Co-Facilitators:

Kelly B. Bah and Tiffany Williams

Prepared by: Remel Moore, SOC Local CLC Expert

Review previous CLC initiatives of MHRSB

CLAS Standards: Overview 1 – 4

Logic Model Review – SOC application

Cultural diversity session at Administrator’s conference

organizational assessment

system wide assessment activity

Outcome: identified gaps and lack of policies and procedures

Areas addressed: Pilot projects and collaborations with the Urban League, Minority

Health Coalition, and neighborhood grass roots organizations

2012 Conference expanded on Cultural Competence

2013 increased participation and collaboration with CBOs and coalitions

Improvements identified: Received input from direct service providers

Guidance on policies and requirements to agencies by MHRSB

Broadened initiatives beyond population groups and race specifically.

Broadened CLAS to include prevention services

Increased marketing of services available to non-Canton communities

Racial/ethnic disparities in health care remain constant or have increased

Racial/ethnic minorities continue to be less likely to receive mental health care when needed

Racial/ethnic minorities use deeper-end facilities (hospitals, inpatient care) rather than CBO mental health services

Ineffectively addressing mental health care of minorities contributes to disparities re: access, availability and utilization

Perceived (and actual) lack of consideration of and respect for clients’ cultural beliefs about mental health care (can be related to unconscious or conscious bias and discriminatory policies

Source: Addressing Disparities in Mental Health Agencies: Strategies to Implement the National CLAS Standards in Mental Health

DISCUSSION

Services that are respectful of and responsive to

individual cultural health beliefs and practices, preferred languages, health literacy levels, and communication needs and employed by all members of an organization at every point of contact.

From: Improving Quality and Access to Integrated Care for Racially Diverse and Limited

English Proficiency Communities, SAMHSA – HRSA Center for Integrated Health Solutions

Present a set of ‘action steps’

Originally published in 2000; revised and updated in 2013

The standards are organized into one Principal Standard and 3 themes comprised of several standards each.

From: Addressing Disparities in Mental Health Agencies: Strategies to Implement the

National CLAS Standards in Mental Health

In 2000, almost 15% (more than 1.3 million) of the people in the State of Ohio were ethnically diverse. The United States Census Bureau estimates that by the year 2015, Ohio’s minority population will grow to more than 2.1 million people, nearly 20% of the state’s population.

Source: The Need for Culturally Competent Health Care Providers

http://www.odh.ohio.gov/~/media/ODH/ASSETS/Files/cfhs/family%20planning%20%20-%20title%20v/culturalcompetency.ashx

Q & A What impact is increasing diversity having

on organizations? On providers?

Annual Culturally and Linguistically Appropriate Services in Health Care (CLAS) Report – A CFHS agency must complete and submit a Child and Family Health Services (CFHS) CLAS Strategic Plan by the required due date.

The CLAS Report should describe the overall progress toward cultural competency, including results to date and comparison of actual accomplishments with proposed goals for the period, any current problems or favorable or unusual developments, and work to be performed during the succeeding period.

The report should identify and elaborate on problems, delays, and adverse conditions that will affect the CFHS agencies ability to meet the program's objectives or time schedules.

Untimely submission of program reports may result in withholding of funds.

Source: CFHS Program Standards: Administrative, February 2014, Ohio Department of Health

(ODH) Division of Family and Community Health Services (DFCHS), Bureau of Child and Family Health Services (BCFHS), Child and Family Health Services Program (CFHS), Program Standards, 2014

DISCUSSION How does CLAS implementation affect your

organization?

1. Provide effective, equitable, understandable and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy and other communication needs.

From: National Standards for CLAS in Health Care, Office of Minority Health,

U.S. Department of Health and Human Services

Q & A How has your agency integrated understandable

and respectful care into client/patient/consumer encounters?

Source: The Need for Culturally Competent Health Care Providers

Standards 2 – 15 represent the practices and policies intended to be fundamental building blocks of culturally and linguistically appropriate services necessary to achieve Standard 1.

When implemented and maintained, organizations will be positioned to achieve the desired goal of Standard 1.

DISCUSSION Standards 2-4 address provision of culturally competent care through the workforce, leadership, and governance.

What does culturally competent care look like in Stark County’s System of Care (SOC)?

Governance , Leadership and Workforce

2. Advance and sustain organizational governance that promotes CLAS and health equity through policy, practices and allocated resources.

3. Recruit promote and support a culturally and linguistically diverse governance, leadership and workforce that are responsive to the population in the service area.

4. Educate and train governance, leadership and workforce in culturally and linguistically appropriate policies and practices on an ongoing basis.

Advance and sustain organizational governance that promotes CLAS and health equity through policy, practices and allocated resources.

DISCUSSION How would/have policies and practices

change/changed for your diverse clients/consumers?

How would resource allocation change?

How would the MHRSB SOC be impacted? How can MHRSB assist?

Considerations

1. What percentage of your staff (clinical, support, administrative, volunteers) is multicultural and/or multilingual? ◦ Multicultural ____ ◦ Multilingual ____ ◦ Both ____

2. Does staff diversity reflect the diversity of the service area?

3. What resources would help your agency to achieve this standard (funds, training, etc.)?

4. How can MHRSB assist your agency in accomplishing these CLC objectives?

Source: The Need for Culturally Competent Health Care Providers

Recruit promote and support a culturally and linguistically diverse governance, leadership and workforce that are responsive to the population in the service area.

DISCUSSION Why is it important to have diversity among

all staff?

Discuss: Strategies to build workforce capacity ◦ Recruitment

◦ ‘Grow Your Own’ Staff

◦ Retention

Considerations

1. How has your agency integrated understandable and respectful care into patient encounters?

2. What training does your agency’s staff receive in identifying and responding to health care beliefs?

3. What resources would help your agency to achieve this standard (funds, training, etc.)?

4. How can MHRSB assist your agency in accomplishing these?

Source: The Need for Culturally Competent Health Care Providers

Educate and train governance, leadership and workforce in culturally and linguistically appropriate policies and practices on an ongoing basis.

DISCUSSION CLAS education and training?

Who receives the training?

What is the curricula?

How frequently does your organization offer CLC trainings? What is optimal frequency?

How does MHRSB assist?

Considerations 1. What percentage of the following staff has

participated in cultural competency training? ◦ Administrative Staff ______ ◦ Clinical Staff ______

2. What percentage of staff (both administrative and clinical) is required to attend ongoing cultural competency training?

3. How do you address cultural competency in your training and orientation for new staff members? If so, what orientation materials related to cultural competence?

4. What resources would help your agency to achieve this standard (funds, training, etc.)?

Source: The Need for Culturally Competent Health Care Providers

DISCUSSION CLAS education and training?

Who receives the training?

What is the curricula?

How does MHRSB assist?

Discussion of Administrative and Management Role to Ensure CLC

Strategies You can Use to Advocate Adoption and Implementation

Discuss the Client/Consumer (Youth, Family and Community) Rights & Expectations of Culturally and Linguistically Competent Care and Service

Discussion What is the role of management?

What is the role of the staff supervisor?

How is the CLC atmosphere achieved/

How does MHRSB assist?