A Developmental Framework for Cultural Competence Training with Children

The Model of Cultural Competence Through an Evolutionary Concept Analysis

“…Distinctively in school education, a teacher's bilingual ability was emphasized for effective communication (Madding, 2000;Mangan, 1995;McMeniman & Evans, 1997;Osher & Mejia, 1999;Skutnabb-Kangas & Phillipson, 1983;Vanikar, 1985). Similar to the definitions in psychology, cultural competence in school education is composed of awareness and acceptance of cultural differences, awareness of the teacher's own cultural values, knowledge of the students' culture, and ability to adapt practical skills to fit the students'cultural context (Grant & Haynes, 1995;McManus, 1988;Sowers-Hoag & Sandau-Beckler, 1996). Additionally, the concept of cultural competence is defined as a "dynamic process of growth through ongoing questioning, self-assessment, knowledge and skill-building, starting with the students' level of current competence and supporting enhancement of their abilities" (Sowers-Hoag & Sandau-Beckler, 1996, p. 37).…”

“…In general, cultural consciousness or awareness, cultural knowledge, proper skill, and attitudes or values are considered as key components of cultural competence in social work practices (Bitonti, Albers, & Reilly, 1996;Boyle & Springer, 2001;Carrillo, Holzhalb, & Thyer, 1993;Chau, 1992;Dana, Behn, & Gonwa, 1992;Freeman, 1994;Grant & Haynes, 1995;Harvey & Rauch, 1997;Haynes, Eweiss, Mageed, & Chung, 1997;Krajewski-Jaime, Brown, Ziefert, & Kaufman, 1996;Leung, Cheung, & Stevenson, 1994;Manoleas, 1994;Rauch, 1999;Ronnau, 1994;Schlesinger & Devore, 1995;Stevenson, Cheung, & Leung, 1992;Williams, 1997).…”

Disparities in Mental Health Service Utilization among Low-Income African American Adolescents: Closing the Gap by Enhancing Practitioner’s Competence

“…Adolescents from racial and ethnic minority groups engage in a maturational process where they examine, learn about, and develop an understanding of the meaning and implications of their own and other's ethnicity (Grant & Haynes, 1999;Miller, 1999;Phinney, 2000). They learn the difference between being a part of or associated with one group verses another.…”

“…The process of discriminating individualized socio-cultural differences is influenced by race, class, culture, gender, and age. These filters allow contemplation of the broader social and cultural environment, demonstration of the reliance on logic, consideration of several attributes simultaneously, engagement in hypothetical thinking, abstract reasoning, and selfreflection (Grant & Haynes, 1999).…”

Substance Abuse among African-American Children: A Developmental Framework for Identifying Intervention Strategies

“…For this age group, substance abuse would best be addressed using peer-based prevention and intervention models. Children at this stage of development are increasingly able to describe their feelings, to cooperate, to empathize, and to be socially responsive in the context of peers (Grant & Haynes, 1995). Prevention and intervention objectives should then focus on enhancing cultural awareness and increasing exposure to a variety of positive peer groups.…”