Cultural and linguistic competence is one of the core values of the Safe Schools/Healthy Students (SS/HS) Initiative. Cultural competence is defined as “the integration of knowledge, information, and data about individuals and groups of people into clinical standards, skills, service approaches and supports, policies, measures, and benchmarks that align with the individual’s or group’s culture and increases the quality, appropriateness, and acceptability of health care and outcomes.[1]” Linguistic competence is defined as “the capacity of an organization and its personnel to communicate effectively, and convey information in a manner that is easily understood by diverse audiences including persons of limited English proficiency, those who have low literacy skills or are not literate, and individuals with disabilities[2]”
Programs, activities, and evaluations must ensure that they are appropriate for every cultural group by valuing diversity and incorporating multiple cultural perspectives. This can happen by using data to determine whether disparities and disproportionalities exist and developing policies and other strategies to address them. Child and youth service providers that incorporate culturally and linguistically competent services in State and community systems can reduce and eliminate disparities and disproportionalities, as well as increase the likelihood of positive outcomes for students and families. The National Resource Center for Mental Health Promotion and Youth Violence Prevention assists SS/HS grantees with selecting evidence-based curricula, practices, and policies that are proven to be culturally and linguistically competent. Specific practices that target this principle include (a) focusing on these competencies via workforce development of teachers and behavioral health providers and (b) having a broad stakeholder group, which informs grantee activities, that is representative of local cultural diversity (e.g., students, family members, faith-based organizations, and advocacy organizations).
[1] Cross, T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Toward a culturally competent system of care (Vol. I). Washington, DC: National Center for Cultural Competence, Georgetown University Child Development Center, CASSP Technical Assistance Center. Retrieved from http://www.mhsoac.ca.gov/meetings/docs/Meetings/2010/June/CLCC_Tab_4_Towards_Culturally_Competent_System.pdf
[2] Goode, T. & Jones, W. (2004) Definition of Linguistic Competence. The National Center for Cultural Competence, 2004). Retrieved from http://www.nccccurricula.info/linguisticcompetence.html
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