Course Description:

This first class will level up learners’ previous trainings, building on strengths, including lived experience through applied learning and practice in their own work role. The class will focus on the principal standard in the National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health and Health Care from which the others follow. Self-assessment tools and small group practice of courageous conversations will help learners gain sufficient self-awareness to reduce the influence of personal biases and values in working with diverse groups. By the end of this class, each participant will have a role-specific measurable, time-bound goal to help implement CLAS standards within their specific role in the San Diego County system of care.

By the end of today, participants will be able to:

1. Recognize National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health and Health Care to provide effective, equitable, understandable, and respectful quality care and services responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs.
2. Differentiate between culture, cultural humility, cultural awareness, cultural competence and cultural responsiveness and the impact of these approaches.
3. Practice a courageous conversation to gain self-awareness of the influence of personal biases and values in working with diverse groups.
4. Explain two ways that culturally responsive therapeutic treatment modalities strengthen the effectiveness of your specific role as a leader, direct service provider, or administrative staff.
5. Discuss the impact of culturally influenced communication, including nonverbal cues and other forms of communication, on trust and rapport-building within your organization and/or with individuals and families receiving services.
6. Identify specific, measurable, achievable, relevant, and time-bound actions that can be taken within your organization to enhance culturally responsive services.

Course Description:

In the second class, learners will practice applying the 3 standards for Governance, Workforce, and Leadership and 6 standards for Engagement, Continuous Improvement, and Accountability from National Standards for Culturally and Linguistically Appropriate Services (CLAS) by identifying and using communication skills specific to their own work role within a social justice and diversity, equity, and inclusion framework. By identifying specific examples of macroaggressions and microaggressions and their impacts on your program participants and on the workforce, learners will identify opportunities to improve culturally responsive engagement within their organization and with individuals and families receiving services.

By the end of today, participants will be able to:

1. Understand the 3 standards for Governance, Workforce, and Leadership and 6 standards for Engagement, Continuous Improvement, and Accountability from National Standards for Culturally and Linguistically Appropriate Services (CLAS).
2. Identify specific strategies to practice counseling, management, or administrative skills within a framework of social justice, diversity, equity, and inclusion to prevent or address institutional bias in behavioral healthcare and substance use treatment.
3. Identify specific examples of macroaggressions and microaggressions in the workplace and their impacts inside the walls and outside the walls, on staff and on program participants.
4. Explore ways to disrupt the use of microaggressions through inclusive and culturally inviting clinical practice.
5. Examine an organizational policy and practice to identify opportunities to improve culturally responsive engagement with individuals and families receiving services.

Course Description:

In this last class, learners will apply National Standards for Culturally and Linguistically Appropriate Services (CLAS) numbers 5 through 8 (Communication and Language Assistance) to communicate clearly their understanding of the CLAS standards and implement them within their specific role in the San Diego County system of care. In the first two classes, learners were invited to recognize County health equity dynamics, including privilege, power, and cultural responsiveness. In this class, learners will build on and respond by practicing assessment of cultural resilience and strengths. By the end of this class, learners will identify and apply specific culturally responsive competencies in their own role by setting specific, measurable and time-bound goals.

By the end of the day, you will be able to:

1. Identify ways that National CLAS Standards 5-8 (Communication and Language Assistance) align interventions with the values, cultures, and needs of those we serve.
2. Recognize ways that assessing cultural resilience and strengths can improve cultural responsiveness in behavioral healthcare and substance use treatment settings.
3. Explore specific examples of affinity bias, guilt, privilege and shame as barriers to culturally responsive service provision
4. Identify two role-specific competencies for culturally responsive leadership and supervision, administrative assistance and communication, and therapeutic treatment modalities.
5. Create a plan with three actions to strengthen and enhance cultural responsiveness in everyday practice for the delivery of Behavioral Health Services in your role.

The following courses contribute towards the San Diego County BHS requirement of 4 hours of Cultural Competency training. To find these trainings, you may search for the course by name or provided course code.

Below is a list of the most recent cultural competency eLearnings

• Anti-Racism in the United States eLearning
• Introduction to Asian American and Pacific Islander Communities eLearning
• Introduction to LGBTQ+ Communities eLearning
• Introduction to Latino Populations eLearning
• Who we Are: An Introduction to the African American Community eLearning
• Trans and Nonbinary Identities eLearning

 
Review our extensive list of all the approved Cultural Competency eLearnings.

Culture Competency eLearnings (pdf)

This course meets the qualifications for 24 hours of continuing education credit for LMFTs, LCSWs, LPPCs and/or LEPs as required by the California Board of Behavioral Sciences. The Academy for Professional Excellence is approved by the California Association of Marriage and Family Therapists to sponsor continuing education for LMFTs, LCSWs, LPCCs and LEPs, Provider #91928.

 
The Academy for Professional Excellence is approved by the California Board of Registered Nursing, Provider # CEP15014; CCAPP-EI, Provider # 1S-98-398-0824, and CAADE Provider # CP40 906 CH0326 for 20 contact hours/CEHs.

 
The Academy maintains responsibility for this program and its content. CE certificates will be available for download 5 business days after course completion.

How to obtain CE Certificates.

Review our Grievance Procedures

Please submit all requests for accommodations two weeks prior to the start of the training. The Academy for Professional Excellence is committed to creating an inclusive and welcoming environment that appreciates and builds on diversity. In accordance with the Americans with Disabilities Act (ADA) of 1990, and California Administrative Code Title 24, The Academy for Professional Excellence prohibits discrimination on the basis of a disability in employment, public services, transportation, public accommodations, and telecommunication services.