CULTURAL COMPETENCE CONTINUUM - CHARACTERISTICS (Adapted from Terry L. Cross, et., at., 1989), Coleman/Pellitteri 2000 & Updated 2/4/13

I. Cultural Destructiveness II. Cultural Incapacity III. Cultural Denial/Indifference I make a conscious effort [use my power] to I am unwilling to be useful or helpful to other I believe that culture/color and dimensions of destroy cultures that are different from my own cultures. diversity are unimportant. or from what I think will work best for others.

……“We are all that is important.” ……“We take care of our own.” …… “All people are the same.”

Characteristics include and are not limited to… Characteristics include and are not limited to… Characteristics include and are not limited to…

• Believe I (my family, my group, etc.) is • Individual/group is not consciously deciding • Encourages assimilation and the suppression superior to, and have extreme biases against, to be incapacitated, they are simply taking care of difference. those who are different. of their group. However, if the group reflects the dominate culture, the process alone results in • Discomfort recognizing difference and ig- • Overt message to those who are different is institutional or systematic bias. nores (or unaware of) cultural strengths. that they are not valued or welcomed. • Stuck in a mindless position; simply not aware • Denies that culture and dimensions of diver- • Others are perceives as nonentities, of our behavior that maintains this incapacitated sity (gender, ethnic group, sexual orientation, expendable and/or undeserving. state, however outsiders will experience subtle etc) are significant. messages that some cultures (groups) are neither • Harm to others is acceptable, appropriate, valued or welcomed; at best may be tolerated. • Beliefs, policies, actions that assume world and/or justified. is fair and achievement is based on merit: • Disproportionately apply resources to benefit “should pull oneself up by own boot straps.” • More of an absolutist worldview that highly their own group. values winning. • Institutional attitudes that refuse to take • Residual effects of incapacitation may be responsibility for the impact of their lower expectations for some cultural, racial, behavior/actions on others and often blame ethic groups (and/or other dimensions of diver- individuals/families for the perceived failures. sity such as gender, sexual orientation, age, etc). • Does not recognize the reality of power/ • Those who are different are segregated for privilege. their good. • Believes what is useful for the dominate • More of a relativist worldview, (I’ll take care group is universally applicable and applies as of my own) that highly values maintaining the such (one size fits all). status quo. IV Cultural Pre-Competence: V. Cultural Competence VI. Cultural Proficiency I realize that my responses to cultural differ- Cultural Competence: Cultural competence is Cultural proficiency means that I hold culture ence are more often than not culturally de- characterized by a commitment to social and in high esteem and that it is my organizing structive and I am trying to understand how to economic justice. “Foster mutual adaptation to frames of reference and the foundation by respond culturally competently/proficiently. difference to create environments that are useful which I understand relationships between in- “Often have nice written policies, but limited for all.” dividuals, groups, organizations, systems, etc. action.” The operative word is “trying.” “Optimal, universal, inclusive and proficient.”

Characteristics include and are not limited to… Characteristics include and are not limited to… Characteristics include and are not limited to…

• Expressed commitment to valuing diversity Effective plan and demonstrated actions of indi- Realization that we (as individuals/groups) but no clear plan for achieving organizational viduals/organizational cultural competence, which are both separate and also connected, which cultural competence. includes and is not limited to: requires the following understandings. • Works at being inclusive. • Mindfully behave in a manner that demonstrates • Worldview shifts from a value for diversity. absolutism/ethnocentrism [separateness] • Ceases to expect those who are different • Participants in rigorous/on going self examination …to universalism [both separate/connected]. will suppress their difference and at same into the manner in which culture/heritage influences time is not sure what to do when difference is perceptions, attitudes and behavior about expressed – resulting in movement towards the (and towards) those who are culturally different. • Attitude shifts from status quo. judgments, cruelty, unforgiveness, • Works at being inclusive. selfishness, etc. [separateness] • Recognizes the need for consumer/family …to compassion (kindness, involvement and at same time often not sure • Ceases to expect those who are different will sup- generosity, gentleness) to self/others how to integrate this voice/involvement. press their difference. [both separate/ connected]. • Willingness to stay engaged with others to • Expressed commitment to human/civil rights integrate their values, beliefs and associated and social justice, as we define them. needs into decision-making and action. • Relationships shift from stereotyping [separateness] • Beginning to realize ethnocentric beliefs • Demonstrated commitment to human/civil rights, …to authentic [both separate/connected]. distort one’s vision about those who are social justice, as defined by the marginalized different. individual/group. • Policy shifts from • Beginning to question the validity of • Actively develops cross-cultural knowledge exclusionary [separate] segregation and/or assimilation. and skills. …to inclusionary [both separate/connected]. • Continuously looks outside of one’s own world- • Recommends the need for improved services view to gain a more accurate understanding. to specific poorly served populations, with no • Practices shift from action. • Mindfully engages in a mutually adaptive process, destructive [separate] rather then segregate and/or require assimilation. …to constructive [both separate/connected]. • Maintains a parental attitude towards the marginalized group; positive outcomes are • Actively seeks input from specific poorly served associated with how close the marginalized populations and takes action to meet the defined group can approximate the dominate group needs. in terms of language, appearance, values and beliefs. • Adapts service delivery to meet the needs of a multi-cultural community.