby appear to hold all the power. They generate the talk, dispense the knowledge, prescribe the direction where participants should move and make progress notes. In more recent times, interaction with and among program participants - by design and especially at YWCAs - has become engaging and empowering by distributing power among those involved. In empowering environments, staff serve as consultants or mentors that present information about options vs as a decision maker on behalf of the people they are working with. They understand who they re talking to, what that person s current state of affairs is, and how best to satisfy the needs that are being expressed. Empowering interactions are highly personalized, link individual strengths and competencies to natural helping systems, and intentionally grow one s ability to understand and take control over the personal, social, economic and political forces affecting his/her development and take appropriate action to improve their life situation. Strategies for Building Cultural Competence 5

6 Focus Area; Developing a Culturally Respectful Environment One way to support individuals as they strive is by changing their environment. To this end, leaders must be the champions of a positive organizational climate and consistently model positive interactions. Staff colleagues and participants need to see that power is shared, hear leaders talk about the benefits of an inclusive, positive environment and adeptly address issues of race and culture. Program Leadership Cultural competence depends on highly qualified and culturally competent program leaders, culturally responsive service delivery curricula and methodologies, and continuous examination of the institutional conditions that perpetuate the disparities the organization is trying to alleviate. Leaders must articulate these concepts, model cultural competence in interactions, decisions, questions asked, and options generated and support all they work with towards the development of cultural competence. Strategies include: Develop a plan. Identify individuals who show interest in making this shift. Ask them to become champions of these efforts. Agree to share feedback with each other about the progress being made. Engage them in learning more about these issues and to engage others. Continue to grow the circle of champions as others become engaged. Staff Ratios Recruitment efforts designed to match the diversity of staff with participant diversity should be easily visible, especially among program leader staff. Strategies include: Look for and hire skilled staff with a variety of backgrounds from different racial and ethnic groups. If work is needed to meet that goal, engage community volunteers to carry out specific and appropriate roles as the staff diversity recruitment plan is being implemented. Have the volunteers work as model learners so that participants can begin to see people like themselves in positions of learning and authority. Curricula All curricula employed needs to include the contributions and perspectives of different racial, ethnic and cultural groups. Learning tools throughout the organization should obviously reflect the community s diversity. Strategies include: Choose approaches and materials that provide a diverse picture of the world and model skills to embed a variety of authentic multicultural content and resources into core curricula. Support staff in interacting and fostering empowerment and equity. Create a welcoming environment that physically reflects the diverse cultures, interests and experiences of participants. Incorporate discussions in all meetings with participants about how differences are an asset. Engage participants in reflecting on their personal racial/cultural experience/background in relation to the curricula. Strategies for Building Cultural Competence 6

7 Service Delivery Current research suggests that the most effective approaches to increasing cultural competence among program leaders and among participants is to draw upon the knowledge and skills they bring to each program. From here, staff learn to incorporate knowledge of participants cultures into the design of content and strategies. Make sure program leaders know and use strategies that meet the needs of all the people they serve, and that they are supported in seeking new and different strategies as the service population changes. Strategies include Help staff recognize the impact of culture and use strategies that build on participants cultural strengths and that promote empowerment and success. Promote staff dialogue about how to recognize and intervene on their own and other s predisposed expectations about participant abilities/performance. Support staff dialogues about ways to engage participants in reflecting on their cultural backgrounds and to share information, traditions, etc. Help staff use cultural knowledge and achievement data to design and deliver differentiated opportunities to make progress. Environmental Scanning Instructional materials and strategies are not the only ways in which to influence beliefs and preferences. Program curricula, along with the organization s physical environment, should function both as a window and a mirror in order to reveal and reflect most accurately our diverse, multicultural world and that of participants. Strategies include: Examine the physical environment of the organization and involve all staff in creating a more inclusive climate. Create signage in whatever languages are significant in the community. Participants and visitors will look around, see their roots being honored, and feel welcome. Examine postings and displays, greetings, office décor and other visual attributes to assure that they are welcoming to diverse participants, staff, and visitors. Actively engage participants in designing the physical environment to reflect their personal cultural experiences and backgrounds. Institutionalize professional learning communities and/or discussions about service delivery in light of differences in race and culture. Use of Dialogue Dialogue is talking without defending and listening without judging. It is saying what you want to convey and hearing what the other person is saying. When in a dialogue, make offerings in ways that the other person can hear. Dialogue means being open to the message of the other person, and when appropriate, articulating discomfort with what they are saying and how they say it. Everyone has the right to state their position, if need be, about how someone is expressing him/herself, but it needs to be done without blame, shame, or accusations. Criticism, sarcasm, boasting, jargon, and positional statements all have a negative effect. Four common agreements to be used when in dialogue are: Stay engaged Express feelings of discomfort if/when they emerge and share the reason(s). Speak to build understanding, not to solely defend your position. Accept non-closure Strategies for Building Cultural Competence 7

8 Personal Reflection Culturally competent leaders and staff recognize the relationship between culture and learning, they continually reflect upon their own cultural experience and the experience of those they serve, and they consistently use this knowledge to create learning environments that meet participants diverse needs. To understand the impact of culture as it relates to self is the beginning of understanding and acceptance of others whose culture may be different. As discussed earlier: Reflect on culture, your personal cultural experience, and how your own experience shapes your assumptions and expectations about participants in your programs. Pay attention to your own tendencies when you are in conversation. Are you defensive? Wanting to explain before a question is asked? Listen carefully and openly without preparing your own response. Examine your own beliefs about power and disproportionality and learn to model cultural competence. Share whatever struggles you are having with other staff; talk about how to deal with difficult issues and situations. Learn about dialogue and take the opportunity to practice with each other and give feedback. Strategies for Building Cultural Competence 8

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10 About the Assessment Survey Samples YWCA Staff Cultural Competence Self-Assessment Sample It is crucial that staff serving in all capacities understand their own attitudes and bias regarding cultural competence and racism before assisting others in examining this issue and implementing changes. This assessment is designed for self-examination of one s own cultural competence and to help identify personal and professional growth areas. Cultural competence is a process and this self-assessment should be completed at least twice yearly to ensure steady progress. Cultural Competence Assessment: Program and Service Delivery Processes This assessment is designed for use by direct service staff and program supervisors after cultural competence initiative discussions have begun. This part of the process provides feedback to identify ways to help all grow their understanding of cultural competency and skills. Participant Survey This survey can be adapted as need be for different age groups and languages Program Observation Form Use this as a part of environmental scanning to collect data about how diversity is encouraged throughout the YWCA. The form and process can also be used by a wide range of staff and volunteers to provide feedback on an ongoing basis. Parent/Guardian Survey This is a tool to assess a YWCA s level of cultural competence as perceived by the parents of children in its programs. It may be presented at a parent meeting, family activity night or distributed at the front desk. It may be helpful to use this survey in conjunction with a parent focus group. Strategies for Building Cultural Competence 10

11 YWCA Staff Cultural Competence Self-Assessment Reflect on the following questions to determine where you are on this subject, making notes as you go. 1. What are some of my beliefs or assumptions about participants of color in general? 2. What are some of my beliefs or assumptions about the ability of participants of color to learn different behaviors if these behaviors are creating barriers to development? 3. What are some of my beliefs about families of color in general and, for those with children in our programs, their interest in their children s progress? 4. What is my belief about the ability of participants of color to tackle challenging work? 5. How am I handling resistance among other staff, if it exists, to discussing issues of race or culture? 6. How am I handling resistance among other staff, if it exists, to implementing cultural changes in our building, program curricula or service delivery strategies? 7. Am I resistant to discussing issues of race or culture? 8. Am I resistant to implementing cultural changes in our program centers, program curricula or service delivery strategies? 9. If I have fears related to this topic, what are they? Strategies for Building Cultural Competence 11

12 Service Delivery Processes Cultural Competence Self-Assessment Directions: Please write 3, 2, or 1 in the space before each of the following statements. 3 = I do this frequently 2 = I do this occasionally 1 = I do this rarely or never Physical Environment, Materials, and Resources I display pictures, posters, artwork and other décor that reflect the cultures and ethnic backgrounds of those served in our programs. I ensure that curricula inclusions and printed materials reflect the different cultures of those served in our programs. When using videos, films or other media resources, I ensure that they reflect the cultures and ethnic background of those served in our programs.. I ensure that information distributed or made available sent home takes into account the average literacy levels and language of origin of those served in our programs. subtotal/4 = average Communication I ensure that interactions and communications are free of negative cultural, ethnic, or racial stereotypes. When interacting with participants and families who have limited English proficiency I keep in mind that: Limitation in English proficiency is in no way a reflection of their level of intellectual functioning. A limited ability to speak English or to express oneself in the same way as I do has no bearing on one s ability to communicate effectively. I ask bilingual-bicultural staff and/or personnel to interpret during meetings and other occasions for participants and families who need or prefer this level of assistance. For participants and families who speak languages or dialects other than English, I attempt to learn and use key words in their language of origin so that I am better able to communicate with them. I understand that it may be necessary to use alternatives to written communications for some participants and families, as direct communication via phone or through another person or organization they are familiar with may be more effective and preferred. subtotal/5 = average Strategies for Building Cultural Competence 12

13 Values and Attitudes I avoid imposing values that may conflict or be inconsistent with those of cultures or ethnic groups other than my own. I recognize and accept that individuals from culturally diverse backgrounds may desire varying degrees of acculturation into the dominant culture. I intervene in an appropriate manner when I observe participants or other staff engaging in behaviors that show cultural insensitivity, racial bias and prejudice. I understand and accept that family is defined differently by different cultures (e.g. extended family members, godparents). I understand that age and life cycle factors must be considered in interactions with individuals and families (e.g. high value place on the decision of elders, the role of eldest male or female in families, or roles and expectation of children within the family). Where I serve children, I forward cultural competency goals, but also accept the parent/guardian as the ultimate decision maker for services and supports needed for their child, even though my professional or moral viewpoints may differ, I recognize that the value of the services being provided may vary greatly among cultures. I understand that one s cultural norms and other beliefs may influence how participants and individuals respond to the services being provided. I understand that the perception of our program/service delivery has different meanings to different cultural or ethnic groups. I seek information from participants, families and/or key community resources that will assist in curriculum adaptation to respond to the needs and preferences of culturally and ethnically diverse groups served. If making a home visit, I first seek information on acceptable behaviors, courtesies, customs, and expectations that are unique to the culturally and ethnically diverse groups served. I keep abreast of the major concerns and issues for the ethnically and racially diverse participant/family population served. I am aware of the socio-economic and environmental factors that can contribute to development problems for the culturally, ethnically and racially diverse populations served. I do not use knowledge of these factors to lower my level of expectations for participants regarding behavior or progress; rather, I provide additional support as needed. I avail myself of professional development and training to enhance my knowledge and skills in the provision of services and supports to culturally, ethnically, racially and linguistically diverse participants. I strive to become competent in the most current and proven best practices for serving culturally, ethnically, racially and linguistically diverse participants. I advocate for reviews of our program s goals, policies, practices, and procedures to ensure that they incorporate and reflect principles and practices that promote cultural competence. subtotal/17 = average How to Interpret Your Results This checklist/assessment tool is intended to heighten awareness and sensitivity to the importance of cultural competence. It provides concrete examples of the kinds of beliefs, attitudes, values, and practices that foster cultural competence. There is not an answer key with correct responses. Those frequently responding with 1 stand to benefit greatly from a strategically developed and implemented organization-wide cultural competency program. Strategies for Building Cultural Competence 13

14 Participant Survey Ethnicity or race Program Date 1. I feel accepted at the YWCA. Yes No A little 2. I feel that other participants/clients of my race or culture are respected and treated fairly. Yes No Sometimes sure 3. The YWCA staff I see make me feel accepted by: 4. The YWCA staff I see seem comfortable talking to and working with people from my race and culture. Agree Some do Disagree 5. The YWCA staff helps me to make friends from other cultures and helps people from other cultures make friends with me. Agree Some do Disagree 6. YWCA staff expects all the people they serve to succeed no matter who they are. All of them do Some do None of them do 7. There are pictures and other visuals throughout the YWCA that relate to my culture or race. True true 8. I would like more pictures or other visuals that relate to my culture or race. Yes No sure 9. YWCA staff intervene when they see actions and/or hear name-calling, or other negative behaviors related to race or culture. Yes No sure 10, YWCA staff include messages and information during the program(s) I m involved in that help me understand the importance and benefits of eliminating racism. Strategies for Building Cultural Competence 14

15 Parent/Guardian Survey The purpose of this survey is to find out how parents of children in our programs feel about our cultural competence. Please circle yes or no. Feedback and ideas are welcome. Your Child s Ethnicity or Race Your Ethnicity or Race Program in Which Child is Being Served 1. The YWCA is warm and friendly. Yes No Don t Know 2. Program leaders at the YWCA care about my child. Yes No Don t Know 3. Program leaders interact in ways that empower my child. Yes No Don t Know 4. Program leaders respond well to my concerns. Yes No Don t Know 5. The YWCA encourages everyone to embrace diversity and is obviously sensitive to the needs of all cultures. Yes No Don t Know 6. The YWCA displays posters, artwork and other décor that reflect all cultures. Yes No Don t Know 7. The YWCA provides information that is easy to read and understand. Yes No Don t Know 8. Program leaders at the YWCA have high expectations for my child. Yes No Don t Know 9. Program leaders at the YWCA provide my child and our family with information, messages and the support needed for them to be successful. Yes No Don t Know 10. Staff at the YWCA respond quickly and appropriately to issues of racism Yes No Don t Know or reported by my child. Strategies for Building Cultural Competence 15

16 Program Observation Form Observer Date: Time: Program: General Conditions Program expectations and rules were posted in all applicable languages. Expectations and rules were enforced in a manner that intentionally built respect for and equity among all participants. Program leaders communicated with all participants in a respectful manner. Program leaders included messages and information during the program(s) that helped participants understand and eliminate racism. Program leaders included messages and information during the program(s) relevant to culture that helped all participants feel empowered. Program leaders took action and used appropriate messages during the program(s) to address situations that perpetuated racism. Program leaders did not impose values that might have conflicted or have been inconsistent with the participant s culture or ethnicity. Program leaders exhibited high expectations for all participants despite their culture or ethnicity. Program leaders fostered the ability among participants with limited ability to speak English or express themselves. Participants appeared to understand the importance of eliminating racism and embracing diversity, and the role they needed to play. Physical Environment, Materials & Resources Program leaders had obviously screened curriculum material for negative cultural, ethnic, or racial stereotypes before using it. Pictures, posters, artwork and/or décor reflect and respect the cultures and ethnic groups of those served by the YWCA. Cultural Competence Levels Program leaders displayed a level of competence in best practices for serving culturally, ethnically, racially and linguistically diverse participants. Those areas not applicable or relevant are not marked. Comments: Degree of Implementation Low High Strategies for Building Cultural Competence 16

17 Activities for Learning about Participants Cultures Have participants write autobiographies about themselves. Have participants create a family photo album to share with class. Have participants interview one another. Seek out a different participant each day and get to know something about him or her. Post discussion questions to find out what participants are thinking, feeling, and doing in their everyday lives related to cultural competency. Have participants write some assignments in their own/native/home language. Have participants find out about and develop written/oral reports on their favorite person from their own culture. Strategies for Building Cultural Competence 17

18 Strategies for Discussing Differences This tip sheet has useful suggestions for opening the conversation at the YWCA. Attend a cultural competence workshop or conference, followed by a self-assessment of beliefs and attitudes (sample self-assessment form included in this section). Establish and maintain issues of culture, equity and disproportionality as a high priority. Establish the cultural competence plan among all staff as a strategic initiative. Acknowledge that: -Race and culture are often difficult to talk about. -Many of us have had experiences with conversations about race where the outcome was not positive. -Having discussions about race and differences involves taking a risk. -What is comfortable for us personally may not be comfortable for others. -If the outcome can lead to improved relationships and improved performance for all people we serve, then the discomfort would be worth it. Collect data to illustrate the problems around these issues (e.g. achievement referrals, participant experience). Have all staff complete a cultural competence pre self-assessment. Conduct a post self-assessment each year to determine change/growth. Results should be tabulated and discussed as a team. Develop study groups to discuss topics related to cultural competency issues on a monthly or semi-monthly basis. Include all staff, an existing committee or newly formed committee. Develop a plan for heightening awareness of cultural competency that includes a baseline assessment process. Focus on best practices for service delivery, environment, and relationships. Assess whether there are differences in how best practices are implemented depending on the culture of the participant. Help staff understand the difference between being colorblind and seeing participants as individuals with their culture as an asset. Help program leaders build their sense of efficacy with all participants, and normalize the learning of new strategies. Maintain high standards and accept no excuses for the lack of endorsement or plan progress. Strategies for Building Cultural Competence 18

19 Content Sources and Additional Resources Content for this guide was adapted from: Safe Schools-Health Students Initiative: Minneapolis, MN, School System Courageous Conversations about Race, Singleton and Linton, 2006; and Hopkins School District 270 Framework for Effective Teaching, Counseling the Culturally Different: Theory and Practice, 4th edition. New York: John Wiley. Adapted from Sue, D.W., & Sue D (2003). Colorlines.com National Center for Cultural Competence, Center for Child and Human Development Georgetown University, Washington, D.C. Closing the Achievement Gap: What Doesn t Meet the Eye, Learning Point Associates; National Center for Cultural Competence. Additional Resources: Culture Matters: This 150-page teaching manual developed by the Peace Corps helps prepare their participants to serve and teach people from other cultures. YWCA From Impetus to Impact racial justice training series, found in the Mission Vitality > Building Support for the Mission section of the online YWCA Resource Library. Posted summer, 2014 Please note: this information is presented as a resource, not advice. YWCA resource materials are reserved for YWCA use only and copyright restrictions apply. For the development of any major agreement or plans, be sure to engage appropriate counsel Strategies for Building Cultural Competence 19