Envision the Possibilities How to Promote Services and Improve ...

Envision the Possibilities: How to Promote Services and Improve Access for Multicultural Consumers Across Virginia DMHMRSAS Workforce & Cultural Competency Conference October 24 & 25, 2007 Marriott Newport News At City Center Susan N. O’Nell University of Minnesota Goals of the Session • Learn about the CDS and availability in VA. • Learn some about assessing Cultural Competence and why Cultural Competence is important. • Review the content in the Cultural Competence course. • Learn how to use this course in your organizations to improve CC. CDS-Mini-“Train-The-Trainer” Agenda: (75 minutes) • Introduction to presenter/handout review (5) • Introduction to CDS-general (10) • Introduction to CDS and CC (55 total) --Methods and ground rules (10 each) --Content and interactions (35) • Questions/Wrap-up (5) Susan N. O’Nell University of Minnesota Institute on Community Integration 110 B Pattee Hall, 150 Pillsbury Drive SE Minneapolis, MN 55455 tel: (612) 624-0386, email: onell001@umn.edu How the Five Elements of Cultural Competence Relate to the Six Stages of the Cultural Competence Continuum Five Elements 1. Valuing diversity 2. Recognize your own culture 3. Aware of 4. Learn culture in and share situations knowledge of cultures 5. Meeting the needs of others and their cultures Six Stages 1. Cultural Destructiveness 2. Cultural Incapacity. 3. Cultural Inattention. 4. Cultural Pre-Competence. 5. Basic Cultural Competence. 6. Advanced Cultural Competence. ? Basic and Advanced CC include: • Valuing diversity (not just tolerating) • Understand culture influences EVERYTHING (not just dress, food, etc.) • Know some about other cultures • Willing to change behavior to meet the needs of others www.collegeofdirectsupport.com What is the College of Direct Support? • National training and learner management program for human service field. • For direct support professionals and/or their supervisors. • Supporting people with intellectual disabilities, mental health, age-related or physical disabilities in homes, at work, at school (community!) • Web-based, Multimedia, self-paced. Why Was it Important to Develop CDS? • Increasingly demanding roles & responsibilities (DSPs & supervisors) • Geographic dispersion • Inadequate/poor DSP training • Lack of articulated skill sets and career paths • Need to respond to new support options Qualities of the CDS • Validated Content  Based on job analyses (i.e. CSSS)  National Board of Editors (content/training experts) • Adherence to Adult Learning Principles     Multi-media, interactive Integrated probes and tests for understanding Self-paced with easy in/out Prompts, supports and resources for advanced learning • Focus on “Real Work”  Accessible 24-7-365; anywhere with computer access  Permanent and transportable record of training  Real work examples and illustrations throughout • Focus on Teaching DSPs the Principles, Value and History of Their Work  Values of respect, self-determination and inclusion throughout  Importance, responsibility & value of DSP role  NADSP Code of Ethics Learner Management Systems • Learner Management System  Assessment • Pre/post • OJT/portfolio • Retention and Related Data  Site number  Crude separation     Hours Course completion Scores on testing Supervisor assessment check off Satisfaction Intent to stay Exit interview demographics • Customization Options  Annotations  Lesson plans  Content Linking • Surveys of staff     Organization of CDS Content • Course  A broad topical area  Includes 4-7 lessons • Lesson  Unit of instruction that is about 45 minutes to one hour in length • Module  A combination of courses and lessons combined together to make a module  Can be customized to the individual learner and purchaser Commonwealth of Virginia-Usage 40 Facilities 5 Community Services Boards 15 Hospitals & Training Centers 20 Private Providers with all joining this summer 21 Administrators Supported 6581 Learners 231,437 lessons assigned 137,695 lessons completed Commonwealth of VirginiaWhat’s New? • Increased Access October 1, 2007. • Pay for the Admin fee and then have access to all content • Contact information for CDS info www.dmhmrsas.virginia.gov • Office of Mental Retardation, contact person: Dawn Traver (757) 253-4316 dawn.traver@co.dmhmrsas.virginia.gov Current Courses For DSPs • Safety at Home and in the Community • • Direct Support Professionalism (rev. 2006) Intro to Developmental Disabilities • • • • Maltreatment of Vulnerable Adults and Children Supporting Healthy Lives Individual Rights and Choice Community Inclusion • • • • • • • Teaching People with Developmental Disabilities Person-Centered Planning and Supports Introduction to Employment Supports You’ve Got a Friend: Supporting Family Connections, Friends and the Pursuit of Happiness Functional Assessment Working with Families and Other Support Networks Everyone Can Communicate • • • • Positive Behavior Support Documentation Cultural Competence Personal Care • Intro to Medication Supports Red bullet = across disability groups Blue bullet = developmental disability TOTAL hours: 107 Current Courses Supervisors/Mgrs. • Preparing for the Supervisor’s Job • Training and Orientation • Fueling High Performance • Recruitment and Selection • Developing an Intervention Plan Red bullet = across disability groups Blue bullet = developmental disability TOTAL hours:44 Courses in Development For DSPs • • • • • • • • • Safety at Home and in the Community (rev.) Supporting Careers (adv. Employment) Home & Community Living Managing Stress and Burnout Civil Rights and Advocacy Aging and Disability Disability and Sexuality Mental Health Disability Intensive Mini Courses      Autism Brain Injury Diabetes Epilepsy Cerebral Palsy For Supervisors/Mgrs. • • • First Few Weeks and Months as A Superviisor Understanding HR Practices I Understanding HR Practices II Current Courses- “Face Time” • • • • • • • • • • • • Safety at Home and in the Community Maltreatment of Vulnerable Adults and Children Supporting Healthy Lives Individual Rights and Choice Community Inclusion Positive Behavior Support Documentation Cultural Competence Personal Care Intro to Medication Supports Functional Assessment Working with Families and Other Support Networks • • • • • • Direct Support Professionalism Intro to DD Teaching People with DD Person-Centered Planning Introduction to Employment You’ve Got a Friend: Relationships • • • Preparing for the Supervisor’s Job Training and Orientation Fueling High Performance • • • Recruitment and Selection Dev. an Intervention Plan Everyone Can Communicate Methods/Framework Facilitator Attributes GROUND RULES GROUND RULES • Use a calm tone and calm words when disagreeing or asserting, no yelling, accusing or swearing. • Assume the best of others and respond accordingly. (An ignorant comment is just ignorance not malice) • Monitor your feelings and take responsibility for your behavior. (take a break if needed) • Engage for the purpose of understanding. There are no points to prove to each other, only things to be learned from each other. Review some CDS CC content to: • Show off features and ways content is presented in CDS • Become more familiar with CC in general • Why it’s important to your organization and you personally. • Define/put boundaries on some terms • Journey toward increased CC • Walk away with some ideas. Go to Live Website Questions/Comment/Wrap-Up Remember: • Training (no matter how good) is only part of developing CC services. Push for resources, effort, and systems. • Treat the topic and people’s efforts with respect to maintain trust. • Assessment of self and org. will go up and down as more is learned. Don’t get discouraged (or too full of yourself!). • Enjoy!