Disability services cultural and linguistic diversity strategy

Introdução.
Este é um kit de ferramentas essencial para ajudar os provedores de serviços de deficiência a desenvolver sua força de trabalho com a diversidade cultural e linguística (CALD) em mente.
As ferramentas são projetadas para serem provocadas e encorajar a discussão de sua equipe sobre como:
Crie suporte e um caso de negócios para a diversidade no local de trabalho Prepare sua organização para a diversidade cultural Contratar e alavancar seu pipeline de talento para a diversidade Apoie sua equipe para criar confiança e relacionamento com as comunidades CALD.
Este conjunto de ferramentas é composto por 5 apresentações de vídeo, configuradas em um provedor de serviços de deficiência fictícia, apoiada por uma série de guias e listas de verificação.
1. O que é a diversidade cultural e linguística?
A Austrália tem uma população diversificada culturalmente e linguisticamente (CALD), e muitas vezes trabalhamos em configurações culturalmente diversas. Para atender com sucesso a comunidade, é importante refletir a diversidade da comunidade e alavancar os grandes talentos de sua equipe.
Este vídeo introduz o conceito de diversidade cultural e linguística e como um reconhecimento e respeito pela diversidade garante uma efetiva prestação de serviços.
Você pode baixar e consultar o Guia de Diversidade Cultural e Linguística para obter mais informações.
Faça o download da ferramenta de auto-reflexão para avaliar sua familiaridade com as comunidades culturalmente e linguisticamente diversas que estão em sua base de dados. Isso o ajudará a entender a capacidade CALD da sua equipe, incluindo a identificação de áreas para melhorias futuras.
2. Construir apoio para a diversidade no local de trabalho.
Compreender que você precisa se envolver com CALD Communities é um passo na direção certa. No entanto, pode ser difícil para sua equipe abraçar diversidade e inclusão sem o apoio de líderes empresariais e sua equipe de gerenciamento.
Nesta sessão, analisaremos como você pode gerar suporte de liderança para a diversidade no local de trabalho, criando um caso de negócios usando as seguintes 6 etapas:
1. Defina a necessidade.
2. Pense sobre o seu público.
4. Apresente seus dados.
5. Crie um grupo de suporte.
3. Preparando sua organização para a diversidade cultural.
Nesta sessão, analisaremos como as organizações podem começar a desenvolver capacidades culturais. Isso pode incluir a criação de um Grupo de Trabalho sobre Diversidade Cultural; avaliando a localização da sua organização na sua jornada cultural; e desenvolver uma estratégia de diversidade cultural.
"Nós pensamos sobre o que a cultura e a diversidade linguística realmente significam e como isso afeta nosso serviço. Isso me fez pensar também em minha cultura. Eu não percebi que meus antecedentes e quem eu sou estava moldando alguns dos pressupostos que eu fiz sobre outras pessoas e o que eles precisam ".
Consulte o Guia de Capacidades Culturais para descobrir como reconhecer, respeitar e responder à diversidade.
Faça o download da CALD Community Awareness Planning Tool para ajudá-lo a pesquisar e entender suas comunidades CALD locais. Isso inclui recursos e sugestões para novas ações.
4. Contratação e alavancagem de seu pipeline de talento para a diversidade.
Nesta sessão, vamos explorar o pipeline de talentos e como acessar e alavancar a diversidade de sua força de trabalho. Isto irá considerar:
contratando para a diversidade gerenciando suas habilidades culturais e treinamento de habilidades de treinamento de talentos treinamento e suporte.
Use o Guia de Contratação para Diversidade e Lista de Verificação para minimizar o potencial ou o impacto do viés inconsciente ao contratar novos funcionários.
Faça o download da Ferramenta de auto-reflexão da diversidade de aproveitamento para entender e alavancar a diversidade de sua equipe.
5. Construir relacionamento e confiança com diversas comunidades.
Há muito a aprender quando se trabalha em ambientes multiculturais. A chave é fazer perguntas, estar disposto a se envolver e estar aberto a diferenças nas normas e comportamentos. Por exemplo, ao entrar na casa de um cliente, você sabe o que esperar? Considere o que pode ser culturalmente aceitável.
Está tudo bem se você não sabe tudo, mas estar preparado pode ser muito benéfico.
Esta sessão irá explorar como os trabalhadores de suporte podem se envolver com clientes e suas famílias. The Building Trust e Rapport Guide e lista de verificação associada, irão ajudá-lo a pensar sobre o que considera "normal" e como pode variar para seus clientes.
Ao acessar a indissibilidade da diversidade do site (Website) e qualquer informação apresentada no site ou fornecida, divulgada ou apresentada por ou em nome de Envelhecimento, Deficiência e Cuidados Domiciliares (Departamento de Serviços Familiares e Comunitários), The Northcott Society Ltd, Beasley Intercultural Pty Ltd , Perspectivas culturais Pty Ltd e Georiografia e Associados (juntos), você reconhece e concorda que todos possamos todos os direitos, títulos e interesses legais nas respectivas seções do site e no conteúdo do site (incluindo todos os direitos de propriedade intelectual), exceto quando indicado de outra forma. Você concorda que não irá remover, obscurecer ou modificar quaisquer avisos de direitos de propriedade (incluindo anúncios de direitos autorais e de marcas comerciais) afixados ou contidos no site.
Você pode reproduzir uma única cópia de qualquer conteúdo no site apenas para uso pessoal e não comercial. Excepto onde permitido nos termos da Lei Australiana de Direitos Autorais de 1968 (Cth) ou outras leis aplicáveis ​​(e excluindo: a cópia temporária contida no cache do seu computador, uma cópia única para seu uso pessoal e qualquer conteúdo fornecido por você), o conteúdo do site não deve de outra forma, ser usado, armazenado, reproduzido, publicado, alterado, adaptado ou transmitido de qualquer forma ou por qualquer meio, total ou parcialmente, sem nosso prévio consentimento por escrito.

Estratégia de diversidade cultural e linguística de serviços de invalidez
Este kit de ferramentas foi preparado exclusivamente para o Ministério de Serviços para Crianças e Jovens por Ruby Lam e Bernice Cipparrone, Especialistas em Diversidade. Enquanto o Ministério tentou verificar a precisão das informações contidas neste kit de ferramentas, os usuários não devem confiar exclusivamente nessas informações para tomar decisões sobre crianças e jovens em cuidados residenciais. O conteúdo do kit de ferramentas é fornecido pelo Ministério dos Serviços de Crianças e Juventude apenas para fins informativos e não deve ser tomado como conselho ou recomendação para qualquer decisão específica sobre uma criança ou juventude em cuidados residenciais. O uso do kit de ferramentas é voluntário.
Existem sites associados a este kit de ferramentas que são operados ou criados por ou para organizações fora do Governo do Ontário. Essas organizações são exclusivamente responsáveis ​​pela operação e informações (incluindo o direito de exibir essas informações) encontradas em seus respectivos sites. Esses sites vinculados podem ou não estar disponíveis em francês. O link para ou deste site não implica na parte do Governo de Ontário qualquer endosso ou garantia de qualquer organização ou informação (incluindo o direito de exibir essas informações) encontradas em seus respectivos sites. O Governo de Ontário não assume e não se responsabiliza por qualquer responsabilidade pela vinculação de qualquer desses sites, a operação ou o conteúdo (incluindo o direito de exibir essas informações) de qualquer um dos sites vinculados, nem por qualquer da informação, interpretação, comentários ou opiniões expressas em qualquer um dos sites vinculados. Quaisquer comentários ou dúvidas sobre os sites vinculados devem ser direcionados para a organização específica para quem o site específico está sendo operado.
Índice.
O objetivo deste kit de ferramentas é inspirar discussões corajosas sobre questões difíceis, abrindo assim o caminho para mudanças positivas.
Variação organizacional da diversidade: grandes palavras. Mas, no cerne, a diversidade da mudança organizacional é a criação de ambientes que respeitem as diferenças em nossa sociedade, onde não há pessoas no exterior, onde todas as crianças e jovens se sentem seguras e onde todos pertencemos.
A diversidade refere-se ao alcance das diferenças entre as pessoas. Somos todos diversos. Todos pertencemos a diferentes grupos e culturas. Nossas identidades podem ser definidas por nossa raça, etnia, idade, gênero, orientação sexual, religião, linguagem, habilidades físicas ou mentais, antecedentes educacionais, status socioeconômico, residência rural ou urbana, bem como outros fatores.
Não há nada inerentemente bom ou ruim sobre a diferença; É o que fazemos disso. Com a liderança certa e no ambiente certo, as diferenças podem enriquecer nossas vidas. Sem essa liderança, as diferenças podem ser usadas para excluir e expulsar as pessoas para as margens da sociedade. O custo da exclusão é que crianças e jovens que se sentem socialmente isolados ou emocionalmente chateados são menos propensos a aprender e alcançar seu potencial total, na escola ou na vida.
Crianças e jovens em cuidados residenciais vêm de uma variedade de origens e têm uma infinidade de necessidades. Este kit de ferramentas orienta a equipe na criação de ambientes de atendimento residencial * que são competentes para servir uma gama culturalmente diversificada de crianças e jovens. É um guia que estabelece conceitos básicos relacionados à diversidade: o que é competência cultural e por que é importante? O que é discriminação e como eu o reconheço? Como faço para promover a mudança organizacional da diversidade? O kit de ferramentas também é escrito como um guia "how-to" para avaliar o nível de competência cultural da sua organização e iniciar mudanças concretas.
Ontário é uma mistura vibrante de pessoas com uma riqueza de talentos para oferecer. Mas um grupo tão vibrante tem uma variedade de necessidades, algumas baseadas em identidades culturais diversas. Seja qual for a nossa identidade particular, todos queremos nos sentir bem-vindos, entendidos, aceitos e seguros. Todos nós merecemos ser incluídos e ter nossas necessidades atendidas.
Esperamos que este kit de ferramentas ajude a sua organização a tornar a equidade e a inclusão uma realidade para todas as crianças e jovens que você atende. Desejamos-lhe um grande sucesso na sua jornada de diversidade.
Ruby Lam e Bernice Cipparrone.
* As configurações de cuidados residenciais licenciados incluem casas de grupo, casas de acolhimento, instalações operadas pela comunidade, facilidades de detenção e detenção abertas e seguras, e unidades seguras de justiça juvenil em instalações compartilhadas com adultos.
Equívocos comuns sobre questões de diversidade.
Verificando nossos equívocos sobre diversidade.
Muitas pessoas não sentem que as questões de diversidade sejam relevantes para suas vidas pessoais ou profissionais, ou para suas organizações. Abordar os seguintes equívocos comuns sobre diversidade é um bom ponto de partida para estabelecer a importância dessas questões.
& quot; Estas questões não são relevantes para nós. Não temos diversidade em nossa comunidade. & Quot;
A diversidade existe em todas as comunidades. A diversidade não se refere apenas à raça e etnia, mas a todo o espectro da identidade humana. Embora a sua comunidade possa ser relativamente homogênea em termos de raça ou etnia, existem outros grupos sociais distintos cujas necessidades devem ser levadas em consideração ao prestar serviços (por exemplo, gays e lésbicas, pessoas com deficiência, pessoas de diferentes crenças religiosas, pessoas de diferentes níveis socioeconômicos, etc.). Ser culturalmente competente significa ser competente em toda a gama de diferenças sociais. No contexto do trabalho de diversidade, a "cultura" é usada no sentido mais amplo. Você pode ter ouvido falar dos termos "cultura juvenil", "cultura gay", "cultura dos surdos", etc.
Seria difícil encontrar uma comunidade ou organização completamente livre de discriminação ou opressão. Pessoal e cuidadores de configurações residenciais licenciadas precisam aprender a reconhecer quando ocorre discriminação para responder a ele. Alguns atos de discriminação ocorrem entre indivíduos e são mais fáceis de notar. Outras formas de discriminação estão inseridas na forma como as organizações e a sociedade correm e, portanto, são mais difíceis de detectar. Procure as seguintes manifestações de assédio e discriminação:
Nome-Chamada e abuso verbal.
O que você pode ver ou ouvir:
Termos utilizados como "nigger", "bitch", "fag", "lixo branco", "retardar"
O que você pode ver ou ouvir:
Rindo sobre o nome de uma pessoa Fazendo o divertimento com a comida de alguém Fazendo diversão da maneira como uma criança ou um jovem fala inglês.
Comentários não desejados, Slurs, piadas ou gestos obscenos.
O que você pode ver ou ouvir:
Chistes racistas / sexistas / homofóbicas, incluindo aqueles enviados por e-mail Graffiti racista / sexista / homofóbico nos banheiros "cumprimentos" indesejáveis ​​sobre o corpo de uma mulher.
O que você pode ver ou ouvir:
Ninguém jogando com a criança ou a juventude com uma deficiência intelectual, de comunicação ou física / rejeição Rejeição por famílias de acolhimento (por exemplo, porque uma juventude é gay), reparação de colocação no atendimento Pessoal de lésbicas, gays, bissexuais e transgêneros (LGBT) que temem que eles comprometam seus empregos e o respeito dos colegas se eles estão abertos sobre sua orientação sexual.
Intimidação e violência física.
O que você pode ver ou ouvir:
Crianças e jovens sendo espancados Abdução de homossexuais e "isca gay" Assédio sexual ou assalto, particularmente de meninas Ameaças de "saída" (afirmando que alguém é gay ou lésbica sem sua permissão)
Tolerância à Discriminação.
O que você pode ver ou ouvir:
A equipe não intervém ou faz respostas ineficazes quando há abuso verbal e físico. A equipe está rindo junto com piadas racistas / sexistas / homofóbicas. A equipe isolando a criança ou a juventude que foi abusada, em vez de lidar com os perpetradores.
O que você pode ver ou ouvir:
A organização só celebra feriados cristãos e / ou exibe representações artísticas associadas a uma única cultura ou religião Sem reflexão de culturas diversas no espaço físico da residência Crianças e jovens que estão sendo negados o acesso às suas tradições e comunidades (ou seja, não podem falar sua primeira língua ) Pessoal dizendo aos jovens LGBT que "mantenham a calma" sobre sua orientação sexual.
Acesso desigual aos serviços e tratamento desigual.
O que você pode ver ou ouvir:
Incapacidade de acessar ou usar serviços por barreiras linguísticas ou outras. Instalações e edifícios inacessíveis para pessoas com deficiência física. Acomodações não realizadas para crianças e jovens com deficiência, resultando em sua incapacidade de participar de atividades planejadas. Disciplina diferencial ou mais extrema para alguns grupos de crianças. e juventude Pessoal profissional que trata o homossexualismo como desviante (isto é, o envio de jovens LGBT para aconselhamento psicológico)
"Por que o termo" competência cultural "é usado em vez de" sensibilidade cultural "? & quot;
O termo "sensibilidade cultural" implica que o trabalho de diversidade é apenas sobre as pessoas que são agradáveis ​​umas para as outras. Embora tenha boas habilidades interpessoais é certamente positivo, a competência cultural envolve muito mais do que isso. A competência cultural é uma habilidade profissional que permite que funcionários e organizações atendam aos seus clientes com eficácia e competência. Além de simplesmente tratar diversos clientes com sensibilidade, as organizações culturalmente competentes identificam e eliminam ativamente quaisquer barreiras que os impeçam de acessar e participar dos programas e serviços da organização. Para configurações residenciais licenciadas, a competência cultural não é menos uma competência essencial do que fazer avaliações precisas ou desenvolver planos de cuidados adequados.
Nossa política de assédio está em vigor; estamos em conformidade. Por que precisamos fazer mais? & Quot;
As políticas de assédio geralmente se aplicam a incidentes entre indivíduos. E, embora seja essencial que as organizações protejam seus funcionários, voluntários e clientes de atos individuais de discriminação, fazê-lo é apenas uma frente do trabalho de diversidade.
As políticas de assédio não abrangem o trabalho que as organizações devem fazer para lidar com a discriminação sistêmica. Estas são as políticas e práticas que prejudicam os grupos de pessoas e as idéias que promovem a discriminação. Por exemplo, as crianças e jovens aborígenes no Canadá enfrentaram discriminação sistêmica quando não podiam falar suas primeiras línguas em escolas residenciais (e quando foram forçadas a escolas residenciais em primeiro lugar). Isso foi resultado das idéias prejudiciais que as pessoas tinham sobre culturas aborígenes, que eram inferiores às culturas ocidentais. Essas formas de discriminação são sutis e muitas vezes difíceis de detectar porque são institucionalizadas e parecem "normais".
Uma pesquisa mais profunda sobre questões de diversidade incentivaria as organizações a fazer perguntas difíceis como:
"Por que é que há tantos aborígenes aborígenes e jovens cuidadosos?" "Por que as crianças gregas se sentem inseguras em algumas configurações residenciais? & quot; "A composição de nossa equipe não reflete o perfil demográfico de nossos filhos e jovens. Qual pode ser o efeito sobre as crianças que servimos? & Quot; "Todas as crianças e jovens realmente podem participar de nossos programas?"
"Nós temos celebrações culturais em nossa organização - isso não é suficiente? & quot;
As pessoas vêm de diferentes culturas e religiões. Celebrar essas diferenças é um passo em frente para tolerância e compreensão, mas não é suficiente. Por exemplo, provar a comida de outra cultura é uma ótima maneira de abrir o diálogo entre pessoas de diferentes culturas. Contudo, não contrariam diretamente os preconceitos que podemos ter sobre um outro. Somente através da educação e abordando nossos preconceitos internos, os estereótipos e a discriminação terminam.
"Esperamos que as crianças se encaixem nas rotinas de suas famílias adotivas. Isso é um problema? & Quot;
Embora seja normal e necessário que crianças e jovens se adaptem às rotinas de suas famílias adotivas, eles também trazem consigo crenças e práticas que são importantes para eles como indivíduos. Por exemplo, o direito de uma criança ou jovem praticar sua própria religião ou praticar nenhuma religião é estipulado na Lei de Serviços à Criança e à Família. Isto é especialmente importante nos casos em que a criança ou a juventude provêm de uma tradição religiosa diferente da praticada pela família adotiva ou pelos cuidadores. Os pais de acolhimento e o pessoal de ambientes residenciais licenciados podem reforçar a escolha e dignidade religiosa pessoal de um filho ou jovem, ajudando-os a chegar a um local de culto, como um templo, mesquita, igreja ou sinagoga.
Da mesma forma, as configurações residenciais licenciadas devem ser sensíveis à possibilidade de crianças e jovens de diversas culturas não estarem acostumados com o alimento que a instalação ou a família atende - às vezes tanto que os torna doentes - e se abster de empurrá-los para terminar tudo em seus pratos. Além disso, a prática de certas crenças inclui restrições dietéticas.
O caso para a diversidade.
Nesta secção:
O caso para a diversidade.
A diversidade não é uma moda passageira, mas uma fixação permanente. É a realidade vivida no estado de Ontário, a província mais diversificada desse país. Valorizar a diversidade é o cerne de quem somos como canadenses, um valor consagrado em nossas leis de multiculturalismo.
As agências de serviços humanos em Ontário podem tomar medidas para se tornarem culturalmente competentes por uma variedade de razões, incluindo:
A realidade demográfica em constante mudança da Ontário; Uma força de trabalho diversificada; O desejo de melhorar os cuidados e o desempenho; A necessidade de abordar as disparidades sociais e de saúde que enfrentam as comunidades marginalizadas; e os requisitos legais para acomodação e inclusão.
O que são serviços culturalmente compatíveis?
A Liga da América do Bem-estar da Criança define a competência cultural como a "habilidade dos indivíduos e sistemas para responder respeitosa e eficazmente às pessoas de todas as culturas, aulas, raças, origens étnicas, orientações sexuais e religiões e religiões, de uma forma que reconheça, afirma e valoriza o valor de indivíduos, famílias e comunidades, e protege e preserva a dignidade de cada um.
Os benefícios de tornar-se culturalmente competente.
As organizações de serviços humanos têm muito a ganhar, valorizando a diversidade e prestando serviços a pessoas de diversos grupos sociais e culturais, de maneiras que são respeitáveis ​​com esses grupos, além de acomodar suas diversas características e necessidades. Por que as organizações de serviços humanos devem se concentrar na diversidade? Em primeiro lugar, porque ser culturalmente competente, os provedores de serviços podem oferecer cuidados equitativos e centrados na criança.
Há benefícios claros para as configurações residenciais licenciadas se tornarem culturalmente competentes. O mais importante é a capacidade de impactar positivamente as crianças e os jovens que servem criando ambientes seguros e de suporte. As configurações residenciais licenciadas culturalmente competentes também beneficiam o pessoal e as famílias de acolhimento, criando ambientes de trabalho inclusivos e casas onde diversas perspectivas e talentos são desencadeados para o benefício de todos. E, finalmente, a competência cultural apóia a credibilidade e a influência da organização na comunidade.
Os Benefícios de uma Organização Culturalmente Competente:
Para crianças e jovens.
Proteção e aprimoramento do senso de auto Aumento do nível de conforto e sensação de segurança Níveis mais altos de confiança e cooperação Respeito mútuo e compreensão para aqueles que os cercam Maior igualdade e inclusão Menos probabilidade de eventos adversos (por exemplo, discriminação, exclusão social, problemas com figuras de autoridade)
Para funcionários e pais adeptos.
Um ambiente de trabalho inclusivo e solidário Participação mais completa Melhores relacionamentos com crianças e jovens Capacidade de realizar avaliações significativas e oferecer serviços eficazes Aumento da satisfação no trabalho.
Para a Organização.
Otimização do atendimento ao cliente e melhores resultados Forte atendimento ao serviço Aumento da criatividade na resolução de problemas através de novas perspectivas, estratégias e idéias Risco minimizado de desafios legais devido a mal-entendidos culturais e barreiras de comunicação Alianças estratégicas com a comunidade Revelada reputação e confiança pela comunidade Distinção de ser um líder da diversidade entre pares.
Respondendo a The Diversity Within Ontario.
Canadá - e Ontário em particular - é distinguido como uma das áreas mais diversas e cosmopolitas do mundo. A realidade demográfica de Ontário obriga os prestadores de serviços humanos a considerar e integrar as necessidades de diversas comunidades em seus serviços e programas.
O Canadá é uma nação diversa, e o Ontário lidera o caminho.
Os canadenses relataram mais de 200 origens étnicas diferentes e mais de 100 línguas ao completar o recenseamento * 1 em cada 5 pessoas no Canadá nasceu em outro país, a maior porcentagem foi por 75 anos ** 60% dos canadenses estrangeiros vêm da Ásia e do Oriente Médio ** Os três maiores grupos minoritários visíveis no Canadá são chineses, sul asiáticos e negros ** 32% dos canadenses falam um idioma diferente do inglês em casa, sendo os maiores grupos linguísticos chineses, italianos, punjabi, e espanhol ** A população nascida no estrangeiro cresceu quatro vezes mais rápido do que a população nascida no Canadá entre 2001-2006 (13,6% em comparação com 3,3%) ** Em Ontário, 28% da população são imigrantes, a maior porcentagem no país ** Da população de crianças e jovens que vivem em Ontário, 37% são imigrantes, 4% são francófonas e 2,5% são aborígenes * A metade dos residentes de Toronto nasceu fora do Canadá, uma porcentagem maior do que Nova York ou Londres (National Post , 28 de dezembro de 2007)
No Canadá, a população aborígera aumentou para 3,8% do total (de 3,3% em 2001) ** 1,2 milhão de pessoas no Canadá se identificam como aborígenes ** Mais de 60 línguas indígenas diferentes são faladas no Canadá ** Quase metade dos aborígenes em Canadá tem idades entre 24 e menos ** Quase metade das pessoas das Primeiras Nações no Canadá vive em áreas urbanas; o número que vive nas reservas continua a cair **
Lesbian, Gay, Bisexual e Transgendered People.
10% da população em geral é estimada como lésbica, gays, bisexuais ou transgêneros (LGBT) (Toronto Public Health, 2001). 0,5% dos casais disseram que viviam em relações homossexuais (embora esse número não reflita o segmento do gay população que não está em um relacionamento de longo prazo) *
Nota: O 'T' no LGBT agora é geralmente compreendido como também: transsexual, Two-Spirited (um termo positivo das Primeiras Nações para pessoas que nascem com características de ambos os sexos), queer, questionamento de gênero, variante de gênero e intersexed.
13,5% das pessoas em Ontário vivem com deficiência * 1 em cada 10 pessoas no Canadá tem algum grau de perda auditiva (Canadian Hearing Society)
* Fonte: Statistics Canada, Census 2001.
** Fonte: Statistics Canada, Census 2006.
Impacto da saúde e das disparidades sociais.
A pesquisa estabeleceu que as barreiras sociais e econômicas - como pobreza, exclusão social, segurança no emprego e nível de educação - são iguais ou mais importantes para o estado de saúde de uma pessoa do que comportamentos de saúde pessoal ou cuidados médicos (1). Esses fatores, conhecidos como determinantes sociais da saúde, têm um impacto significativo em seu bem-estar. Grupos marginalizados, como imigrantes, aborígenes, famílias monoparentais e pobres, apresentam um número significativo dessas barreiras. As configurações residenciais licenciadas devem estabelecer estratégias claras para reduzir as desigualdades na prestação de serviços e os resultados relacionados a fatores como raça, gênero, etnia, habilidade e orientação sexual.
Populações marginalizadas têm resultados de saúde mais pobres.
As pessoas que vivem na pobreza sofrem uma saúde mais pobre em quase todas as áreas de saúde, incluindo saúde mental, abuso de substâncias ou vícios (2). Os imigrantes recentes de países não europeus são duas vezes mais prováveis ​​que os residentes nascidos no Canadá para denunciar a deterioração da sua saúde ao longo de oito anos período (3) As taxas de suicídio dos jovens aborígenes são cerca de seis vezes maiores do que para a população em geral (4) 22% dos homossexuais e bissexuais relataram ter uma necessidade de cuidados de saúde não atendidos em 2003, quase o dobro da proporção de heterossexuais (5) exclusão social está associado ao aumento das taxas de morte prematura, depressão, níveis mais elevados de complicações da gravidez e maiores níveis de incapacidade por doença crônica (6)
Populações minoritárias são mais susceptíveis de viver na pobreza.
Os aborígenes, as minorias visíveis e as crianças com deficiência são mais propensos a ser pobres (7) As taxas de pobreza para os imigrantes que haviam sido no Canadá menos de cinco anos dobraram entre 1980 e 1995 (8) Os povos aborígenes e os grupos racializados são três vezes mais prováveis ​​do que os (9) A renda média pré-tributária de todas as pessoas que indicam a identidade indígena era de US $ 13.526, ou 61% da renda mediana para todos os canadenses (10) Os jovens LGBT estão representados desproporcionalmente entre os indivíduos que estão em situação de desemprego, apesar das altas credenciais de muitos imigrantes. jovens sem-teto; cerca de 40% dos jovens sem-teto em Toronto são LGBT (11) 31% das pessoas com deficiência vivem na pobreza (12) A taxa de desemprego das mulheres com deficiência é de 74% (13)
Crianças aborígenes têm desafios únicos.
52% das crianças aborígenes vivem na pobreza (7) As crianças aborígenes têm mais de quatro vezes maior probabilidade de estar com fome (7) As crianças aborígenes têm uma taxa de incapacidade superior a dobro da média nacional (7) Duas vezes mais crianças aborígenes vivem famílias de pais solteiros, assim como crianças não-aborígenes (7)
Referências.
(1) Evans RG, Barer ML e Marmor TR. (Eds) (1994). Por que algumas pessoas são saudáveis ​​e outras não? Os Determinantes da Saúde das Populações. Nova Iorque: Aldine de Gruyter.
(2) Cairney, J., & amp; Arnold, R. (1998). Posição socioeconômica, estilo de vida e saúde entre os canadenses com idade entre 18 a 64: uma abordagem de múltiplas condições. Canadian Journal of Public Health, 89 (3), 208-212.
(3) Statistics Canada (2005). Dinâmica da saúde dos imigrantes no Canadá: evidências da Pesquisa Nacional de Saúde da População em Statistics Canada, em Healthy Today, Healthy Tomorrow? Conclusões da Pesquisa Nacional de Saúde da População.
(4) Comissão Real sobre Pessoas Aborígenes (1995). Escolhendo a Vida: Relatório Especial sobre o Suicídio entre os Aborígenes. Transferido do site da Health Canada.
(5) Saúde Canadá (2003). Do Ciclo 2.1 do Canadian Community Health Survey.
(6) Wilkinson, R. & amp; Marmot, M. (Eds.) (2003). Determinantes sociais da saúde: os fatos sólidos. Copenhague: Organização Mundial da Saúde.
(7) De "Crianças Aborígines na Pobreza em Comunidades Urbanas: Exclusão Social e Racialização Crescente da Pobreza no Canadá", 2003. Conselho Canadense de Desenvolvimento Social.
(8) United Way of Greater Toronto e Canadian Council on Social Development (2004). Pobreza por Código Postal.
(9) Galabuzi, G.- E. (2004). Exclusão social. Em D. Raphael (Ed.), Determinantes Sociais da Saúde - Perspectivas Canadenses. Toronto: Canadian Scholars 'Press.
(10) Statistics Canada, Census 2001.
(11) Sherbourne Health Center (2005). Documento preparado por Anna Travers sobre estatísticas e fatos da comunidade LGBTTQ.
(12) Statistics Canada, tabulação personalizada, 1996.
O quadro jurídico para a diversidade.
Há muitas razões pelas quais as organizações de serviços humanos querem tornar-se competentes para servir uma gama diversificada de clientes. Todo mundo tem um lugar neste país - independentemente da idade, incapacidade, gênero, raça, religião, orientação sexual, cor da pele ou status socioeconômico. Não é apenas um direito moral; É legal, consagrado na Carta dos Direitos e Liberdades do Canadá.
Em um capítulo anterior, os potenciais benefícios relacionados à competência cultural foram discutidos. Estas são, de fato, as melhores razões para se tornarem culturalmente competentes: proporcionar aos filhos e aos jovens cuidados equitativos e individualizados, garantindo que os serviços sejam respeitosos e respondam às suas necessidades sociais e culturais.
Mas também há um imperativo legal para o porquê as organizações devem se tornar culturalmente competentes. Os direitos à igualdade e a prestação de serviços culturalmente apropriados são estipulados nas leis federais e provinciais, incluindo a Lei Canadense de Multiculturalismo, a Carta Canadense de Direitos e Liberdades, a Lei canadense sobre os direitos humanos e a Lei de acessibilidade para a população com deficiência. Os indivíduos têm o direito de defender - e esperar, dentro dos limites da lei - o alojamento de suas necessidades culturais e outras únicas pelos prestadores de serviços. Simplificando, as organizações que negligenciam o desenvolvimento de sua capacidade de servir diversos grupos na sociedade correm o risco de serem processadas em um tribunal de justiça (além de se tornarem obsoletas).
Além da legislação em matéria de direitos humanos, a Lei de Serviços à Criança e à Família, segundo a qual o cuidado residencial das crianças é licenciada e financiada, afirma que os serviços às crianças, aos jovens e suas famílias devem ser fornecidos de forma a respeitar as diferenças culturais, religiosas e regionais.
E, finalmente, dependendo da sua fonte de financiamento, sua organização pode ser obrigada a cumprir as várias políticas de direitos humanos relacionadas a discriminação, assédio e crimes de ódio (isto é, por exemplo, para as agências financiadas pela United Way of Greater Toronto e Cidade de Toronto). E, embora as diretrizes dos doadores possam não ser juridicamente vinculativas, representam outra frente em que uma organização pode ter problemas se seus serviços não estão a par dos desenvolvimentos demográficos atuais.
Os seguintes são os destaques da legislação pertinente (embora as organizações precisem usar o texto completo de qualquer legislação de informação e tomada de decisão).
O Canadian Multiculturalism Act (1970)
A Lei canadense sobre o multiculturalismo prepara o terreno para diferentes grupos étnicos e linguísticos para defender que as organizações de serviços públicos prestem serviços de forma apropriada cultural e linguisticamente. A provisão de serviços socialmente e culturalmente apropriados por agências de serviços humanos seria uma atividade que está em conformidade com a Lei Canadense de Multiculturalismo. A Lei obriga o Governo do Canadá a reconhecer e promover a diversidade cultural, linguística e racial dentro da população canadense.
As passagens selecionadas da seção 3.1 do estado da Lei:
É declarado como a política do Governo do Canadá: reconhecer e promover o entendimento de que o multiculturalismo reflete a diversidade cultural e racial da sociedade canadense e reconhece a liberdade de todos os membros da sociedade canadense de preservar, aprimorar e compartilhar seu patrimônio cultural .
É política do Governo do Canadá: garantir que todos os indivíduos recebam tratamento igual e proteção igual nos termos da lei, respeitando e valorizando sua diversidade.
É política do Governo: encorajar e auxiliar as instituições sociais, culturais, econômicas e políticas do Canadá a serem respeitosas e incluir o caráter multicultural do Canadá.
A Lei Canadense dos Direitos Humanos (1981)
(Departamento de Justiça canadense)
A Lei Canadense de Direitos Humanos especifica que todos os indivíduos no Canadá devem ter a mesma oportunidade e ter suas necessidades acomodadas. Existem dois aspectos importantes desta Lei. O primeiro diz respeito à acomodação.
A Secção 2 da Lei estabelece:
Todos os indivíduos devem ter uma oportunidade igual com outros indivíduos para fazerem por si mesmas as vidas que são capazes e desejam ter e ter suas necessidades acomodadas, consistentes com seus deveres e obrigações como membros da sociedade.
A implicação desta Lei é que os indivíduos podem exigir que suas necessidades - com base em suas características particulares, como raça, gênero, idade, cultura, deficiência - sejam atendidas pelos prestadores de serviços. Um exemplo disto seria um pedido para ter intérpretes disponíveis para ajudar as pessoas que não falam inglês ou francês.
O segundo elemento crítico da Canadian Human Rights Act é que proíbe a discriminação sistêmica. A Lei define a discriminação sistêmica como "uma política ou prática aparentemente neutra, o que de fato é discriminatório".
De acordo com a Lei Canadense de Direitos Humanos, é ilegal que qualquer empregador ou prestador de serviços discrimine qualquer pessoa com base em:
Sexo racial (incluindo gravidez e parto) Orientação sexual Idade Origem nacional ou étnica Estado civil.
Cor Estado da família Religião Insuficiência mental ou física (incluindo dependência prévia de drogas ou álcool) Condenação condenada.
A Carta dos Direitos e Liberdades do Canadá (1982)
(Departamento de Justiça canadense)
A Carta dos Direitos e Liberdades do Canadá consagra em lei os direitos e liberdades de todas as pessoas no Canadá. Especifica que os serviços para o público devem ser entregues de forma igualitária, respeitando e valorizando a diversidade entre os cidadãos.
A seção 15 da Carta concentra-se em "Direitos de Igualdade" dos canadenses:
(1) Todo indivíduo é igual antes e sob a lei e tem direito à igual proteção e igual benefício da lei sem discriminação e, em particular, sem discriminação baseada em raça, origem nacional ou étnica, cor, religião, sexo, idade ou deficiência mental ou física.
(2) A subsecção (1) não impede qualquer lei, programa ou atividade que tenha como objetivo melhorar as condições de indivíduos ou grupos desfavorecidos, incluindo aqueles que estão em desvantagem por raça, origem nacional ou étnica, cor, religião, sexo, idade ou deficiência mental ou física.
A Secção 28 da Carta garante a igualdade de direitos e liberdades tanto para homens como para mulheres:
Não obstante qualquer coisa nesta Carta, os direitos e liberdades a que se refere são garantidos igualmente para pessoas do sexo masculino e feminino.
A seção 27 direciona os canadenses para valorizar, preservar e manter a diversidade cultural no exercício de seus direitos e liberdades:
Esta Carta deve ser interpretada de forma consistente com a preservação e aprimoramento do patrimônio multicultural dos canadenses.
Lei sobre acessibilidade para a população com deficiência (2005)
(Ministério dos Serviços Sociais e Sociais de Ontário)
O objetivo da AODA é melhorar as oportunidades para as pessoas com deficiência, desenvolvendo, implementando e aplicando padrões de acessibilidade relacionados a bens, serviços, instalações, emprego, acomodação e edifícios. A data-alvo para atingir esse objetivo não é posterior a 1 de janeiro de 2025.
A Lei exige que as organizações:
Conheça normas específicas de acessibilidade setorial; e arquive um relatório anual.
A legislação também:
Permite a inspeção; Fornece sanções por incumprimento; e detém diretores & amp; Responsáveis, com sanções financeiras significativas.
Discriminação.
Todas as pessoas têm direito a um local de trabalho e à prestação de serviços que são livres de opressão. A liderança dentro de uma organização significa tomar medidas para enfrentar a desigualdade e a discriminação quando ocorre.
O que é Discriminação?
O preconceito é ter uma opinião ou atitude negativa em relação a uma pessoa ou grupo de pessoas porque são diferentes. A discriminação é o efeito ou o resultado do preconceito. It's any action that limits the opportunities of a person or group of people based on characteristics such as their age, disability, gender, race, religion, sexual orientation, skin colour, or socio-economic status.
Some Types of Discrimination.
Racism is any action, practice or belief that negatively categorizes a person or group of people because of their race, culture, ethnicity, nationality, language or religion. Homophobia is an irrational fear of or discrimination against homosexuality or homosexuals. Sexism is prejudice or discrimination based on sex, especially discrimination against women. Ageism is prejudice or discrimination against a particular age-group, especially the elderly. Ableism is prejudice or discrimination against people with physical disabilities, sensory impairments, developmental delays, intellectual disabilities or mental health issues.
Most agencies have an anti-oppression policy (may also be known as the anti-harassment, human rights, anti-racism, or anti-discrimination policy) in place that specifies the protections afforded to people who are employees, board members, volunteers or clients of the agency, as well as the sequence of steps that need to be taken should an incident of discrimination occur. Agencies may also have hate crimes policies in place. A hate crime is different from other forms of discrimination mainly because it is a criminal offence that must be reported to the police.
The last section of this tool kit lists several places where you can download the anti-harassment policies of educational, governmental, and human service institutions. An effective anti-harassment policy will have the following elements:
The policy is accessible and easy to understand The process is confidential The policy is universally and consistently applied There are graduated levels of actions spelled out The parties retain control of whether to take the next step or not The policy assures complainant that there will be no job-related reprisals for reporting.
In This Section:
Guiding Principles of Diversity Organizational Change.
Usually, institutional efforts to address the needs of people from diverse communities are reactive (often in response to a human rights complaint) and dealt with as a one-off initiative (typically beginning and ending with 'diversity training 101'). If organizations don't take a long-term, proactive approach to diversity organizational change, it is subject to competing priorities and at risk of losing support.
Diversity organizational change is a holistic and strategic approach that regards cultural competence as no less critical in achieving an organization's mission than the hiring of qualified staff or the choice of safe foster families. The principles of diversity organizational change, described below, become embedded into every aspect of an organization's function.
In the ideal scenario, diversity organizational change is situated as a strategic priority that is adequately supported by the organization's leadership. Also, cultural competency is embraced by staff as an essential skill that enables them to properly serve their clients. And over time, a diversity infrastructure and momentum are established to the point where cultural competency is no longer a 'special initiative' for the organization, but becomes 'business as usual.'
A caveat: these principles and standards are offered as general guidelines to strive for, and not presented as requirements. Licensed residential services encompass a variety of settings, circumstances and levels of available resources to dedicate to diversity work. All or some of these standards may not be appropriate or achievable for all licensed residential settings.
Strong diversity initiatives are grounded in the following principles:
Diversity is commonly understood in dimensions that include: race, culture, language, faith/ religion, gender, sexual orientation, age, ability, income, family status, literacy level, educational background, housing, immigration status, HIV status, and mental health status, among many other characteristics.
The principle of inclusion involves a clear recognition that people are sometimes treated unfairly or excluded because of their differences. To strive for inclusion means engaging underserved groups in meaningful ways and proactively removing the barriers to their participation.
All forms of oppression have common roots in inequality of power and privilege. Therefore, a diversity initiative that takes an anti-oppression approach doesn't work on just one "ism" but strives to end all forms of oppression.
Recognizes The Social Determinants Of Health.
Certain life experiences have a profound impact on our ability to stay healthy and access the health system. They include: poverty, discrimination, level of literacy, cultural and linguistic barriers, homelessness, job security, etc.
Equity recognizes that treating people the same doesn't necessarily equate to equal outcomes. Equity means focusing on the results of equal access, equal service delivery, and the closing of health disparities.
Has Cultural Competency As Its Goal.
Cultural competency is the ability of staff and organizations to respond to and effectively meet the needs of diverse groups of people. But it doesn't stop at learning about our differences: cultural competency also requires that we address the inequalities that different groups face in service access and delivery.
The Gold Standard of Diversity Organizational Change.
The gold standard of diversity organizational change requires that the values of equity, inclusion and cultural competence be entrenched in every aspect of the organization's operation: its strategic goals, policies, decision-making processes, governance structure, staffing plans, program planning, service delivery, evaluation, and outreach to communities. This summary of the components of diversity organizational change can be used in conjunction with the Organizational Self-Assessment Tool in Section E.
The gold standard of diversity organizational change entails:
A strong business case for diversity is articulated, communicated and reinforced The leadership boldly states its commitment to diversity through a diversity policy statement Diversity is managed as a strategic priority that is central to achieving organizational mission Where there is a Board of Directors, a committee is responsible for overseeing diversity goals.
The organization assigns appropriate levels of dedicated resources to diversity The organization recruits expert leadership for diversity management The diversity professional reports directly to the executive director, or to senior management.
Organizations with Boards of Directors include diverse representatives on its board and committees The organization creates a parallel advisory structure inside the organization to oversee and guide diversity initiatives.
Culturally Competent Service Delivery.
The organization seeks to close health and social disparities amongst populations The organization plans and delivers programs for underserved communities based on specific needs and opportunities The organization invests in the necessary resources to create culturally appropriate health promotion and other materials that consider the social determinants of health and well being The organization creates an inclusive, barrier-free physical space.
The organization aligns human resources systems with diversity The organization develops a diverse organization through recruitment, promotion and development processes for the workforce, foster families and volunteers.
The organization creates a safe and supportive space for Board of Directors, staff and caregivers to explore diversity issues The organization provides ongoing opportunities for staff and caregivers to build competence in diversity issues The organization actively seeks opportunities to learn from organizations that are more established in their diversity planning and implementation.
The organization builds long-term equal relationships with diverse communities rooted in mutual respect The organization reaches out to underserved populations in their catchment area The organization shares power and resources with community organizations The organization creates mechanisms for receiving ongoing community input for planning and implementing programs.
Diversity goals are communicated clearly to staff and caregivers There is an organizational diversity strategy and individual department plans The organization creates, implements and enforces goals and accountability for diversity management Diversity goals are tracked, monitored and reported to all stakeholders.
In This Section:
Getting Started: A 10-Point Plan.
Diversity organizational change is a journey, and every organization must strike its own path. Different organizations have different levels of resources to commit to this issue. Whatever your circumstances, it is critical that you develop a diversity strategy that identifies viable goals, engages the right stakeholders, and outlines realistic steps going forward. The following is offered to assist you in developing your own strategy for diversity organizational change.
Some advice on getting started: learn from those who have made deeper inroads on diversity issues; don't reinvent the wheel . Find out what similar organizations have done and adapt their processes and resources to fit your needs. Seek mentoring opportunities with organizations that are more advanced in their diversity planning and implementation. Pursue information about cultural competency (see Section G on Additional Resources). There is a lot of excellent free information on cultural competency that is available on the Web.
Develop support for change throughout the organization. Where applicable, create a Cultural Competence Committee (can also be named the Diversity, Equity or Anti-Oppression Committee) that is representative of the senior leadership, policymaking, human resources, administration, service delivery, and the community. The committee can serve as the primary governing body for planning, implementing, and evaluating organizational cultural competence.
Step 2: Boldly State Your Organization's Commitment to Diversity.
Develop a diversity policy statement that is fully endorsed by the senior leadership and the Board of Directors. The diversity policy statement commits the organization to cultural competence as an integral part of the organization's mission and its activities. Communicate the statement widely to staff, caregivers, and the public. Doing so will signal your agency's commitment to diverse communities and readiness to take action to meet their needs.
Step 3: Conduct an Organizational Self-Assessment.
Do a comprehensive cultural competence assessment of your organization using the Organizational Self-Assessment Tool in Section E. Assess your current level of cultural competence: What knowledge, skills, and resources can you build on? Where are the gaps? Identify opportunities and any potential barriers to progress.
Step 4: Assign Dedicated, Expert and Sufficient Resources to This Work.
Use a diversity professional or other expertise to guide the planning and development of the strategy, and to serve as the catalyst for ensuring diversity issues permeate the organization in an integrated and strategic manner.
Step 5: Create a Diversity Action Plan.
Use the assessment results and the "Gold Standard" list to develop a long-term plan to incorporate culturally competent principles, policies, structures, and practices into all aspects of your organization. Develop goals, implementation steps and deadlines for achieving them: Who can do what, when, and how? Identify barriers to working within your organization: What/who will stop you or slow you down? Ensure that the diversity plan is in sync with, and integrated into, your organization's strategic and business plans. Commit to an ongoing evaluation of progress and be willing to respond to change. Set clear mechanisms for accountability to ensure that diversity work is done, and done well. Communicate this plan throughout the organization.
Step 6: Establish a Baseline.
Establish a baseline of your community and the groups you currently serve. Find out which cultural groups exist in your community and the extent to which they use and are satisfied with your services. This baseline will shape your outreach and community engagement goals. It can be used to benchmark progress against your diversity goals.
Step 7: Determine Your Organization's Professional Development Needs.
Find out what your organization's staff and caregivers perceive as their professional development needs with regard to interacting with cultural groups. Provide diversity training to the Board of Directors, staff, volunteers and foster families. Create continuous learning opportunities for these groups to build their competence in diversity issues.
Step 8: Diversify Your Staff, Board of Directors and Foster Families.
If you have one, appoint members of equity-seeking communities to your Board, signaling the needs and perspectives of these communities are respected and integral to your agency's mission. Your organization will benefit from their cultural knowledge and connections to communities. Fill vacant staff positions with members of underrepresented communities. Include cultural competency as a core requirement in job descriptions.
Step 9: Actively Remove Barriers to Opportunities and Services.
Check to ensure that your organization is accessible to diverse and marginalized groups. Programs and services should be relevant to the needs of diverse communities. Promotional materials and important forms should be culturally appropriate, translated, user/child-friendly, easily accessible, and in a variety of formats. Ensure that your licensed residential setting is fully accessible for people with disabilities.
Step 10: Forge Partnerships with Diverse Communities.
Community engagement means building long-term equal relationships rooted in mutual benefit and respect. Engaging diverse communities is an effective way for organizations to gather pertinent cultural information, accelerate their introduction into communities, and attract diverse volunteers and foster families. The reward to organizations in engaging diverse communities is having communities that support their work and give them their trust. All communities care about their children and youth, and if approached with integrity, will be eager to collaborate with you to support them.
Tips for Staff and Foster Parents on Becoming Culturally Competent.
This diversity tool kit focuses on organizational change. But what about front-line workers who wish to build their comfort level and cultural competence when working with children and youth from different cultures?
The following are tips for people who work in cross-cultural settings. It is adapted from Barbara Bole Williams' Culturally Competent Mental Health Services in the Schools: Tips for Teachers (available from the National Association of School Psychologists).
For those who wish to build their cultural competency specifically related to LGBT youth, Children's Aid Society of Toronto (CAST) has developed resources on working with this population (see the description of CAST's work in Section F on Local Diversity Initiatives). Readers should also refer to the seminal book on this topic, No Safe Bed – Lesbian, Gay, Bisexual Youth in Residence (see Section G on Additional Resources).
Awareness and respect for the values, beliefs, traditions, customs, and parenting styles of different communities Awareness of the impact of their own culture and worldviews on their interaction with others in cross-cultural situations Awareness that cultural differences exist within different cultural groups Understanding that different cultures have different attitudes about health issues and helpseeking behaviours Commitment to developing interventions that are compatible with the needs, values, and customs of the diverse children and youth they serve Reflection on one's own cultural programming when encountering a cross-cultural difference that is irritating.
Cultural Competence in Action.
Help all children and youth value multicultural environments and appreciate a multicultural world Learn about the cultural background of the children, youth and families with whom they work (i. e., family members' roles, family support systems, how to show emotional support) Ask the child or youth: "Is there anything about your background that would be helpful for me to know in working with you?" Establish rapport and build trust through displays of respect and appropriate social interactions Use a problem-solving orientation that systematically considers cultural difference Pronounce the names of the children and youth correctly Allow children and youth to share their thoughts, ideas and feelings through use of cooperative groups, role plays, dialogue journals and other forms of active and interactive learning Enhance the self-image, motivation and cultural pride of children and youth by using culturally-relevant materials and encouraging discussion and actions that honour their cultural and linguistic heritage When necessary, use appropriately-trained interpreters and/or cultural brokers When appropriate, invite members of the child or youth's family and community to actively participate in their care Where appropriate, seek input from cultural interpreters if the child or youth exhibits academic, behavioural and/or mental health problems.
Achieving Cultural Competence in Residential Services:
An Organizational Self-assessment Tool.
Adapted by Bernice Cipparrone, from Achieving Cultural Competence – Children's Mental Health, Karen Wolma Sappleton and Bernice Cipparrone, 2006, Child Development Institute.
Organizational Assessment of Cultural Competence.
This dynamic self-assessment tool is designed for Licensed Residential Settings to measure their progress towards cultural competence. The tool is not mandatory, but should be considered a best practice towards achieving goals. Use of the tool enables an organization to create a baseline within a clear framework for gradual progression. Use of the tool should not be considered as a pass or fail experience. Organizations will be in various stages in the area of cultural competence. The objective is to assist the organization in setting goals and identifying areas for growth rather than just merely rating performance. The tool focuses on four key components of residential services: Administration, Human Resources, Intake and Admissions, Programs and the interrelationships within these.
It is suggested that all levels of the organization, Board (where one is in place), Management, and staff be involved in the self-assessment process. In the case of foster care and/or smaller licensed residential settings where this is not applicable, all those individuals responsible for the operation and administration of the delivery of service should be involved. This can be performed by the appropriate individuals jointly or independently with final results summarized and shared. The consensus scores are then entered in the Score Sheet. Through a final discussion and summation of the results, a plan of action is jointly developed to ensure cultural competence. This process ideally needs to be linked to the annual operational planning process. The plan is to be entered in the Cultural Competence Goal and Action Plan Sheet .
Each level of achievement of criteria is numbered and represents the score the licensed residential setting should give itself. For example number 1 under Administration "The definition of cultural competence…" If the licensed residential setting has a service plan with the definition time frame and action plan it will score a 3. The score is then entered in the last column of the table and then a total can be tallied at the end. The total score will provide an overview of how the setting is performing in terms of cultural competence.
It is recognized that each licensed residential setting may score in different places within each component for a number of reasons. In some components scores may be higher than others. It is suggested that all licensed residential settings aim for a minimum score of a least a three (3) in every category of each component. To allow for some flexibility in addressing particular issues, some of the variables are broadly defined. The administrator of the tool should be mindful when categorizing individuals unless they are given the opportunity to self-identify, which would be the preferred method.
Does not meet Criteria.
Exceeds in some areas of Standard.
Exceeds in all areas of Standard.
Does not meet Criteria.
Exceeds in some areas of Standard.
Exceeds in all areas of Standard.
Does not meet Criteria.
Exceeds in some areas of Standard.
Exceeds in all areas of Standard.
Does not meet Criteria.
Exceeds in some areas of Standard.
Exceeds in all areas of Standard.
Score Sheet.
Intake and Admissions.
Goal and Action Plan Sheet.
(detail plan and compliance date for all areas not meeting Criteria)
Residential Setting Individual in-charge:
Local Diversity Initiatives.
In This Section:
Local Diversity Initiatives.
The composition of our communities is constantly changing. To be an effective service provider in this environment means responding to this change. Adopting a diversity agenda is an ongoing journey of learning to best meet the needs of the clients you serve. This section offers the perspectives of six agencies that have journeyed the diversity trail and incorporated diversity into their organizational DNA.
All the organizations profiled here provide residential services for children and youth, except one program that serves at-risk youth in a drop-in setting. Some organizations have sizeable capacity and are located in large urban centres, while others are in smaller communities and have accomplished much with fewer resources. However, they all share one thing in common: these organizations have made significant headway in becoming culturally competent, largely due to the strong leadership of their executive directors and Board of Directors. Their stories demonstrate that whatever the size of the organization, it is possible to take concrete steps in becoming more inclusive.
These six organizations were nominated by their peers. A call was made to field staff within the Ministry of Children and Youth Services and to community stakeholders asking them to identify children and youth-serving organizations that have made headway in becoming culturally competent. There was a tremendous response to this call. While it was not possible to unearth all the significant work that is underway in this area, the following profiles are meant to inspire thought, mentor, and spark licensed residential settings across Ontario to embark on the diversity journey.
William W. Creighton Youth Services (Thunder Bay and Kenora):
Native Culture and Spirituality as a Path to Healing.
Engagement and relationships are the true medicine, and perhaps the best defense against future trouble with the law. This is the philosophy that guides the staff at William W. Creighton Youth Services, an integrated set of residential and community based programs for children and youth who have been continuously involved in criminal behaviour. Native children and youth comprise anywhere from 80%-100% of the total client base at any given time.
William Creighton's cultural competence in serving Native children and youth is manifest in many ways. First, Native community members and organizations come into Creighton on a regular basis to provide therapeutic care for the residents: smudging, one-on-one counselling, healing circles, and ceremonies that honour ancestors as a way to facilitate the grieving process. Traditional spirituality and healing practices coexist with conventional medicine; the local psychiatrist, Native healers, and Creighton Staff work seamlessly together.
Secondly, Creighton provides continuous opportunities for the children and youth to learn about their culture. For example, community elders teach the youth Native arts; there are traditional feasts every season, as well as a fall harvest; and the youth have an opportunity to cook Native food. Native imagery is visible everywhere: from adorning the walls to carvings in the tabletops at their facilities. A Cultural Committee, composed of staff, members of the Board of Directors and community elders, is active in planning a steady stream of cultural events at Creighton.
The key benefit of this constant engagement with community and culture is that when the children and youth leave Creighton, they will have formed positive trusting relationships with community members that are safe alternatives to the ones that were linked to their criminal past. They will also leave with a strong sense of who they are - historically, culturally, and spiritually – which equips them, perhaps, with the best chances for a trouble-free future.
The therapeutic potential of becoming rooted in one's culture is illustrated in the story of a young woman who was taught how to make a Jingle Dress by a community elder. She says: "Making this dress is one of the stepping stones in my life…I will always stay connected with my culture, my dress will also help with respect not only for me but for other people because it will bring me back to all the teaching that I have received while doing this dress." Through the making of this dress, a relationship blossomed, as well as a sense of self.
Many of the children and youth at Creighton come from remote northern areas. The staff concur with research that concludes that many of the negative behaviours expressed by Native children and youth is a result of unacknowledged grief. Accordingly, Creighton makes it a priority for children and youth from remote areas to be flown home – even at great expense - to attend funerals. This understanding of the wider context of their residents' lives demonstrates great cultural competence.
And what about the non-Native children and youth at Creighton? As the Executive Director says, "We don't prescribe, we offer. Some of our Native kids are Christian, in fact, and we will find cultural or spiritual connections for any youth, as they need it and request it. But we have found that the traditional teachings and celebrations are of interest to everyone, not just to the Native kids."
Although the children and youth at Creighton are predominantly Native, only about 20% of the staff are from this cultural heritage. A diverse staff complement that reflects the clients is very rare and difficult to achieve. The secret is to have a culturally competent team: "We have a staff that is very open to learning."
"If we didn't do all this we wouldn't be responsive to our kids. These kids were not born with labels, yet they face so many barriers in life. We are simply trying to take down some of those barriers."
1014 Oliver Road, P. O. Box 10632.
Thunder Bay, ON P7B 6V1.
Pioneer Youth Services (Waterloo): Cultivating an Appreciation for Difference in a Homogenous Environment.
Pioneer Youth Services is a per diem long-term residential care and treatment facility for children and youth with behavioural, emotional, mental health, and developmental challenges. It is an agency that is familiar with diversity: at any given time, a third of its residents are visible minorities, and 40% have disabilities. Interestingly, it is located in Waterloo, an area that is fairly homogenous. What does cultural competency mean for an agency where its residents are routinely perceived as 'different' by the surrounding community?
For Glory To, Pioneer's Executive Director, being culturally competent means building up the confidence and pride of identity of those children and youth who are perceived as different, while cultivating appreciation for differences amongst all the residents. Glory states: "Up front, we recognize that one's heritage and culture are essential for positive self image. We take every opportunity to help a child maintain and learn about their heritage. We believe these are the best defenses against prejudice and bias."
Upon admission, the staff look beyond social history and collect pertinent information about a child's cultural background: their home practices, food preferences, and personal appearance. Pioneer helps children and youth learn about their own and other people's cultures through:
Serving culturally diverse foods and foods that are familiar to new residents; Ensuring haircutting services meet the needs of different cultural styles; Hanging posters that feature role models from diverse backgrounds; Taking all residents to different cultural events and celebrations; Depending on the particular child or youth, supporting that child to act as a cultural host when the residents go to an 'ethnic' restaurant; Helping children and youth find books with positive cultural content at the library; Showing movies with different cultural content; and Engaging local community partners, such as the Native Centre, for counseling as appropriate.
Pioneer normalizes differences by providing one-on-one staff support for children and youth with disabilities so they can participate in the same activities as the rest of the children (i. e. a trip to the YMCA). The staff also empower children and youth with disabilities by supporting their participation in local and provincial competitions of the Special Olympics.
"Doing this work improves the children's self image, builds up their sense of security, and decreases their isolation. It also reduces prejudice in the Home (Pioneer Youth Services). Especially in areas that are fairly homogeneous, everyone needs to learn about diversity."
Glory To, Executive Director Pioneer Youth Services.
26 Dorset St. Waterloo, ON N2L 3L5.
(519) 884-3985 x222.
Children's Aid Society of Toronto: Bold Organizational Change.
Children's Aid Society of Toronto (CAST), with headquarters in downtown Toronto, works with the full spectrum of diversity found in this city. Rather than shy away, CAST has met the challenge of serving a diverse clientele head-on, and today stands out for its leadership in both anti-oppression work and cultural competency. Some notable features of CAST's anti-oppression, anti-racism organizational change efforts include:
Courageous and Visionary Leadership.
CAST adopted its Anti-Oppression, Anti-Racism Policy in 2006. This shift elevated the agency from just simply having a diversity perspective to making a bold commitment to address the oppression and racism experienced by many of its stakeholders. This progressive leadership can be seen in CAST's outreach materials to the LGBT community to encourage gay and lesbian families to foster and adopt children, which recognizes and squarely counters negative stereotypes. Also, CAST's 1995 policy on better serving LGBT children and youth - and its subsequent implementation - is recognized across North America as leading edge and unique in child welfare.
CAST also believes in taking risks when it may benefit children and youth from diverse backgrounds. For example, CAST launched a unique, innovative and very successful partnership with Somali agencies where a joint plan of action is developed for the expedited return of Somali children and youth to their families or within the community after having been admitted to care.
Community Engagement in Practice.
CAST recognized early on that a plan must include the participation of Toronto's diverse communities in order to be useful. Accordingly, CAST actively seeks the advice of community partners when they plan and implement programs. For example, CAST has tailored programs for LGBT, Somali, and Tamil children, youth and families, which it delivers in conjunction with community-based agencies. Furthermore, CAST has had a community development program in place for forty years, helping newcomer communities across Toronto develop and deliver services for their children and youth.
Excellent Training and Resources.
Anti-oppression training is taken seriously at CAST. Staff time is formally dedicated to the creation of anti-oppression curriculum, training, and organizational capacity building. CAST is a member of the Ontario Children's Aid Society Diversity Trainers Group, and helped develop an anti-oppression, anti-racism training curriculum for child welfare practitioners across Ontario. As such, all CAST staff will be trained in this new curriculum. The Black Education and Awareness Committee, comprised of agency staff and foster parents, plans events throughout the year for black children and youth in the Society's care. CAST's Out and Proud Program has developed a resource manual on working with LGBT youth in care, which includes best practice guidelines and a chapter specifically on working with LGBT youth in residential settings. CAST also provides training for front-line workers on LGBT issues.
A Well-Developed Infrastructure to Support Diversity.
The Bridging Diversity Committee – whose membership includes senior staff and members of the Board - spearheads diversity work at CAST. Phase 1 of its Anti-Oppression, Anti-Racism Policy Implementation Framework includes the following components:
Organizational leadership and accountability; Training for all stakeholders, including Board of Directors, senior and middle managers, service and service support staff, and foster and residential care providers; Organizational analysis (including analysis of systems, governance structures, and workforce); Communication planning; and Evaluation.
Anti-Oppression, Anti-Racism Policy Implementation Committees are being established in service and service support areas across the organization to identify what needs to be done to implement the Policy. Each Committee will be co-chaired by the area representative on the Bridging Diversity Committee.
"We have come to appreciate that we will only be successful in bridging our services to diverse communities by working in partnership with them and by listening to and acting on their wise and informed advice. Build positive relationship with diverse communities and all things become possible."
Manager of Community Development & Prevention Services.
Children's Aid Society of Toronto.
30 Isabella Street.
Toronto, ON M4Y 1N1.
SYL Apps Youth Centre (Oakville):
Addressing Diversity as Core to Achieving Mission.
Syl Apps Youth Centre is an accredited child and youth mental health facility that is a program of Kinark Child and Family Services. Syl Apps is a residential facility that is comprised of three 'secure' programs for adolescents: detention, custody and treatment. Many of the children and youth admitted to Syl Apps have a diagnosed mental disorder, and as a result of that disorder, have caused or attempted to cause serious bodily harm to themselves or other people. Some children and youth have underlying disorders that impact on their relationships with others.
While many organizations regard diversity work as an optional 'special initiative,' the Syl Apps Youth Centre integrates diversity into its core business. For Syl Apps, ensuring optimal treatment for the children and youth under its care means providing highly individualized care. Inherent in this client-centred approach is a natural regard for diversity – that is, all the aspects that have impact on an individual's life, including a person's social and cultural identity, as well as the surrounding environment and circumstances in which the individual exists (the social determinants of health).
Kinark regards diversity as a corporate strategic priority. All of its programs are required to create annual plans that address diversity as part of their efforts to ensure excellent, quality services. The existence of a full-time Diversity Coordinator to support the programs is a clear demonstration of the organization's commitment to diversity as a strategic imperative. All new staff attend a diversity education day as part of their orientation to Kinark.
The diversity lens is one aspect of Syl Apps' approach that focuses on individual specific needs. About 60% of the residents at Syl Apps are Black or Aboriginal. Staff at Syl Apps work with each child and youth to create their own Individual Plan of Care. This Plan carefully considers the child or youth's personal background, individual circumstances and needs, and family beliefs. Priority is given to keeping close links to a child or youth's natural support network, which may include the Children's Aid Society worker, probation officer, as well as family and community members.
Cultural competence in Syl Apps' services and programs include:
Aboriginal spirituality and healing rituals are blended seamlessly with conventional medical approaches to mental illness; A Native counselor comes in twice a week to support any child or youth who wishes to use his services; An annual pow wow in the courtyard enriches the lives of all the residents and staff at the Centre; Hair braiding is offered for Black children and youth as part of the Centre's haircutting services; Families bring food from their own cultural origins to visits; and Staff from a variety of cultural backgrounds cook with children and youth from the same background.
"We do this (diversity work) because it is an integral way of achieving our mission. The only way to address the social and mental wellbeing of our youth is to address the specificity of who they are and their environment."
Carolyne Hooper, MSW, RSW.
Director, Youth Justice and Secure Treatment.
475 Iroquois Shore Rd.
Oakville, ON L6H 1M3.
(905) 844-4110, ext 2201.
Bayfield Homes, Eagle Rock Lodge Program (Consecon): 'It Takes a Village to Raise a Child' and Other Traditional Teachings.
Perhaps all the guidance you need to help a lost child find his way home can be found in traditional Native teachings. The staff at Bayfield Homes Eagle Rock Lodge Program embrace First Nations teachings to help the 'hard-to-serve' children and youth under their care.
Bayfield is a per diem rural residential treatment facility for male children and youth who have experienced psychiatric, psychological, social and/or academic difficulties. The Eagle Rock Lodge Program is a culturally competent residential program designed to accommodate the cultural needs of First Nations children and youth, who make up almost all its clients.
It is not uncommon at Bayfield to hear children and youth talk about the Seven Teachings within First Nations culture: Truth, Bravery, Love, Honesty, Humility, Wisdom and Respect. These teachings shape all of the group work in the Eagle Rock Lodge Program.
A focus of Eagle Rock is on restorative justice - again, a traditional Native teaching - that promotes accountability for personal behaviour and making amends to the wider community.
Eagle Rock also holds daily "talking circles," an opportunity for the children and youth to discuss their day, any concerns they may have, or ideas they may want to share. During the circle, the children and youth are encouraged to help plan the day's events. This is characteristic of Eagle Rock's ongoing approach of cultivating a strong sense of the collective within the children and youth.
Aside from the strong traditional teachings that shape their programming and interactions with the children and youth, Eagle Rock also actively engages the Native community in its recreational and treatment programs. "A strong sense of community has been developed and the notion that we are responsible for each other and to help each other is encouraged" says the Executive Director, Mary Margaret Fuller.
Eagle Rock takes the children and youth out to the community where they participate in pow wows, the maple syrup harvest, and traditional cooking, as well as drumming and dancing festivals. Local elders lead these events, and also teach the children and youth spiritual rituals such as creating medicine bags and dream catchers. The hope is that through these activities the boys have access to the guidance of the elders, and build enduring relationships with them.
What is interesting about Eagle Rock is that none of the staff is, in fact, Native. When Bayfield first contemplated the creation of this program they struggled with the ethical dilemma of whether a non-Native staff could do justice to Native children and youth. With much support and encouragement from the local Native community and from other service providers, they decided to go ahead and are now a respected and successful program. Taking steps to diversify their staff is, however, a strategic priority for the organization.
Eagle Rock's staff is culturally competent largely because they are so open to learning: "There is no shame from either the program staff or the youth in not knowing all aspects of the First Nations culture and the attitude has been that we are on a unique journey together to learn about ourselves, our community and the world at large."
"This approach gives us an opportunity to learn about the culture of our children and to foster strong relationships as we grow together. Ideally, children and youth in Ontario should be able to access culturally sensitive therapeutic programming within their own communities."
Mary Margaret Fuller, Executive Director.
Bayfield Homes Ltd. – Eagle Rock Lodge Program.
Consecon, ON K0K 1T0.
(613) 392-3551 ext.239.
Youthlink (Toronto):
Addressing the Social Determinants of Health.
Cultural competency in service delivery requires consideration of the social and economic conditions that have profound impact on the lives of individuals. Such factors are known as the social determinants of health. YOUTHLINK, an accredited community-based children's mental health centre, has taken clear leadership in creating programs for homeless and street-involved youth that squarely address the social determinants that impact this population, such as homelessness, social exclusion, violence, poverty, and unemployment (street-involved is defined as youth who engage in panhandling, the sex trade, 'squeegeeing' or drug dealing).
YOUTHLINK offers a range of programs including counseling, community outreach and development initiatives, co-op housing, a residential treatment program, and a family support program for youth with disabilities. It has also developed two programs - Youth Skills Zone and Inner City Drop-In - to help chronically homeless and street-involved youth develop employable skills and establish critical links to supportive services. The ultimate goal of these programs is to encourage youth to disengage from life on the streets, stabilize their lives, and ultimately, break the cycle of homelessness.
Homeless and street-involved youth have complex needs. They are exposed to elevated levels of risk because they live on the streets and engage in high-risk behaviours in order to survive. They are stigmatized by society, have difficulty accessing services, and often do not trust professionals easily. Many cannot count on any family support. Other aspects to consider are that LGBT youth are disproportionately represented among homeless and street-involved youth, due to family and community rejection (Sherbourne Health Centre estimates about 40% of homeless youth in Toronto are LGBT). The proportion of street-involved youth who have suffered emotional, physical and/ or sexual abuse is estimated to be about 90% (YOUTHLINK). At any given time, 20%-30% of YOUTHLINK's clients are visible minorities.
YOUTHLINK's cultural competence in serving the unique needs of this population, and its ability to address the social determinants of their circumstances, are evident in the following features of their programs:
Lack of Judgment: As many homeless and street-involved youth have negative experiences with people who they feel judge them, front-line workers at YOUTHLINK strive to create a continuous, trusting relationship with the youth by accepting them for who they are and not passing judgment about their lifestyle. YOUTHLINK employs a "harm reduction" abordagem. This means delivering accurate information and unbiased support to street-involved youth who engage in drug use and other high-risk behaviours. This allows the youth to make and carry out informed decisions.
Emotional Safety: YOUTHLINK understands that some homeless and street-involved youth are involved with the law and require anonymity. Accordingly, at YOUTHLINK the youth do not have to give their names or fill out detailed forms in order to use services.
Easy Access: Homeless/street-involved youth need services that are within walking distance. YOUTHLINK has created a hub of comprehensive services – a one-stop shop - for homeless and street-involved youth in collaboration with twenty youth-serving agencies around the city.
Comprehensive Supports: The basket of services provided by YOUTHLINK is sensitive to, and appropriate for, the different circumstances of homeless and street-involved youth. Some services meet the youths' immediate basic needs such as free meals, showers, and laundry facilities. Other services aim to stabilize their longer-term future, such as providing help to deal with health and social problems, assistance in securing and retaining housing, legal assistance, support in returning to school, and assistance in finding employment and employment training.
Use of Peer Educators: YOUTHLINK's Peer Education Program hires former homeless and street-involved youth to work in the Drop - In/Resource Centre, provide outreach services, and act as ambassadors that advocate on behalf of their peers.
"We strive to deliver programs that are meaningful and useful to one of Toronto's most vulnerable populations. Part of the payoff is that we have become very credible amongst the youth population and consequently youth seek us out. Furthermore, other agencies are eager to partner with us, thus supporting a collaborative response that is necessary to end homelessness. & quot;
Director, Youth Skills Zone and Inner City.
Toronto, ON M5T 2V9.
(416) 703-3361 x36.
In This Section:
Glossary of Diversity Terms.
Oppression is a pattern or system of inequality, which gives power and privileges to members of one group of people at the expense of another. An anti-oppression framework recognizes the connections and relationships between different forms of oppression and why it is so important to work together to put an end to all oppression.
(Source: adapted from GLSEN Jump-Start #6, 2004)
A male or female person who is attracted to both men and women.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
Cultural competency refers to the ability of organizations and systems to function and perform effectively in cross-cultural situations.
(Source: Cross 1989; Kunisawa 1988; Sue et al., 1992)
Culture refers to the collective experience, beliefs, values, knowledge, economy, and ways of life of a group of individuals who share certain historical and/or present experience.
(Source: Lopes and Thomas, 2006. Dancing on Live Embers)
Recognizing that "one size does not fit all" in diverse urban/rural communities, equal access to health programs and services for all individuals requires the removal of barriers associated with literacy levels, language, culture, geography, social factors, education, economic circumstance and mental and physical ability.
(Source: Ministry of Health and Long-Term Care, 1997. Mandatory Health Programs and Services Guidelines).
The rights of the individual to an equitable share of the goods and services in society. However, equality of treatment will not guarantee equal results. Creating equal results sometimes requires treating people differently from each other. Focusing on the results instead of the treatment is the concept of equity.
(Source: City of Toronto Task Force on Access and Equity, 2000. Diversity Our Strength, Access and Equity Our Goal: Final Report.)
Prejudice is an attitude; discrimination is the effect or result. It's any action that limits the opportunities of a person or group based on their age, disability, gender, race, religion, sexual orientation, skin colour, or socio-economic status.
(Source: Canadian Centre for Diversity Website)
The word 'diversity' suggests the range of human characteristics found in any workplace or community. The diversity of identifying characteristics includes race, culture, language, faith/religion, gender, sexual orientation, age, ability, income, family status, literacy level, educational background, housing, immigration status, HIV status, and mental health status, among many other characteristics. Groups and individuals are both visibly and invisibly different from each other. These differences shape and have a significant impact on our experiences and expectations in any given situation.
(Source: adapted from Lopes and Thomas, 2006. Dancing on Live Embers; and Ontario Healthy Communities Coalition, 2004. Inclusive Community Organizations: A Tool Kit)
A male person who is primarily attracted physically, sexually and/or emotionally to other males.
(Source: Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers. Children's Aid Society of Toronto)
A hate crime is an act of violence, threats of harm, intimidation or damage to property intended to harm and frighten someone because of their race, ethnicity, national origin, religion, sexual orientation or disability.
(Source: Canadian Centre for Diversity Website)
The principle of inclusivity recognizes that ideas and practices based on the norms of the dominant culture or society can result in experiences of exclusion and discrimination for a number of people in society. Inclusivity within an organizational context is comprised of a strategic process to eliminate barriers and implement change, based on the acceptance that many people do not have access to services, jobs and positions of leadership due to societal and systemic factors rather than personal deficiencies. This process includes the active and meaningful involvement of people who are reflective of the diverse groups within a community.
(Source: Ontario Healthy Communities Coalition, 2004. Inclusive Community Organizations: A Tool Kit)
A female person who is primarily attracted physically, sexually and/or emotionally to other females.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
Stands for: Lesbian, Gay, Bisexual, Transsexual, Transgender, Two-Spirited, Queer, Questioning, Intersex.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
Groups that have a history of oppression or exploitation are pushed further and further from the centers of power that control the shape and destiny of the society. These are the margins of society, and this is the process of marginalization.
(Source: Anne Bishop, 1994. Becoming an Ally: Breaking the Cycle of Oppression)
Oppression exists when one social group exploits (knowingly or unconsciously) another social group for its own benefit. It results in privilege for the dominant group and disenfranchisement for the subordinated group. After a while, oppression does not require the conscious thought or effort of individual members of the dominant group, and unequal treatment becomes institutionalized, systemic, and looks "normal."
(Source: Lopes and Thomas, 2006. Dancing on Live Embers)
Prejudice means having a negative opinion or attitude toward a person or group of people because they're different from you.
(Source: Canadian Centre for Diversity Website)
The direction of one's attraction i. e. one's tendency to be primarily attracted to the same sex (lesbian or gay), other sex (heterosexual), both sexes (bisexual), neither sex (nonsexual) or any sex (pansexual). Some people experience it as an unchanging part of their essential nature; others experience it with more fluidity.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
Social Determinants of Health.
Social determinants of health are the social and economic conditions that influence the health of individuals and populations. Some of the best predictors of whether people stay healthy or become ill include income, housing, education, employment and job security, stress, social supports – what we now consider the social determinants of health.
(Source: Raphael, D., 2003. Addressing the Social Determinants of Health in Canada: Bridging the Gap between Research Findings and Public Policy.)
A more generic term (than transsexual) for people who transgress social norms around gender. May want to present some of the time as the other sex; or may feel like a combination of male and female or neither male nor female; may want to alter their body, but generally does not want to change their body so much as to be the other sex.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
A person who feels internally that their gender does not match the sexual organs that they have. A transsexual person may be at various stages of transition. They usually feel an overwhelming desire to live full-time presenting as a gender that feels comfortable and true. Can be any sexual orientation.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
Individuals of First Nations or indigenous descent who were traditionally considered to occupy a third-gendered position with the social characteristics of both men and women, and the visions of both sexes, based on their innate nature. They were often given spiritual sanction and associated powers viewed as a sacred gift and treated with reverence. They often cross-dressed and were attracted to members of their own biological sex.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
According to the Employment Equity Act, visible minority is defined as "persons other than the Aboriginal peoples, who are non-Caucasian in race and non-white in colour."
(Source: Canadian Centre for Diversity Website)
Bilingual Diversity Websites.
Diversity in the Workplace.
Site includes on-line seminars, resources and a newsletter.
Federal Department of Canadian Heritage.
Site includes a compendium of resources, links and information on multi-cultures for service providers, parents and youth.
Books and Articles.
Arnold, Burke, James, Martin, Thomas. Educating for a Change , 1991. Between the Lines.
Biocchi, R. and Radcliff, S. A Shared Experience Bridging Cultures. Resources for Cross-Cultural Training, 1983. London Cross Cultural Learning Centre and Canadian Mental Health Association.
Carrie, R. and Peter, D. Building a Future Together: Issues and Outcomes for Transitioned-Aged Youth. Available from Centre of Excellence of Child Welfare's website cwlc. ca/pubs/cwlc_e. htm.
Dermann-Sparks, L. and the ABC Task Force. Anti-Bias Curriculum - Tools for Empowering Young Children, 1989. Available from National Association for the Education of Young Children (NAEYC)
Dudding, P. et al., Promoting Resilience in Child Welfare . Available at University of Toronto Bookstore or order at utpress. utoronto. ca.
Hanning, D. and Munoz , X and Old, D. One Child Two Cultures, 1987. Manitoba Department of Employment and Service Security, Immigration and Settlement Branch.
Lopes, T., and Thomas, B., Dancing on Live Embers – Challenging Racism in Organizations, 2006. Between the Lines.
Lynch, E. and Hanson, M. Developing Cross-Cultural Competence. A Guide for Working with Young Children and Their Families, 1992. Paul H. Brooks Publishing Company.
Matiella, A., Positively Different - Creating a Bias Free Environment for Young Children, 1991. ETR Associates.
Morley, J. Sayt K'üülm Goot – Of One Heart: Preventing Aboriginal Youth Suicide Through Youth and Community Engagement , downloaded from gov. bc. ca.
O'Brien, T., Travers, Bell, L. No Safe Bed - Lesbian, Gay, Bisexual Youth in Residence, 1993. Central Toronto Youth Services.
Office of the Provincial Advocate for Children and Youth, We Are Your Sons and Daughters - The Child's Advocate's Report on the Quality of Care in 3 Children's Aid Societies, 2007. Available from: provincialadvocate. on. ca/main/en/about/meet_chief. html.
Schniedewind and Davidson. Open Minds to Equality - A Sourcebook of Learning Activities to Promote Race, Sex, Class, and Age Equity , 1983. Prentice Hall.
Bilingual Community Networks For Equity-Seeking Groups.
A coalition for LGBT youth, parents and service providers.
Resources and information for GLBTQ youth in the Ottawa area.
Disabilities.
Canadian Association of the Deaf.
Programs, services resources for children, youth and adults with hearing loss.
The Canadian Hearing Society.
Programs, services and resources for children, youth and adults with hearing loss.
The Canadian National Institute for the Blind.
Programs, services and resources for children, youth and adults who are visually impaired.
A provincial network that provides resources and services for children and youth with physical disabilities.
Canadian Centre on Substance Abuse.
Information, list of treatment centre and support groups dealing with alcohol and substance abuse including fetal alcohol syndrome.
Offord Centre for Child Studies.
Children's Mental Health Ontario.
Ethnocultural Groups.
Indian and Northern Affairs Canada.
A comprehensive listing of resources, networks, information and policies for Aboriginal people.
Children's Bills of Rights.
Child Rights Information Network.
Site includes links, supports and information targeted towards children rights.
Royal Canadian Mounted Police.
This is a direct link to the United Nations child-friendly convention on the Rights of the Child, explaining the rights of children and youth through a colourful poster.
Office of the Provincial Advocate for Children and Youth.
Provides resources for service providers, parents, children and youth related to access, mental issues as well as residential services.
A Sample Children's Bill of Rights.
You have the right to professional courteous treatment. You have the right be treated fairly and with respect. You have the right to know, understand and agree to any actions regarding your case and to know the consequences of those actions. You have the right to be explained your rights and responsibilities. You have the right to be respected for your choices. You have the right to expect a living environment that respects your culture. You have the right to expect services that are culturally appropriate to you. You have the right to be listened to. You have the right to not be interrupted. You have the right to expect a non-judgmental attitude. You have the right to expect to trust those you live with. You have right to be replied to properly and respectfully.
Sample Board Policy Statements On Diversity.
The Board of Directors of [agency], in recognition of the growing diversity in the community, seeks to create and maintain a culturally responsive family support environment. It is the responsibility of the agency to not only make its services accessible to all, but to affirm by policy and action its commitment to families of all cultures.
Adapted from: People of Color Leadership Institute.
Holy Days and Holidays.
Various calendar formats that list the primary sacred dates for all world religions, form now to 2017.
Provides a comprehensive calendar for a broad range of cultural and ethnic-specific populations. Includes an explanation and suggested activities.
Posters and other print images representing diversity.

Deficiência intelectual e pessoas de origens culturais e linguisticamente diversas.
As pessoas com uma deficiência intelectual que sejam de origens culturais e linguisticamente diversas (CALD) serão altamente susceptíveis de experimentar múltiplas formas de discriminação ao longo de suas vidas. Eles são susceptíveis de sofrer discriminação da comunidade em geral devido à sua etnia e discriminação tanto do grupo cultural como da comunidade em geral devido à sua deficiência (NEDA, 2001).
Em comum com as pessoas com uma deficiência intelectual, pessoas de um fundo CALD freqüentemente (NEDA, 2001):
Tem dificuldades de linguagem e de comunicação que apresentam obstáculos significativos na obtenção de acesso aos serviços Desculpe-se nos serviços de suporte genérico e psiquiátrico Desconheça a gama de serviços e apoios disponíveis e falta o conhecimento necessário para acessar os serviços adequados. Experimente um isolamento extremo. Experimente vulnerabilidade financeira e menos oportunidades. Experimente capacidade reduzida para participar da vida social, econômica, política e cultural.
Além disso, pessoas de um fundo CALD podem entender mal como os serviços operam e ser mal interpretados pelos profissionais de saúde e bem-estar (MMHA, 2004).
De acordo com a National Ethnic Disability Alliance (NEDA, 2001), três quartos das pessoas de origem não inglesa que têm uma deficiência faltam no acesso a serviços e apoios para deficiência. NEDA sugere que muitos serviços parecem incapazes de acomodar a diversidade linguística e cultural porque:
As comunidades étnicas tendem a ser negligenciadas ao considerar o "grupo-alvo" de pessoas com deficiência intelectual O sistema de serviços de deficiência não adotou mecanismos básicos para pessoas de origens CALD, como intérpretes ou a publicação de materiais em outras línguas que não o inglês. Existem estratégias insuficientes e práticas para garantir que as pessoas com deficiência que são de base CALD, e suas famílias e cuidadores, participem na tomada de decisões. O mito do apoio à família alargada ainda é subscrito por provedores de serviços e órgãos de financiamento.
Os conselheiros que trabalham com pessoas com deficiência intelectual de fundos CALD precisam considerar sua "competência cultural" (Gow, 1999). A globalização e a migração continuam a aumentar o movimento e o contato através das fronteiras geopolíticas e continua a aumentar a complexidade na comunicação entre duas ou mais culturas.
A cultura é algo que é aprendido e abrange as crenças, valores, normas, símbolos, comportamentos, percepções e costumes de um povo (Francisco e Carlson, 2002). As práticas e tradições culturais podem definir papéis na sociedade, dar sentido aos eventos da vida, dar reconhecimento de marcos e transições importantes e dar um senso de pertença. As experiências de etnia e deficiência são interdependentes e não se pode valorizar a outra (NEDA, 2001).
As pessoas com deficiência intelectual de fundos CALD podem não ter a oportunidade de participar plenamente da vida cultural de seu próprio grupo étnico ou da cultura dominante. Pode haver várias razões para isso: uma pessoa com deficiência intelectual pode sofrer discriminação ou vergonha dentro de seu grupo cultural por causa de sua deficiência; uma pessoa pode experimentar separação de sua família de origem devido à institucionalização ou remoção de suas famílias devido a abuso ou negligência; ou uma pessoa com deficiência intelectual pode receber apoio de um serviço ou organização, e esse serviço pode não fornecer o suporte necessário para que a pessoa participe plenamente de sua cultura e suas tradições.
Estratégias que podem ajudar a compreensão cultural incluem:
Usar um intérprete, se necessário Desenvolver uma compreensão da percepção do cliente sobre a deficiência - como esse cliente (ou família ou cultura) percebe a deficiência? Isso é semelhante ou diferente da cultura dominante? Desenvolva uma compreensão dos papéis que a religião e a fé desempenham em suas vidas e no bem-estar das pessoas Desenvolva uma compreensão do papel das tradições culturais na vida do cliente Pergunte se o cliente teve a oportunidade de participar plenamente das práticas e tradições de sua cultura Considere por que o cliente chegou a encontrar-se em uma cultura diferente e qual o impacto que isso poderia ter; a história da migração da família pode ser significativa. Resistir fazendo generalizações sobre grupos culturais e aplicando-os indiscriminadamente em situações específicas; haverá diferentes pontos de vista sobre a incapacidade dentro das culturas e dentro dos grupos familiares, bem como entre as culturas. Considere o impacto da discriminação histórica. Desenvolva a capacidade de reconhecer quando você foi culturalmente insensível ou inconsciente (é obrigado a acontecer) e desenvolver estratégias para se recuperar desses erros.
Sessões de informação da comunidade NDIS.
Campanha de voluntariado em setor de deficiência iniciada.
Queensland - é hora de preparar o NDIS.
Requerente de data: fóruns do fornecedor NDIS 2018.
Junte-se ao comitê estadual do NDS para compartilhar experiências no lançamento NDIS.
Evento NDS: almoço do conselho diretor.
Carreiras em deficiência.
Bolsa de conteúdos regionais para australianos regionais com deficiência.
Os webinars e recursos da Legal Aid Queensland & # 039; s.
Sociedade Australásia da Conferência de Deficiência Intelectual 2018 - Gold Coast.
diretório de serviços comunitários oneplace.
Coalição de Habitação de Deficiência de Queensland.
Comissão Australiana de Direitos Humanos - Direitos de deficiência.
Serviços nacionais de invalidez.
Pessoas com deficiência.
Disability and Community Care Services Queensland.
Aconselhamento jurídico.
Gestão de Desastres.
Ferramentas e recursos NDIS.
Fichas de dados do NDIS.
Calendário de eventos do NDIS de Queensland.
Manuais de Recursos Comunitários.
Compreendendo os vídeos da tutela.
O Círculo de Yarning.
Young Carers Support Toolkit.
Como me ouvir.
Powers of Attorney Act 1998.
Anti-Discriminação.
Legislação sem fins lucrativos.
Dia Internacional das Pessoas com Deficiência.
O Dia Internacional das Pessoas com Deficiência (IDPWD) é realizado em 3 de dezembro de cada ano.
É um dia aprovado das Nações Unidas (ONU), comemorado internacionalmente e com o objetivo de aumentar a conscientização, compreensão e aceitação do público das pessoas com deficiência, bem como para comemorar o.
Abordagens centradas na pessoa - Poder e controle de deslocamento.
Um elemento essencial da centralização da pessoa é pensar sobre questões de poder e controle. Com abordagens verdadeiras centradas em pessoas, incluindo modelos de financiamento individualizados ou auto-dirigidos, as pessoas com deficiência e aqueles que se preocupam com elas devem ser as que estão no controle e têm autoridade.
Colaboração e parceria. Nós deveríamos?
Em um momento de interrupção significativa no setor de serviços comunitários, muitas organizações estão diretamente concentradas em definir seu inventário e consolidar sua posição no mercado. A idéia de colaboração ou parceria em um mercado cada vez mais competitivo parece absurda para muitas agências.
NDIS: uma perspectiva do norte.
Com o lançamento iminente do National Disability Insurance Scheme (NDIS) que se aproxima em Queensland, alguns provedores de serviços sem fins lucrativos na região de Townsville estão expressando um sentimento de isolamento e estarem um pouco desconectados.
Respondendo a essa necessidade, Calxa.
Abordagens centradas na pessoa - a importância do planejamento.
A maioria das pessoas planeja a vida de uma forma ou de outra. Se usamos planejadores de papel para a organização do dia a dia, planejamos cada mês pelos ciclos da lua, ou desenvolvemos um plano detalhado de cinco anos sobre a reunião dos objetivos, as pessoas geralmente têm alguma maneira de acompanhar quais objetivos eles estão planejando e quais os passos que eles estão fazendo.
Abordagens centradas na pessoa - escolha e controle com auto-direção.
Com tanta conversa ao longo dos últimos anos sobre as pessoas com deficiência e sua família tendo mais "escolha e controle" sobre os apoios e serviços que receberam, houve novos termos e conceitos introduzidos como auto-direção, autogestionados e financiamento auto-dirigido. Alguns.
Abordagens centradas na pessoa na prática.
Ao falar sobre como os serviços funcionam, apoiam e se conectam com pessoas com deficiência, a ideia de ser "centrada em pessoa" existe há muito tempo. É um termo bastante fácil de entender, mas um pouco mais difícil de implementar.
Por que se concentrar em pessoa centrada.
Abordagens centradas na pessoa - capacitando pessoas com deficiência.
Houve muita conversa ultimamente sobre abordagens "centradas na pessoa" e "auto-direção" no contexto dos serviços de deficiência, particularmente com o advento do Sistema Nacional de Seguro de Deficiência (NDIS), mas o que esses termos realmente significam e por que eles são importantes?
O site Care Opinion.
O Care Opinion é um novo site independente, sem fins lucrativos, que permite que as pessoas publiquem suas experiências de serviços locais de atendimento social on-line e em público (por exemplo, cuidados com idosos, assistência para jovens e deficiência). .
Histórias de melhores práticas de competência cultural.
Agora você pode acessar uma série de recursos que mostram os melhores modelos de entrega de serviços HACC Aboriginal e Torres Strait Islander.
Os três folhetos contam as histórias de práticas de entrega de serviços inovadoras e positivas que atendem às necessidades culturais dos seus.
Veja vídeos do StudioQ relacionados a este tópico.
Incapacidade.
Compartilhar ou Imprimir.
A Community Door é um portal para as organizações administradas pela comunidade em Queensland para acessar informações importantes para ajudar em todos os aspectos da operação do serviço.

Diversidade e inclusão no local de trabalho.
Nós encorajamos aplicações de indígenas australianos, pessoas com deficiência, pessoas de diversas origens culturais e linguísticas, trabalhadores de idade madura e pessoas lésbicas, gays, bissexuais, transgêneros e intersexuais (LGBTI).
Os candidatos com deficiência podem fazer pedidos de modificações ou ajustes. The requests may assist you in applying for positions or, if you are successful, in your position.
Se você tiver requisitos específicos que precisam ser atendidos para enviar sua candidatura, envie um email para recruitment. management@humanservices. gov. au ou entre em contato com o Registro de Recrutamento em 1800 906 144, selecione a opção 1 equipe de DHS, então, opção 1 Serviços de RH, seguido de opção 3 Serviços de Recrutamento.
Notificar o contato oficial por e-mail ou telefone antes da data de encerramento, se você tiver requisitos para participar de uma entrevista ou participar de um centro de avaliação.
Também participamos do Sistema de Recrutabilidade de Serviço Público Australiano (APS), que apoia o emprego de pessoas com deficiência na APS.
Diversidade e inclusão no departamento.
Estamos empenhados em proporcionar uma cultura do local de trabalho inclusiva, onde todos os nossos funcionários são valorizados e reconhecidos por suas qualidades, ideias e perspectivas únicas. Reconhecemos as habilidades e perspectivas que as pessoas podem trazer para o local de trabalho por gênero, raça, etnia, deficiência, idade, orientação sexual, identidade de gênero, status intersexual ou outra diferença.
Estamos empenhados em fornecer um ambiente de trabalho que valorize a diversidade e a inclusão, que apoie todos os funcionários para alcançar seu potencial total. Nosso compromisso é demonstrado através da diversidade no local de trabalho e estratégias, políticas e iniciativas de inclusão. Esses incluem:
acesso a arranjos de trabalho flexíveis, tais como trabalho a tempo parcial e programas flexíveis de capacitação e conscientização e apoio a gerentes, funcionários e equipes, incluindo conscientização cultural indígena e conscientização sobre deficiência e treinamento de confiança, comemorando dias e eventos de diversidade para promover conscientização e inclusão. para que a equipe se conecte, expressar suas opiniões e experiências e compartilhar informações.
Leia as histórias de 5 funcionários que compartilharam como eles foram apoiados por nós no local de trabalho.
A história de Kahli.
A história de Kahli mostra como os programas de nível de entrada podem ajudar as pessoas de uma ampla gama de origens para começar a recompensar as carreiras com o departamento.
A história de Brian.
A história de Brian mostra como, ao recrutar pessoas sem discriminação, o departamento se beneficia de uma ampla gama de experiências e aumenta os departamentos & rsquo; capacidade de fornecer resultados comerciais.
A história de Peter.
A história de Peter mostra como a aplicação de ajustes razoáveis ​​e o fornecimento de tecnologia assistiva ajudam as pessoas com deficiência a trabalhar efetivamente no departamento.
A história de Bev.
Bev continua a ser um funcionário produtivo enquanto gerencia uma condição de saúde mental.
A história de Todd.
A história de Todd mostra como as condições de emprego no Enterprise Agreement podem ajudar os funcionários a equilibrar sua vida profissional e pessoal.
Estratégia de Diversidade e Inclusão no Local de Trabalho.
Nossa Estratégia de Diversidade e Inclusão no Local de Trabalho delineia nosso compromisso formal com a cultura do local de trabalho que:

Disability services cultural and linguistic diversity strategy

This tool kit was prepared exclusively for the Ministry of Children and Youth Services by Ruby Lam and Bernice Cipparrone, Diversity Specialists. While the Ministry has attempted to verify the accuracy of the information contained in this tool kit, users should not rely solely on this information to make decisions regarding children and youth in residential care. The content of the tool kit is provided by the Ministry of Children and Youth Services for informational purposes only and should not be taken as advice or recommendations for any particular decision regarding a child or youth in residential care. Use of the tool kit is voluntary.
There are web sites linked to and from this tool kit that are operated or created by or for organizations outside of the Government of Ontario. Those organizations are solely responsible for the operation and information (including the right to display such information) found on their respective web sites. These linked web sites may or may not be available in French. The linking to or from this site does not imply on the part of the Government of Ontario any endorsement or guarantee of any of the organizations or information (including the right to display such information) found on their respective web sites. The Government of Ontario does not assume and is not responsible for any liability whatsoever for the linking of any of these linked web sites, the operation or content (including the right to display such information) of any of the linked web sites, nor for any of the information, interpretation, comments or opinions expressed in any of the linked web sites. Any comments or inquiries regarding the linked web sites are to be directed to the particular organization for whom the particular web site is being operated.
Índice.
The purpose of this tool kit is to inspire courageous discussions about difficult issues, thus opening the way to positive change.
Diversity organizational change: big words. But at the heart of it, diversity organizational change is about creating environments that respect differences in our society, where there is no one on the outside looking in, where all children and youth feel safe, and where we all belong.
Diversity refers to the range of differences among people. We are all diverse. We all belong to different groups and cultures. Our identities may be defined by our race, ethnicity, age, gender, sexual orientation, religion, language, physical or mental abilities, educational background, socio-economic status, rural or urban residence, as well as other factors.
There is nothing inherently good or bad about difference; it is what we make of it. With the right leadership and in the right environment differences can enrich our lives. Without that leadership, differences can be used to exclude and to cast people to the margins of society. The cost of exclusion is that children and youth who feel socially isolated or emotionally upset are less likely to be able to learn and achieve to their full potential, in school or in life.
Children and youth in residential care come from a variety of backgrounds and have a multitude of needs. This tool kit guides staff in creating residential care settings* that are competent in serving a culturally diverse range of children and youth. It is a primer that establishes basic concepts related to diversity: What is cultural competency and why is it important? What is discrimination and how do I recognize it? How do I bring about diversity organizational change? The tool kit is also written as a 'how-to' guide on assessing your organization's level of cultural competence and initiating concrete change.
Ontario is a vibrant mix of people with a wealth of talents to offer. But such a vibrant group has a variety of needs, some based on diverse cultural identity. Whatever our particular identity, we all want to feel welcome, understood, accepted, and safe. We all deserve to be included and to have our needs met.
It is our hope that this tool kit helps your organization make equity and inclusion a reality for all the children and youth that you serve. We wish you great success on your diversity journey.
Ruby Lam and Bernice Cipparrone.
* Licensed residential care settings include group homes, foster homes, provincially operated facilities, youth justice open and secure custody/detention facilities, and secure youth justice units in facilities shared with adults.
Common Misconceptions About Diversity Issues.
Checking Our Misconceptions About Diversity.
Many people don't feel that diversity issues are relevant to their personal or professional lives, or to their organizations. Addressing the following common misconceptions about diversity is a good starting point for establishing the importance of these issues.
"These issues are not relevant to us. We don't have any diversity in our community."
Diversity exists in every community. Diversity doesn't refer only to race and ethnicity, but to the entire spectrum of human identity. While your community may be relatively homogenous in terms of race or ethnicity, there are other distinct social groups whose needs must be taken into consideration when delivering services (for example, gays and lesbians, people with disabilities, people of different religious beliefs, people of differing socioeconomic levels, etc.). Being culturally competent means to be competent across the entire range of social differences. In the context of diversity work, 'culture' is used in the broadest sense. You may have heard of the terms 'youth culture,' 'gay culture,' 'culture of the deaf,' etc.
It would be difficult to find any community or organization that is completely free of discrimination or oppression. Staff and caregivers of licensed residential settings need to learn to recognize when discrimination occurs in order to respond to it. Some acts of discrimination occur between individuals and are easier to notice. Other forms of discrimination are embedded into the way organizations and society run, and are therefore harder to detect. Look out for the following manifestations of harassment and discrimination:
Name-Calling and Verbal Abuse.
What you might see or hear:
Terms used like 'nigger,' 'bitch,' 'fag,' 'white trash,' 'retard'
What you might see or hear:
Laughing about a person's name Making fun of someone's food Making fun of the way a child or youth speaks English.
Unwelcome Remarks, Slurs, Jokes or Obscene Gestures.
What you might see or hear:
Racist/sexist/homophobic jokes, including those sent by email Racist/sexist/homophobic graffiti in bathrooms Unwelcome 'compliments' about a woman's body.
What you might see or hear:
Nobody playing with the child or youth with an intellectual, communication or physical disability/delay Rejection by foster families (for example, because a youth is gay), in-care placement breakdown Lesbian, Gay, Bisexual, and Transgendered (LGBT ) staff who fear that they will jeopardize their jobs and the respect of colleagues if they are open about their sexual orientation.
Bullying and Physical Violence.
What you might see or hear:
Children and youth being beaten up Gay bashing and 'gay baiting' Sexual harassment or assault, particularly of girls Threats of 'outing' (stating that someone is gay or lesbian without their permission)
Tolerance of Discrimination.
What you might see or hear:
Staff not intervening or making ineffectual responses when there is verbal and physical abuse Staff laughing along with racist/sexist/homophobic jokes Staff isolating the child or youth who has been abused, rather than dealing with the perpetrators.
What you might see or hear:
The organization only celebrates Christian holidays and/or displays artistic representations associated with only one culture or religion No reflection of diverse cultures in the residence's physical space Children and youth being denied access to their traditions and communities (i. e. not being allowed to speak their first language) Staff telling LGBT youth to 'keep quiet' about their sexual orientation.
Unequal Access to Services and Unequal Treatment.
What you might see or hear:
Inability to access or use services because of linguistic or other barriers Inaccessible facilities and buildings for people with physical disabilities Accommodations not made for children and youth with disabilities, resulting in their inability to participate in planned activities Differential or more extreme discipline for some groups of children and youth Professional staff that treat homosexuality as deviant (i. e. sending LGBT youth for psychological counseling)
"Why is the term 'cultural competency' used rather than 'cultural sensitivity'?"
The term 'cultural sensitivity' implies that diversity work is just about people being nice to one another. While having good interpersonal skills is certainly positive, cultural competency involves much more than that. Cultural competency is a professional skill that enables staff and organizations to serve their clients effectively and competently. Beyond simply treating diverse clients with sensitivity, culturally competent organizations actively identify and remove any barriers that prevent them from accessing and participating in the organization's programs and services. For licensed residential settings, cultural competency is no less an essential competency than making accurate assessments or developing appropriate plans of care.
"Our harassment policy is in place; we are in compliance. Why do we need to do more?"
Harassment policies usually apply to incidents between individuals . And while it is essential that organizations protect their staff, volunteers and clients from individual acts of discrimination, doing so is only one front of diversity work.
Harassment policies don't cover the work that organizations must do to address systemic discrimination. These are the policies and practices that disadvantage groups of people, and the ideas that foster discrimination. For example, Aboriginal children and youth in Canada faced systemic discrimination when they were not allowed to speak their first languages in residential schools (and when they were forced into residential schools in the first place). This was a result of the prejudicial ideas that people had about Aboriginal cultures, that they were inferior to Western cultures. These forms of discrimination are subtle and often hard to detect because they are institutionalized and look "normal."
A deeper probe into diversity issues would encourage organizations to ask tough questions like:
"Why is it that there are so many Aboriginal children and youth in care?" "Why do gay kids feel unsafe in some residential settings?" "The composition of our staff doesn't mirror the demographic profile of our children and youth. What might be the effect on the children we serve?" "Are all children and youth truly able to participate in our programs?"
"We have cultural celebrations in our organization – isn't that enough?"
People come from different cultures and religions. Celebrating those differences is one step forward towards tolerance and understanding, but it's not enough. For example, tasting another culture's food is a wonderful way to open dialogue between people from different cultures. It does not, however, directly counteract the prejudices we may have about one other. Only through education and addressing our internal prejudices will stereotyping and discrimination end.
"We expect children to fit into the routines of their foster families. Is that a problem?"
While it is normal and necessary for children and youth to adapt to the routines of their foster families, they also bring with them beliefs and practices that are important to them as individuals. For example, the right of a child or youth to either practice his/her own religion or to practice no religion at all is stipulated in the Child and Family Services Act . This is especially important in instances where the child or youth comes from a different religious tradition than that practiced by the foster family or caregivers. Foster parents and staff of licensed residential settings can reinforce a child or youth's personal religious choice and dignity by helping them get to a place of worship such as a temple, mosque, church or synagogue.
Similarly, licensed residential settings should be sensitive to the possibility that child and youth from diverse cultures may not be accustomed to the food that the facility or family serves – sometimes so much so that it makes them ill – and refrain from pushing them to finish everything on their plates. Additionally, the practice of certain faiths includes dietary restrictions.
The Case for Diversity.
In This Section:
The Case for Diversity.
Diversity is not a passing fad, but a permanent fixture. It is the lived reality within Ontario, this nation's most diverse province. Valuing diversity is at the heart of who we are as Canadians, a value enshrined in our multiculturalism laws.
Human service agencies in Ontario may take steps to become culturally competent for a variety of reasons, including:
The constantly changing demographic reality of Ontario; A diverse workforce; The desire to improve care and performance; The need to address the health and social disparities that marginalized communities face; and The legal requirements for accommodation and inclusion.
What are Culturally Competent Services?
The Child Welfare League of America defines cultural competence as the "ability of individuals and systems to respond respectfully and effectively to people of all cultures, classes, races, ethnic backgrounds, sexual orientations, and faiths and religions, in a manner that recognizes, affirms, and values the worth of individuals, families and communities, and protects and preserves the dignity of each."
The Benefits of Becoming Culturally Competent.
Human service organizations have a lot to gain by valuing diversity and providing services to people from diverse social and cultural groups in ways that are respectful of those groups, as well as being accommodating to their diverse characteristics and needs. Why should human service organizations focus on diversity? First and foremost, because being culturally competent enables service providers to provide equitable, child-centred care .
There are clear benefits to licensed residential settings becoming culturally competent. Most important of these is the ability to positively impact the children and youth they serve by creating safe and supportive environments. Culturally competent licensed residential settings also benefit staff and foster families by creating inclusive work environments and homes where diverse perspectives and talents are unleashed for the benefit of all. And finally, cultural competence supports the organization's credibility and influence in the community.
The Benefits of a Culturally Competent Organization:
To Children and Youth.
Protection and enhancement of sense of self Increased comfort level and sense of safety Higher levels of trust and cooperation Mutual respect and understanding for those around them Greater equality and inclusion Less likelihood of adverse events (e. g. discrimination, social exclusion, trouble with authority figures)
To Staff and Foster Parents.
An inclusive and supportive workplace/home Fuller participation Better relationships with the children and youth Ability to conduct meaningful assessments and deliver effective services Increased job satisfaction.
To the Organization.
Optimized client care and improved outcomes Effective service delivery Increased creativity in problem-solving through new perspectives, strategies and ideas Minimized risk of legal challenges due to cultural misunderstandings and communication barriers Strategic alliances with the community Enhanced reputation and trust by the community Distinction of being a diversity leader amongst peers.
Responding to The Diversity Within Ontario.
Canada – and Ontario in particular - is distinguished as one of the most diverse and cosmopolitan areas of the world. The demographic reality of Ontario compels human service providers to consider and integrate the needs of diverse communities into their services and programs.
Canada Is A Diverse Nation, And Ontario Leads The Way.
Canadians reported more than 200 different ethnic origins, and more than 100 languages in completing the census* 1 in 5 people in Canada was born in another country, the highest percentage it has been for 75 years** 60% of foreign-born Canadians come from Asia and the Middle East** The three largest visible minority groups in Canada are Chinese, South Asian and Black** 32% of Canadians speak a language other than English at home, with the largest language groups being Chinese, Italian, Punjabi, and Spanish** The foreign-born population grew four times faster than the Canadian-born population between 2001-2006 (13.6% compared to 3.3%)** In Ontario, 28% of the population are immigrants, the highest percentage in the country** Of the children and youth population living in Ontario, 37% are immigrant, 4% are francophone, and 2.5% are Aboriginal* Half of Toronto's residents were born outside of Canada, a higher percentage than New York City or London (National Post, December 28, 2007)
In Canada, the Aboriginal population increased to 3.8% of total (from 3.3% in 2001)** 1.2 million people in Canada identify themselves as Aboriginal** More than 60 different Aboriginal languages are spoken in Canada** Almost half of Aboriginal people in Canada are ages 24 and under** Almost half of First Nations people in Canada live in urban areas; the number living on reserves continues to drop**
Lesbian, Gay, Bisexual and Transgendered People.
10% of the general population is estimated to be lesbian, gay, bisexual or transgendered (LGBT ) (Toronto Public Health, 2001) 0.5% of couples said they were living in homosexual relationships (although this figure does not reflect the segment of the gay population that is not in a long-term relationship)*
Note : The 'T' in LGBT is now commonly understood to also include: transsexual, Two-Spirited (a positive First Nations term for people who are born with characteristics of both sexes), queer, gender questioning, gender variant, and intersexed.
13.5% of people in Ontario live with disabilities* 1 in 10 people in Canada have some degree of hearing loss (Canadian Hearing Society)
*Source: Statistics Canada, Census 2001.
**Source: Statistics Canada, Census 2006.
Impact of Health and Social Disparities.
Research has established that social and economic barriers - such as poverty, social exclusion, job security, and level of education – are equally or more important to a person's health status than personal health behaviours or medical care (1) . These factors, known as social determinants of health, have a significant impact on one's wellbeing. Marginalized groups such as immigrants, Aboriginal people, single parent families, and the poor experience a significant number of these barriers. Licensed residential settings should set clear strategies to reduce inequities in service delivery and outcomes related to factors such as race, gender, ethnicity, ability and sexual orientation.
Marginalized Populations Have Poorer Health Outcomes.
People living in poverty experience poorer health in almost all health areas including mental health, substance abuse or addiction (2) Recent immigrants from non-European countries are twice as likely as Canadian-born residents to report deterioration in their health over an eight-year period (3) Aboriginal youth suicide rates are about six times higher than for the general population (4) 22% of homosexuals and bisexuals reported that they had an unmet health care need in 2003, nearly twice the proportion of heterosexuals (5) Social exclusion is associated with increased rates of premature death, depression, higher levels of pregnancy complications and higher levels of disability from chronic illness (6)
Minority Populations Are More Likely To Live In Poverty.
Aboriginal, visible minority and children with disabilities are more likely to be poor (7) Poverty rates for immigrants that had been in Canada less than five years doubled between 1980 and 1995 (8) Aboriginal people and racialized groups are three times more likely than the average Canadian to be unemployed, despite the high credentials of many immigrants (9) The median pre-tax income of all persons indicating Aboriginal identity was $13,526, or 61% of the median income for all Canadians (10) LGBT youth are disproportionately represented among homeless youth; about 40% of homeless youth in Toronto are LGBT (11) 31% of people with disabilities live in poverty (12) The unemployment rate for women with disabilities is 74% (13)
Aboriginal Children Have Unique Challenges.
52% of Aboriginal children live in poverty (7) Aboriginal children are more than four times as likely to be hungry (7) Aboriginal children have a disability rate that is more than twice the national average (7) Twice as many Aboriginal children live in lone-parent families as do non-Aboriginal children (7)
Referências.
(1) Evans RG, Barer ML, and Marmor TR. (Eds) (1994). Why Are Some People Healthy and Others Not? The Determinants of Health of Populations. New York: Aldine de Gruyter.
(2) Cairney, J., & Arnold, R. (1998). Socioeconomic position, lifestyle and health among Canadians Aged 18 to 64: A multi-condition approach. Canadian Journal of Public Health, 89(3), 208-212.
(3) Statistics Canada (2005). Dynamics of Immigrants' Health in Canada: Evidence from the National Population Health Survey in Statistics Canada , in Healthy Today, Healthy Tomorrow? Findings from the National Population Health Survey.
(4) Royal Commission on Aboriginal People (1995). Choosing Life: Special Report on Suicide among Aboriginal People. Downloaded from Health Canada's website.
(5) Health Canada (2003). From Cycle 2.1 of the Canadian Community Health Survey.
(6) Wilkinson, R. & Marmot, M. (Eds.) (2003). Social determinants of health: The solid facts . Copenhagen: World Health Organization.
(7) From "Aboriginal Children in Poverty in Urban Communities: Social Exclusion and the Growing Racialization of Poverty in Canada", 2003. Canadian Council for Social Development.
(8) United Way of Greater Toronto and Canadian Council on Social Development (2004). Poverty by Postal Code.
(9) Galabuzi, G.- E. (2004). Social Exclusion. In D. Raphael (Ed.), Social Determinants of Health – Canadian Perspectives . Toronto: Canadian Scholars' Press.
(10) Statistics Canada, Census 2001.
(11) Sherbourne Health Centre (2005). Document prepared by Anna Travers on statistics and facts of LGBTTQ community.
(12) Statistics Canada, custom tabulation, 1996.
The Legal Framework for Diversity.
There are many reasons why human service organizations will want to become competent in serving a diverse range of clients. Everybody has a place in this country — regardless of their age, disability, gender, race, religion, sexual orientation, skin colour or socio-economic status. It's not only a moral right; it's a legal one, enshrined in the Canadian Charter of Rights and Freedoms .
In a previous chapter, the potential benefits related to cultural competency were discussed. These are indeed the best reasons to become culturally competent: to provide children and youth with equitable, individualized care by ensuring that services are respectful of and responsive to their social and cultural needs.
But there is also a legal imperative for why organizations should become culturally competent. The rights to equality and culturally appropriate service delivery are stipulated in federal and provincial laws, including the Canadian Multiculturalism Act , the Canadian Charter of Rights and Freedoms , the Canadian Human Rights Act, and the Accessibility for Ontarians with Disabilities Act. Individuals have the right to advocate for - and expect, within the boundaries of law - the accommodation of their cultural and other unique needs by service providers. Simply put, organizations that neglect to develop their capacity to serve diverse groups in society run the risk of being sued in a court of law (as well as risk becoming obsolete).
In addition to human rights legislation, the Child and Family Services Act, under which children's residential care is licensed and funded, states that services to children, youth and their families should be provided in a manner that respects cultural, religious and regional differences.
And finally, depending on your source of funding, your organization may be required to comply with various human rights policies relating to discrimination, harassment, and hate crimes (this is true, for example, for agencies funded by United Way of Greater Toronto and the City of Toronto). And while donor guidelines may not be legally binding, they represent another front where an organization may run into trouble if its services do not stay abreast of current demographic developments.
The following are highlights of the pertinent legislation (although organizations need to use the full text of any legislation for information and decision-making).
The Canadian Multiculturalism Act (1970)
The Canadian Multiculturalism Act sets the stage for different ethnic and linguistic groups to advocate that public service organizations provide services in a manner that is culturally and linguistically appropriate for them. The provision of socially and culturally appropriate services by human service agencies would be an activity that is in compliance with the Canadian Multiculturalism Act . The Act obliges the Government of Canada to recognize and promote cultural, linguistic and racial diversity within the Canadian population.
Selected passages from Section 3.1 of the Act state:
It is hereby declared to be the policy of the Government of Canada to: recognize and promote the understanding that multiculturalism reflects the cultural and racial diversity of Canadian society and acknowledges the freedom of all members of Canadian society to preserve, enhance and share their cultural heritage.
It is the policy of the Government of Canada to: ensure that all individuals receive equal treatment and equal protection under the law, while respecting and valuing their diversity.
It is the policy of the Government to: encourage and assist the social, cultural, economic and political institutions of Canada to be both respectful and inclusive of Canada's multi-cultural character.
The Canadian Human Rights Act (1981)
(Canadian Department of Justice)
The Canadian Human Rights Act specifies that all individuals in Canada shall have equal opportunity and have their needs accommodated. There are two important aspects of this Act. The first pertains to accommodation.
Section 2 of the Act states:
All individuals should have an opportunity equal with other individuals to make for themselves the lives that they are able and wish to have and to have their needs accommodated, consistent with their duties and obligations as members of society.
The implication of this Act is that individuals can demand that their needs - based on their particular characteristics such as race, gender, age, culture, disability - be accommodated by service providers. An example of this would be a request to have interpreters available to assist people who do not speak English or French.
The second critical element of the Canadian Human Rights Act is that it prohibits systemic discrimination. The Act defines systemic discrimination as "a seemingly neutral policy or practice, which in fact is discriminatory."
Under the Canadian Human Rights Act , it is unlawful for any employer or service provider to discriminate against anyone on the basis of:
Race Sex (including pregnancy and childbirth) Sexual orientation Age National or ethnic origin Marital status.
Colour Family status Religion Mental or physical disability (including previous dependence on drugs or alcohol) Pardoned conviction.
The Canadian Charter of Rights and Freedoms (1982)
(Canadian Department of Justice)
The Canadian Charter of Rights and Freedoms enshrines in law the rights and freedoms of all people in Canada. It specifies that services for the public shall be delivered in an egalitarian manner while respecting and valuing diversity among citizens.
Section 15 of the Charter focuses on "Equality Rights" of Canadians:
(1) Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.
(2) Subsection (1) does not preclude any law, program or activity that has as its object the amelioration of conditions of disadvantaged individuals or groups including those that are disadvantaged because of race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.
Section 28 of the Charter guarantees equal rights and freedoms to both men and women:
Notwithstanding anything in this Charter, the rights and freedoms referred to in it are guaranteed equally to male and female persons.
Section 27 directs Canadians to value, preserve and maintain cultural diversity in the exercise of their rights and freedoms:
This Charter shall be interpreted in a manner consistent with the preservation and enhancement of the multicultural heritage of Canadians.
Accessibility for Ontarians With Disabilities Act (2005)
(Ontario Ministry of Community and Social Services)
The purpose of the AODA is to improve opportunities for people with disabilities by developing, implementing and enforcing standards for accessibility related to goods, services, facilities, employment, accommodation and buildings. The target date for reaching this goal is no later than January 1, 2025.
The Act requires organizations to:
Meet specific sectoral accessibility standards; and File an annual report.
The legislation also:
Allows for inspection; Provides for sanctions for non-compliance; and Holds directors & officers liable, with significant financial penalties.
Discrimination.
All people have the right to a workplace and to service provision that are free from oppression. Leadership within an organization means taking action to address inequality and discrimination when it occurs.
What is Discrimination?
Prejudice is having a negative opinion or attitude toward a person or group of people because they are different. Discrimination is the effect or result of prejudice. It's any action that limits the opportunities of a person or group of people based on characteristics such as their age, disability, gender, race, religion, sexual orientation, skin colour, or socio-economic status.
Some Types of Discrimination.
Racism is any action, practice or belief that negatively categorizes a person or group of people because of their race, culture, ethnicity, nationality, language or religion. Homophobia is an irrational fear of or discrimination against homosexuality or homosexuals. Sexism is prejudice or discrimination based on sex, especially discrimination against women. Ageism is prejudice or discrimination against a particular age-group, especially the elderly. Ableism is prejudice or discrimination against people with physical disabilities, sensory impairments, developmental delays, intellectual disabilities or mental health issues.
Most agencies have an anti-oppression policy (may also be known as the anti-harassment, human rights, anti-racism, or anti-discrimination policy) in place that specifies the protections afforded to people who are employees, board members, volunteers or clients of the agency, as well as the sequence of steps that need to be taken should an incident of discrimination occur. Agencies may also have hate crimes policies in place. A hate crime is different from other forms of discrimination mainly because it is a criminal offence that must be reported to the police.
The last section of this tool kit lists several places where you can download the anti-harassment policies of educational, governmental, and human service institutions. An effective anti-harassment policy will have the following elements:
The policy is accessible and easy to understand The process is confidential The policy is universally and consistently applied There are graduated levels of actions spelled out The parties retain control of whether to take the next step or not The policy assures complainant that there will be no job-related reprisals for reporting.
In This Section:
Guiding Principles of Diversity Organizational Change.
Usually, institutional efforts to address the needs of people from diverse communities are reactive (often in response to a human rights complaint) and dealt with as a one-off initiative (typically beginning and ending with 'diversity training 101'). If organizations don't take a long-term, proactive approach to diversity organizational change, it is subject to competing priorities and at risk of losing support.
Diversity organizational change is a holistic and strategic approach that regards cultural competence as no less critical in achieving an organization's mission than the hiring of qualified staff or the choice of safe foster families. The principles of diversity organizational change, described below, become embedded into every aspect of an organization's function.
In the ideal scenario, diversity organizational change is situated as a strategic priority that is adequately supported by the organization's leadership. Also, cultural competency is embraced by staff as an essential skill that enables them to properly serve their clients. And over time, a diversity infrastructure and momentum are established to the point where cultural competency is no longer a 'special initiative' for the organization, but becomes 'business as usual.'
A caveat: these principles and standards are offered as general guidelines to strive for, and not presented as requirements. Licensed residential services encompass a variety of settings, circumstances and levels of available resources to dedicate to diversity work. All or some of these standards may not be appropriate or achievable for all licensed residential settings.
Strong diversity initiatives are grounded in the following principles:
Diversity is commonly understood in dimensions that include: race, culture, language, faith/ religion, gender, sexual orientation, age, ability, income, family status, literacy level, educational background, housing, immigration status, HIV status, and mental health status, among many other characteristics.
The principle of inclusion involves a clear recognition that people are sometimes treated unfairly or excluded because of their differences. To strive for inclusion means engaging underserved groups in meaningful ways and proactively removing the barriers to their participation.
All forms of oppression have common roots in inequality of power and privilege. Therefore, a diversity initiative that takes an anti-oppression approach doesn't work on just one "ism" but strives to end all forms of oppression.
Recognizes The Social Determinants Of Health.
Certain life experiences have a profound impact on our ability to stay healthy and access the health system. They include: poverty, discrimination, level of literacy, cultural and linguistic barriers, homelessness, job security, etc.
Equity recognizes that treating people the same doesn't necessarily equate to equal outcomes. Equity means focusing on the results of equal access, equal service delivery, and the closing of health disparities.
Has Cultural Competency As Its Goal.
Cultural competency is the ability of staff and organizations to respond to and effectively meet the needs of diverse groups of people. But it doesn't stop at learning about our differences: cultural competency also requires that we address the inequalities that different groups face in service access and delivery.
The Gold Standard of Diversity Organizational Change.
The gold standard of diversity organizational change requires that the values of equity, inclusion and cultural competence be entrenched in every aspect of the organization's operation: its strategic goals, policies, decision-making processes, governance structure, staffing plans, program planning, service delivery, evaluation, and outreach to communities. This summary of the components of diversity organizational change can be used in conjunction with the Organizational Self-Assessment Tool in Section E.
The gold standard of diversity organizational change entails:
A strong business case for diversity is articulated, communicated and reinforced The leadership boldly states its commitment to diversity through a diversity policy statement Diversity is managed as a strategic priority that is central to achieving organizational mission Where there is a Board of Directors, a committee is responsible for overseeing diversity goals.
The organization assigns appropriate levels of dedicated resources to diversity The organization recruits expert leadership for diversity management The diversity professional reports directly to the executive director, or to senior management.
Organizations with Boards of Directors include diverse representatives on its board and committees The organization creates a parallel advisory structure inside the organization to oversee and guide diversity initiatives.
Culturally Competent Service Delivery.
The organization seeks to close health and social disparities amongst populations The organization plans and delivers programs for underserved communities based on specific needs and opportunities The organization invests in the necessary resources to create culturally appropriate health promotion and other materials that consider the social determinants of health and well being The organization creates an inclusive, barrier-free physical space.
The organization aligns human resources systems with diversity The organization develops a diverse organization through recruitment, promotion and development processes for the workforce, foster families and volunteers.
The organization creates a safe and supportive space for Board of Directors, staff and caregivers to explore diversity issues The organization provides ongoing opportunities for staff and caregivers to build competence in diversity issues The organization actively seeks opportunities to learn from organizations that are more established in their diversity planning and implementation.
The organization builds long-term equal relationships with diverse communities rooted in mutual respect The organization reaches out to underserved populations in their catchment area The organization shares power and resources with community organizations The organization creates mechanisms for receiving ongoing community input for planning and implementing programs.
Diversity goals are communicated clearly to staff and caregivers There is an organizational diversity strategy and individual department plans The organization creates, implements and enforces goals and accountability for diversity management Diversity goals are tracked, monitored and reported to all stakeholders.
In This Section:
Getting Started: A 10-Point Plan.
Diversity organizational change is a journey, and every organization must strike its own path. Different organizations have different levels of resources to commit to this issue. Whatever your circumstances, it is critical that you develop a diversity strategy that identifies viable goals, engages the right stakeholders, and outlines realistic steps going forward. The following is offered to assist you in developing your own strategy for diversity organizational change.
Some advice on getting started: learn from those who have made deeper inroads on diversity issues; don't reinvent the wheel . Find out what similar organizations have done and adapt their processes and resources to fit your needs. Seek mentoring opportunities with organizations that are more advanced in their diversity planning and implementation. Pursue information about cultural competency (see Section G on Additional Resources). There is a lot of excellent free information on cultural competency that is available on the Web.
Develop support for change throughout the organization. Where applicable, create a Cultural Competence Committee (can also be named the Diversity, Equity or Anti-Oppression Committee) that is representative of the senior leadership, policymaking, human resources, administration, service delivery, and the community. The committee can serve as the primary governing body for planning, implementing, and evaluating organizational cultural competence.
Step 2: Boldly State Your Organization's Commitment to Diversity.
Develop a diversity policy statement that is fully endorsed by the senior leadership and the Board of Directors. The diversity policy statement commits the organization to cultural competence as an integral part of the organization's mission and its activities. Communicate the statement widely to staff, caregivers, and the public. Doing so will signal your agency's commitment to diverse communities and readiness to take action to meet their needs.
Step 3: Conduct an Organizational Self-Assessment.
Do a comprehensive cultural competence assessment of your organization using the Organizational Self-Assessment Tool in Section E. Assess your current level of cultural competence: What knowledge, skills, and resources can you build on? Where are the gaps? Identify opportunities and any potential barriers to progress.
Step 4: Assign Dedicated, Expert and Sufficient Resources to This Work.
Use a diversity professional or other expertise to guide the planning and development of the strategy, and to serve as the catalyst for ensuring diversity issues permeate the organization in an integrated and strategic manner.
Step 5: Create a Diversity Action Plan.
Use the assessment results and the "Gold Standard" list to develop a long-term plan to incorporate culturally competent principles, policies, structures, and practices into all aspects of your organization. Develop goals, implementation steps and deadlines for achieving them: Who can do what, when, and how? Identify barriers to working within your organization: What/who will stop you or slow you down? Ensure that the diversity plan is in sync with, and integrated into, your organization's strategic and business plans. Commit to an ongoing evaluation of progress and be willing to respond to change. Set clear mechanisms for accountability to ensure that diversity work is done, and done well. Communicate this plan throughout the organization.
Step 6: Establish a Baseline.
Establish a baseline of your community and the groups you currently serve. Find out which cultural groups exist in your community and the extent to which they use and are satisfied with your services. This baseline will shape your outreach and community engagement goals. It can be used to benchmark progress against your diversity goals.
Step 7: Determine Your Organization's Professional Development Needs.
Find out what your organization's staff and caregivers perceive as their professional development needs with regard to interacting with cultural groups. Provide diversity training to the Board of Directors, staff, volunteers and foster families. Create continuous learning opportunities for these groups to build their competence in diversity issues.
Step 8: Diversify Your Staff, Board of Directors and Foster Families.
If you have one, appoint members of equity-seeking communities to your Board, signaling the needs and perspectives of these communities are respected and integral to your agency's mission. Your organization will benefit from their cultural knowledge and connections to communities. Fill vacant staff positions with members of underrepresented communities. Include cultural competency as a core requirement in job descriptions.
Step 9: Actively Remove Barriers to Opportunities and Services.
Check to ensure that your organization is accessible to diverse and marginalized groups. Programs and services should be relevant to the needs of diverse communities. Promotional materials and important forms should be culturally appropriate, translated, user/child-friendly, easily accessible, and in a variety of formats. Ensure that your licensed residential setting is fully accessible for people with disabilities.
Step 10: Forge Partnerships with Diverse Communities.
Community engagement means building long-term equal relationships rooted in mutual benefit and respect. Engaging diverse communities is an effective way for organizations to gather pertinent cultural information, accelerate their introduction into communities, and attract diverse volunteers and foster families. The reward to organizations in engaging diverse communities is having communities that support their work and give them their trust. All communities care about their children and youth, and if approached with integrity, will be eager to collaborate with you to support them.
Tips for Staff and Foster Parents on Becoming Culturally Competent.
This diversity tool kit focuses on organizational change. But what about front-line workers who wish to build their comfort level and cultural competence when working with children and youth from different cultures?
The following are tips for people who work in cross-cultural settings. It is adapted from Barbara Bole Williams' Culturally Competent Mental Health Services in the Schools: Tips for Teachers (available from the National Association of School Psychologists).
For those who wish to build their cultural competency specifically related to LGBT youth, Children's Aid Society of Toronto (CAST) has developed resources on working with this population (see the description of CAST's work in Section F on Local Diversity Initiatives). Readers should also refer to the seminal book on this topic, No Safe Bed – Lesbian, Gay, Bisexual Youth in Residence (see Section G on Additional Resources).
Awareness and respect for the values, beliefs, traditions, customs, and parenting styles of different communities Awareness of the impact of their own culture and worldviews on their interaction with others in cross-cultural situations Awareness that cultural differences exist within different cultural groups Understanding that different cultures have different attitudes about health issues and helpseeking behaviours Commitment to developing interventions that are compatible with the needs, values, and customs of the diverse children and youth they serve Reflection on one's own cultural programming when encountering a cross-cultural difference that is irritating.
Cultural Competence in Action.
Help all children and youth value multicultural environments and appreciate a multicultural world Learn about the cultural background of the children, youth and families with whom they work (i. e., family members' roles, family support systems, how to show emotional support) Ask the child or youth: "Is there anything about your background that would be helpful for me to know in working with you?" Establish rapport and build trust through displays of respect and appropriate social interactions Use a problem-solving orientation that systematically considers cultural difference Pronounce the names of the children and youth correctly Allow children and youth to share their thoughts, ideas and feelings through use of cooperative groups, role plays, dialogue journals and other forms of active and interactive learning Enhance the self-image, motivation and cultural pride of children and youth by using culturally-relevant materials and encouraging discussion and actions that honour their cultural and linguistic heritage When necessary, use appropriately-trained interpreters and/or cultural brokers When appropriate, invite members of the child or youth's family and community to actively participate in their care Where appropriate, seek input from cultural interpreters if the child or youth exhibits academic, behavioural and/or mental health problems.
Achieving Cultural Competence in Residential Services:
An Organizational Self-assessment Tool.
Adapted by Bernice Cipparrone, from Achieving Cultural Competence – Children's Mental Health, Karen Wolma Sappleton and Bernice Cipparrone, 2006, Child Development Institute.
Organizational Assessment of Cultural Competence.
This dynamic self-assessment tool is designed for Licensed Residential Settings to measure their progress towards cultural competence. The tool is not mandatory, but should be considered a best practice towards achieving goals. Use of the tool enables an organization to create a baseline within a clear framework for gradual progression. Use of the tool should not be considered as a pass or fail experience. Organizations will be in various stages in the area of cultural competence. The objective is to assist the organization in setting goals and identifying areas for growth rather than just merely rating performance. The tool focuses on four key components of residential services: Administration, Human Resources, Intake and Admissions, Programs and the interrelationships within these.
It is suggested that all levels of the organization, Board (where one is in place), Management, and staff be involved in the self-assessment process. In the case of foster care and/or smaller licensed residential settings where this is not applicable, all those individuals responsible for the operation and administration of the delivery of service should be involved. This can be performed by the appropriate individuals jointly or independently with final results summarized and shared. The consensus scores are then entered in the Score Sheet. Through a final discussion and summation of the results, a plan of action is jointly developed to ensure cultural competence. This process ideally needs to be linked to the annual operational planning process. The plan is to be entered in the Cultural Competence Goal and Action Plan Sheet .
Each level of achievement of criteria is numbered and represents the score the licensed residential setting should give itself. For example number 1 under Administration "The definition of cultural competence…" If the licensed residential setting has a service plan with the definition time frame and action plan it will score a 3. The score is then entered in the last column of the table and then a total can be tallied at the end. The total score will provide an overview of how the setting is performing in terms of cultural competence.
It is recognized that each licensed residential setting may score in different places within each component for a number of reasons. In some components scores may be higher than others. It is suggested that all licensed residential settings aim for a minimum score of a least a three (3) in every category of each component. To allow for some flexibility in addressing particular issues, some of the variables are broadly defined. The administrator of the tool should be mindful when categorizing individuals unless they are given the opportunity to self-identify, which would be the preferred method.
Does not meet Criteria.
Exceeds in some areas of Standard.
Exceeds in all areas of Standard.
Does not meet Criteria.
Exceeds in some areas of Standard.
Exceeds in all areas of Standard.
Does not meet Criteria.
Exceeds in some areas of Standard.
Exceeds in all areas of Standard.
Does not meet Criteria.
Exceeds in some areas of Standard.
Exceeds in all areas of Standard.
Score Sheet.
Intake and Admissions.
Goal and Action Plan Sheet.
(detail plan and compliance date for all areas not meeting Criteria)
Residential Setting Individual in-charge:
Local Diversity Initiatives.
In This Section:
Local Diversity Initiatives.
The composition of our communities is constantly changing. To be an effective service provider in this environment means responding to this change. Adopting a diversity agenda is an ongoing journey of learning to best meet the needs of the clients you serve. This section offers the perspectives of six agencies that have journeyed the diversity trail and incorporated diversity into their organizational DNA.
All the organizations profiled here provide residential services for children and youth, except one program that serves at-risk youth in a drop-in setting. Some organizations have sizeable capacity and are located in large urban centres, while others are in smaller communities and have accomplished much with fewer resources. However, they all share one thing in common: these organizations have made significant headway in becoming culturally competent, largely due to the strong leadership of their executive directors and Board of Directors. Their stories demonstrate that whatever the size of the organization, it is possible to take concrete steps in becoming more inclusive.
These six organizations were nominated by their peers. A call was made to field staff within the Ministry of Children and Youth Services and to community stakeholders asking them to identify children and youth-serving organizations that have made headway in becoming culturally competent. There was a tremendous response to this call. While it was not possible to unearth all the significant work that is underway in this area, the following profiles are meant to inspire thought, mentor, and spark licensed residential settings across Ontario to embark on the diversity journey.
William W. Creighton Youth Services (Thunder Bay and Kenora):
Native Culture and Spirituality as a Path to Healing.
Engagement and relationships are the true medicine, and perhaps the best defense against future trouble with the law. This is the philosophy that guides the staff at William W. Creighton Youth Services, an integrated set of residential and community based programs for children and youth who have been continuously involved in criminal behaviour. Native children and youth comprise anywhere from 80%-100% of the total client base at any given time.
William Creighton's cultural competence in serving Native children and youth is manifest in many ways. First, Native community members and organizations come into Creighton on a regular basis to provide therapeutic care for the residents: smudging, one-on-one counselling, healing circles, and ceremonies that honour ancestors as a way to facilitate the grieving process. Traditional spirituality and healing practices coexist with conventional medicine; the local psychiatrist, Native healers, and Creighton Staff work seamlessly together.
Secondly, Creighton provides continuous opportunities for the children and youth to learn about their culture. For example, community elders teach the youth Native arts; there are traditional feasts every season, as well as a fall harvest; and the youth have an opportunity to cook Native food. Native imagery is visible everywhere: from adorning the walls to carvings in the tabletops at their facilities. A Cultural Committee, composed of staff, members of the Board of Directors and community elders, is active in planning a steady stream of cultural events at Creighton.
The key benefit of this constant engagement with community and culture is that when the children and youth leave Creighton, they will have formed positive trusting relationships with community members that are safe alternatives to the ones that were linked to their criminal past. They will also leave with a strong sense of who they are - historically, culturally, and spiritually – which equips them, perhaps, with the best chances for a trouble-free future.
The therapeutic potential of becoming rooted in one's culture is illustrated in the story of a young woman who was taught how to make a Jingle Dress by a community elder. She says: "Making this dress is one of the stepping stones in my life…I will always stay connected with my culture, my dress will also help with respect not only for me but for other people because it will bring me back to all the teaching that I have received while doing this dress." Through the making of this dress, a relationship blossomed, as well as a sense of self.
Many of the children and youth at Creighton come from remote northern areas. The staff concur with research that concludes that many of the negative behaviours expressed by Native children and youth is a result of unacknowledged grief. Accordingly, Creighton makes it a priority for children and youth from remote areas to be flown home – even at great expense - to attend funerals. This understanding of the wider context of their residents' lives demonstrates great cultural competence.
And what about the non-Native children and youth at Creighton? As the Executive Director says, "We don't prescribe, we offer. Some of our Native kids are Christian, in fact, and we will find cultural or spiritual connections for any youth, as they need it and request it. But we have found that the traditional teachings and celebrations are of interest to everyone, not just to the Native kids."
Although the children and youth at Creighton are predominantly Native, only about 20% of the staff are from this cultural heritage. A diverse staff complement that reflects the clients is very rare and difficult to achieve. The secret is to have a culturally competent team: "We have a staff that is very open to learning."
"If we didn't do all this we wouldn't be responsive to our kids. These kids were not born with labels, yet they face so many barriers in life. We are simply trying to take down some of those barriers."
1014 Oliver Road, P. O. Box 10632.
Thunder Bay, ON P7B 6V1.
Pioneer Youth Services (Waterloo): Cultivating an Appreciation for Difference in a Homogenous Environment.
Pioneer Youth Services is a per diem long-term residential care and treatment facility for children and youth with behavioural, emotional, mental health, and developmental challenges. It is an agency that is familiar with diversity: at any given time, a third of its residents are visible minorities, and 40% have disabilities. Interestingly, it is located in Waterloo, an area that is fairly homogenous. What does cultural competency mean for an agency where its residents are routinely perceived as 'different' by the surrounding community?
For Glory To, Pioneer's Executive Director, being culturally competent means building up the confidence and pride of identity of those children and youth who are perceived as different, while cultivating appreciation for differences amongst all the residents. Glory states: "Up front, we recognize that one's heritage and culture are essential for positive self image. We take every opportunity to help a child maintain and learn about their heritage. We believe these are the best defenses against prejudice and bias."
Upon admission, the staff look beyond social history and collect pertinent information about a child's cultural background: their home practices, food preferences, and personal appearance. Pioneer helps children and youth learn about their own and other people's cultures through:
Serving culturally diverse foods and foods that are familiar to new residents; Ensuring haircutting services meet the needs of different cultural styles; Hanging posters that feature role models from diverse backgrounds; Taking all residents to different cultural events and celebrations; Depending on the particular child or youth, supporting that child to act as a cultural host when the residents go to an 'ethnic' restaurant; Helping children and youth find books with positive cultural content at the library; Showing movies with different cultural content; and Engaging local community partners, such as the Native Centre, for counseling as appropriate.
Pioneer normalizes differences by providing one-on-one staff support for children and youth with disabilities so they can participate in the same activities as the rest of the children (i. e. a trip to the YMCA). The staff also empower children and youth with disabilities by supporting their participation in local and provincial competitions of the Special Olympics.
"Doing this work improves the children's self image, builds up their sense of security, and decreases their isolation. It also reduces prejudice in the Home (Pioneer Youth Services). Especially in areas that are fairly homogeneous, everyone needs to learn about diversity."
Glory To, Executive Director Pioneer Youth Services.
26 Dorset St. Waterloo, ON N2L 3L5.
(519) 884-3985 x222.
Children's Aid Society of Toronto: Bold Organizational Change.
Children's Aid Society of Toronto (CAST), with headquarters in downtown Toronto, works with the full spectrum of diversity found in this city. Rather than shy away, CAST has met the challenge of serving a diverse clientele head-on, and today stands out for its leadership in both anti-oppression work and cultural competency. Some notable features of CAST's anti-oppression, anti-racism organizational change efforts include:
Courageous and Visionary Leadership.
CAST adopted its Anti-Oppression, Anti-Racism Policy in 2006. This shift elevated the agency from just simply having a diversity perspective to making a bold commitment to address the oppression and racism experienced by many of its stakeholders. This progressive leadership can be seen in CAST's outreach materials to the LGBT community to encourage gay and lesbian families to foster and adopt children, which recognizes and squarely counters negative stereotypes. Also, CAST's 1995 policy on better serving LGBT children and youth - and its subsequent implementation - is recognized across North America as leading edge and unique in child welfare.
CAST also believes in taking risks when it may benefit children and youth from diverse backgrounds. For example, CAST launched a unique, innovative and very successful partnership with Somali agencies where a joint plan of action is developed for the expedited return of Somali children and youth to their families or within the community after having been admitted to care.
Community Engagement in Practice.
CAST recognized early on that a plan must include the participation of Toronto's diverse communities in order to be useful. Accordingly, CAST actively seeks the advice of community partners when they plan and implement programs. For example, CAST has tailored programs for LGBT, Somali, and Tamil children, youth and families, which it delivers in conjunction with community-based agencies. Furthermore, CAST has had a community development program in place for forty years, helping newcomer communities across Toronto develop and deliver services for their children and youth.
Excellent Training and Resources.
Anti-oppression training is taken seriously at CAST. Staff time is formally dedicated to the creation of anti-oppression curriculum, training, and organizational capacity building. CAST is a member of the Ontario Children's Aid Society Diversity Trainers Group, and helped develop an anti-oppression, anti-racism training curriculum for child welfare practitioners across Ontario. As such, all CAST staff will be trained in this new curriculum. The Black Education and Awareness Committee, comprised of agency staff and foster parents, plans events throughout the year for black children and youth in the Society's care. CAST's Out and Proud Program has developed a resource manual on working with LGBT youth in care, which includes best practice guidelines and a chapter specifically on working with LGBT youth in residential settings. CAST also provides training for front-line workers on LGBT issues.
A Well-Developed Infrastructure to Support Diversity.
The Bridging Diversity Committee – whose membership includes senior staff and members of the Board - spearheads diversity work at CAST. Phase 1 of its Anti-Oppression, Anti-Racism Policy Implementation Framework includes the following components:
Organizational leadership and accountability; Training for all stakeholders, including Board of Directors, senior and middle managers, service and service support staff, and foster and residential care providers; Organizational analysis (including analysis of systems, governance structures, and workforce); Communication planning; and Evaluation.
Anti-Oppression, Anti-Racism Policy Implementation Committees are being established in service and service support areas across the organization to identify what needs to be done to implement the Policy. Each Committee will be co-chaired by the area representative on the Bridging Diversity Committee.
"We have come to appreciate that we will only be successful in bridging our services to diverse communities by working in partnership with them and by listening to and acting on their wise and informed advice. Build positive relationship with diverse communities and all things become possible."
Manager of Community Development & Prevention Services.
Children's Aid Society of Toronto.
30 Isabella Street.
Toronto, ON M4Y 1N1.
SYL Apps Youth Centre (Oakville):
Addressing Diversity as Core to Achieving Mission.
Syl Apps Youth Centre is an accredited child and youth mental health facility that is a program of Kinark Child and Family Services. Syl Apps is a residential facility that is comprised of three 'secure' programs for adolescents: detention, custody and treatment. Many of the children and youth admitted to Syl Apps have a diagnosed mental disorder, and as a result of that disorder, have caused or attempted to cause serious bodily harm to themselves or other people. Some children and youth have underlying disorders that impact on their relationships with others.
While many organizations regard diversity work as an optional 'special initiative,' the Syl Apps Youth Centre integrates diversity into its core business. For Syl Apps, ensuring optimal treatment for the children and youth under its care means providing highly individualized care. Inherent in this client-centred approach is a natural regard for diversity – that is, all the aspects that have impact on an individual's life, including a person's social and cultural identity, as well as the surrounding environment and circumstances in which the individual exists (the social determinants of health).
Kinark regards diversity as a corporate strategic priority. All of its programs are required to create annual plans that address diversity as part of their efforts to ensure excellent, quality services. The existence of a full-time Diversity Coordinator to support the programs is a clear demonstration of the organization's commitment to diversity as a strategic imperative. All new staff attend a diversity education day as part of their orientation to Kinark.
The diversity lens is one aspect of Syl Apps' approach that focuses on individual specific needs. About 60% of the residents at Syl Apps are Black or Aboriginal. Staff at Syl Apps work with each child and youth to create their own Individual Plan of Care. This Plan carefully considers the child or youth's personal background, individual circumstances and needs, and family beliefs. Priority is given to keeping close links to a child or youth's natural support network, which may include the Children's Aid Society worker, probation officer, as well as family and community members.
Cultural competence in Syl Apps' services and programs include:
Aboriginal spirituality and healing rituals are blended seamlessly with conventional medical approaches to mental illness; A Native counselor comes in twice a week to support any child or youth who wishes to use his services; An annual pow wow in the courtyard enriches the lives of all the residents and staff at the Centre; Hair braiding is offered for Black children and youth as part of the Centre's haircutting services; Families bring food from their own cultural origins to visits; and Staff from a variety of cultural backgrounds cook with children and youth from the same background.
"We do this (diversity work) because it is an integral way of achieving our mission. The only way to address the social and mental wellbeing of our youth is to address the specificity of who they are and their environment."
Carolyne Hooper, MSW, RSW.
Director, Youth Justice and Secure Treatment.
475 Iroquois Shore Rd.
Oakville, ON L6H 1M3.
(905) 844-4110, ext 2201.
Bayfield Homes, Eagle Rock Lodge Program (Consecon): 'It Takes a Village to Raise a Child' and Other Traditional Teachings.
Perhaps all the guidance you need to help a lost child find his way home can be found in traditional Native teachings. The staff at Bayfield Homes Eagle Rock Lodge Program embrace First Nations teachings to help the 'hard-to-serve' children and youth under their care.
Bayfield is a per diem rural residential treatment facility for male children and youth who have experienced psychiatric, psychological, social and/or academic difficulties. The Eagle Rock Lodge Program is a culturally competent residential program designed to accommodate the cultural needs of First Nations children and youth, who make up almost all its clients.
It is not uncommon at Bayfield to hear children and youth talk about the Seven Teachings within First Nations culture: Truth, Bravery, Love, Honesty, Humility, Wisdom and Respect. These teachings shape all of the group work in the Eagle Rock Lodge Program.
A focus of Eagle Rock is on restorative justice - again, a traditional Native teaching - that promotes accountability for personal behaviour and making amends to the wider community.
Eagle Rock also holds daily "talking circles," an opportunity for the children and youth to discuss their day, any concerns they may have, or ideas they may want to share. During the circle, the children and youth are encouraged to help plan the day's events. This is characteristic of Eagle Rock's ongoing approach of cultivating a strong sense of the collective within the children and youth.
Aside from the strong traditional teachings that shape their programming and interactions with the children and youth, Eagle Rock also actively engages the Native community in its recreational and treatment programs. "A strong sense of community has been developed and the notion that we are responsible for each other and to help each other is encouraged" says the Executive Director, Mary Margaret Fuller.
Eagle Rock takes the children and youth out to the community where they participate in pow wows, the maple syrup harvest, and traditional cooking, as well as drumming and dancing festivals. Local elders lead these events, and also teach the children and youth spiritual rituals such as creating medicine bags and dream catchers. The hope is that through these activities the boys have access to the guidance of the elders, and build enduring relationships with them.
What is interesting about Eagle Rock is that none of the staff is, in fact, Native. When Bayfield first contemplated the creation of this program they struggled with the ethical dilemma of whether a non-Native staff could do justice to Native children and youth. With much support and encouragement from the local Native community and from other service providers, they decided to go ahead and are now a respected and successful program. Taking steps to diversify their staff is, however, a strategic priority for the organization.
Eagle Rock's staff is culturally competent largely because they are so open to learning: "There is no shame from either the program staff or the youth in not knowing all aspects of the First Nations culture and the attitude has been that we are on a unique journey together to learn about ourselves, our community and the world at large."
"This approach gives us an opportunity to learn about the culture of our children and to foster strong relationships as we grow together. Ideally, children and youth in Ontario should be able to access culturally sensitive therapeutic programming within their own communities."
Mary Margaret Fuller, Executive Director.
Bayfield Homes Ltd. – Eagle Rock Lodge Program.
Consecon, ON K0K 1T0.
(613) 392-3551 ext.239.
Youthlink (Toronto):
Addressing the Social Determinants of Health.
Cultural competency in service delivery requires consideration of the social and economic conditions that have profound impact on the lives of individuals. Such factors are known as the social determinants of health. YOUTHLINK, an accredited community-based children's mental health centre, has taken clear leadership in creating programs for homeless and street-involved youth that squarely address the social determinants that impact this population, such as homelessness, social exclusion, violence, poverty, and unemployment (street-involved is defined as youth who engage in panhandling, the sex trade, 'squeegeeing' or drug dealing).
YOUTHLINK offers a range of programs including counseling, community outreach and development initiatives, co-op housing, a residential treatment program, and a family support program for youth with disabilities. It has also developed two programs - Youth Skills Zone and Inner City Drop-In - to help chronically homeless and street-involved youth develop employable skills and establish critical links to supportive services. The ultimate goal of these programs is to encourage youth to disengage from life on the streets, stabilize their lives, and ultimately, break the cycle of homelessness.
Homeless and street-involved youth have complex needs. They are exposed to elevated levels of risk because they live on the streets and engage in high-risk behaviours in order to survive. They are stigmatized by society, have difficulty accessing services, and often do not trust professionals easily. Many cannot count on any family support. Other aspects to consider are that LGBT youth are disproportionately represented among homeless and street-involved youth, due to family and community rejection (Sherbourne Health Centre estimates about 40% of homeless youth in Toronto are LGBT). The proportion of street-involved youth who have suffered emotional, physical and/ or sexual abuse is estimated to be about 90% (YOUTHLINK). At any given time, 20%-30% of YOUTHLINK's clients are visible minorities.
YOUTHLINK's cultural competence in serving the unique needs of this population, and its ability to address the social determinants of their circumstances, are evident in the following features of their programs:
Lack of Judgment: As many homeless and street-involved youth have negative experiences with people who they feel judge them, front-line workers at YOUTHLINK strive to create a continuous, trusting relationship with the youth by accepting them for who they are and not passing judgment about their lifestyle. YOUTHLINK employs a "harm reduction" abordagem. This means delivering accurate information and unbiased support to street-involved youth who engage in drug use and other high-risk behaviours. This allows the youth to make and carry out informed decisions.
Emotional Safety: YOUTHLINK understands that some homeless and street-involved youth are involved with the law and require anonymity. Accordingly, at YOUTHLINK the youth do not have to give their names or fill out detailed forms in order to use services.
Easy Access: Homeless/street-involved youth need services that are within walking distance. YOUTHLINK has created a hub of comprehensive services – a one-stop shop - for homeless and street-involved youth in collaboration with twenty youth-serving agencies around the city.
Comprehensive Supports: The basket of services provided by YOUTHLINK is sensitive to, and appropriate for, the different circumstances of homeless and street-involved youth. Some services meet the youths' immediate basic needs such as free meals, showers, and laundry facilities. Other services aim to stabilize their longer-term future, such as providing help to deal with health and social problems, assistance in securing and retaining housing, legal assistance, support in returning to school, and assistance in finding employment and employment training.
Use of Peer Educators: YOUTHLINK's Peer Education Program hires former homeless and street-involved youth to work in the Drop - In/Resource Centre, provide outreach services, and act as ambassadors that advocate on behalf of their peers.
"We strive to deliver programs that are meaningful and useful to one of Toronto's most vulnerable populations. Part of the payoff is that we have become very credible amongst the youth population and consequently youth seek us out. Furthermore, other agencies are eager to partner with us, thus supporting a collaborative response that is necessary to end homelessness. & quot;
Director, Youth Skills Zone and Inner City.
Toronto, ON M5T 2V9.
(416) 703-3361 x36.
In This Section:
Glossary of Diversity Terms.
Oppression is a pattern or system of inequality, which gives power and privileges to members of one group of people at the expense of another. An anti-oppression framework recognizes the connections and relationships between different forms of oppression and why it is so important to work together to put an end to all oppression.
(Source: adapted from GLSEN Jump-Start #6, 2004)
A male or female person who is attracted to both men and women.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
Cultural competency refers to the ability of organizations and systems to function and perform effectively in cross-cultural situations.
(Source: Cross 1989; Kunisawa 1988; Sue et al., 1992)
Culture refers to the collective experience, beliefs, values, knowledge, economy, and ways of life of a group of individuals who share certain historical and/or present experience.
(Source: Lopes and Thomas, 2006. Dancing on Live Embers)
Recognizing that "one size does not fit all" in diverse urban/rural communities, equal access to health programs and services for all individuals requires the removal of barriers associated with literacy levels, language, culture, geography, social factors, education, economic circumstance and mental and physical ability.
(Source: Ministry of Health and Long-Term Care, 1997. Mandatory Health Programs and Services Guidelines).
The rights of the individual to an equitable share of the goods and services in society. However, equality of treatment will not guarantee equal results. Creating equal results sometimes requires treating people differently from each other. Focusing on the results instead of the treatment is the concept of equity.
(Source: City of Toronto Task Force on Access and Equity, 2000. Diversity Our Strength, Access and Equity Our Goal: Final Report.)
Prejudice is an attitude; discrimination is the effect or result. It's any action that limits the opportunities of a person or group based on their age, disability, gender, race, religion, sexual orientation, skin colour, or socio-economic status.
(Source: Canadian Centre for Diversity Website)
The word 'diversity' suggests the range of human characteristics found in any workplace or community. The diversity of identifying characteristics includes race, culture, language, faith/religion, gender, sexual orientation, age, ability, income, family status, literacy level, educational background, housing, immigration status, HIV status, and mental health status, among many other characteristics. Groups and individuals are both visibly and invisibly different from each other. These differences shape and have a significant impact on our experiences and expectations in any given situation.
(Source: adapted from Lopes and Thomas, 2006. Dancing on Live Embers; and Ontario Healthy Communities Coalition, 2004. Inclusive Community Organizations: A Tool Kit)
A male person who is primarily attracted physically, sexually and/or emotionally to other males.
(Source: Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers. Children's Aid Society of Toronto)
A hate crime is an act of violence, threats of harm, intimidation or damage to property intended to harm and frighten someone because of their race, ethnicity, national origin, religion, sexual orientation or disability.
(Source: Canadian Centre for Diversity Website)
The principle of inclusivity recognizes that ideas and practices based on the norms of the dominant culture or society can result in experiences of exclusion and discrimination for a number of people in society. Inclusivity within an organizational context is comprised of a strategic process to eliminate barriers and implement change, based on the acceptance that many people do not have access to services, jobs and positions of leadership due to societal and systemic factors rather than personal deficiencies. This process includes the active and meaningful involvement of people who are reflective of the diverse groups within a community.
(Source: Ontario Healthy Communities Coalition, 2004. Inclusive Community Organizations: A Tool Kit)
A female person who is primarily attracted physically, sexually and/or emotionally to other females.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
Stands for: Lesbian, Gay, Bisexual, Transsexual, Transgender, Two-Spirited, Queer, Questioning, Intersex.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
Groups that have a history of oppression or exploitation are pushed further and further from the centers of power that control the shape and destiny of the society. These are the margins of society, and this is the process of marginalization.
(Source: Anne Bishop, 1994. Becoming an Ally: Breaking the Cycle of Oppression)
Oppression exists when one social group exploits (knowingly or unconsciously) another social group for its own benefit. It results in privilege for the dominant group and disenfranchisement for the subordinated group. After a while, oppression does not require the conscious thought or effort of individual members of the dominant group, and unequal treatment becomes institutionalized, systemic, and looks "normal."
(Source: Lopes and Thomas, 2006. Dancing on Live Embers)
Prejudice means having a negative opinion or attitude toward a person or group of people because they're different from you.
(Source: Canadian Centre for Diversity Website)
The direction of one's attraction i. e. one's tendency to be primarily attracted to the same sex (lesbian or gay), other sex (heterosexual), both sexes (bisexual), neither sex (nonsexual) or any sex (pansexual). Some people experience it as an unchanging part of their essential nature; others experience it with more fluidity.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
Social Determinants of Health.
Social determinants of health are the social and economic conditions that influence the health of individuals and populations. Some of the best predictors of whether people stay healthy or become ill include income, housing, education, employment and job security, stress, social supports – what we now consider the social determinants of health.
(Source: Raphael, D., 2003. Addressing the Social Determinants of Health in Canada: Bridging the Gap between Research Findings and Public Policy.)
A more generic term (than transsexual) for people who transgress social norms around gender. May want to present some of the time as the other sex; or may feel like a combination of male and female or neither male nor female; may want to alter their body, but generally does not want to change their body so much as to be the other sex.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
A person who feels internally that their gender does not match the sexual organs that they have. A transsexual person may be at various stages of transition. They usually feel an overwhelming desire to live full-time presenting as a gender that feels comfortable and true. Can be any sexual orientation.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
Individuals of First Nations or indigenous descent who were traditionally considered to occupy a third-gendered position with the social characteristics of both men and women, and the visions of both sexes, based on their innate nature. They were often given spiritual sanction and associated powers viewed as a sacred gift and treated with reverence. They often cross-dressed and were attracted to members of their own biological sex.
(Source: Children's Aid Society of Toronto. Creating Positive Space: Lesbian, Gay, Bisexual, Transgender and Transsexual Resource Manual for Residential Care Providers)
According to the Employment Equity Act, visible minority is defined as "persons other than the Aboriginal peoples, who are non-Caucasian in race and non-white in colour."
(Source: Canadian Centre for Diversity Website)
Bilingual Diversity Websites.
Diversity in the Workplace.
Site includes on-line seminars, resources and a newsletter.
Federal Department of Canadian Heritage.
Site includes a compendium of resources, links and information on multi-cultures for service providers, parents and youth.
Books and Articles.
Arnold, Burke, James, Martin, Thomas. Educating for a Change , 1991. Between the Lines.
Biocchi, R. and Radcliff, S. A Shared Experience Bridging Cultures. Resources for Cross-Cultural Training, 1983. London Cross Cultural Learning Centre and Canadian Mental Health Association.
Carrie, R. and Peter, D. Building a Future Together: Issues and Outcomes for Transitioned-Aged Youth. Available from Centre of Excellence of Child Welfare's website cwlc. ca/pubs/cwlc_e. htm.
Dermann-Sparks, L. and the ABC Task Force. Anti-Bias Curriculum - Tools for Empowering Young Children, 1989. Available from National Association for the Education of Young Children (NAEYC)
Dudding, P. et al., Promoting Resilience in Child Welfare . Available at University of Toronto Bookstore or order at utpress. utoronto. ca.
Hanning, D. and Munoz , X and Old, D. One Child Two Cultures, 1987. Manitoba Department of Employment and Service Security, Immigration and Settlement Branch.
Lopes, T., and Thomas, B., Dancing on Live Embers – Challenging Racism in Organizations, 2006. Between the Lines.
Lynch, E. and Hanson, M. Developing Cross-Cultural Competence. A Guide for Working with Young Children and Their Families, 1992. Paul H. Brooks Publishing Company.
Matiella, A., Positively Different - Creating a Bias Free Environment for Young Children, 1991. ETR Associates.
Morley, J. Sayt K'üülm Goot – Of One Heart: Preventing Aboriginal Youth Suicide Through Youth and Community Engagement , downloaded from gov. bc. ca.
O'Brien, T., Travers, Bell, L. No Safe Bed - Lesbian, Gay, Bisexual Youth in Residence, 1993. Central Toronto Youth Services.
Office of the Provincial Advocate for Children and Youth, We Are Your Sons and Daughters - The Child's Advocate's Report on the Quality of Care in 3 Children's Aid Societies, 2007. Available from: provincialadvocate. on. ca/main/en/about/meet_chief. html.
Schniedewind and Davidson. Open Minds to Equality - A Sourcebook of Learning Activities to Promote Race, Sex, Class, and Age Equity , 1983. Prentice Hall.
Bilingual Community Networks For Equity-Seeking Groups.
A coalition for LGBT youth, parents and service providers.
Resources and information for GLBTQ youth in the Ottawa area.
Disabilities.
Canadian Association of the Deaf.
Programs, services resources for children, youth and adults with hearing loss.
The Canadian Hearing Society.
Programs, services and resources for children, youth and adults with hearing loss.
The Canadian National Institute for the Blind.
Programs, services and resources for children, youth and adults who are visually impaired.
A provincial network that provides resources and services for children and youth with physical disabilities.
Canadian Centre on Substance Abuse.
Information, list of treatment centre and support groups dealing with alcohol and substance abuse including fetal alcohol syndrome.
Offord Centre for Child Studies.
Children's Mental Health Ontario.
Ethnocultural Groups.
Indian and Northern Affairs Canada.
A comprehensive listing of resources, networks, information and policies for Aboriginal people.
Children's Bills of Rights.
Child Rights Information Network.
Site includes links, supports and information targeted towards children rights.
Royal Canadian Mounted Police.
This is a direct link to the United Nations child-friendly convention on the Rights of the Child, explaining the rights of children and youth through a colourful poster.
Office of the Provincial Advocate for Children and Youth.
Provides resources for service providers, parents, children and youth related to access, mental issues as well as residential services.
A Sample Children's Bill of Rights.
You have the right to professional courteous treatment. You have the right be treated fairly and with respect. You have the right to know, understand and agree to any actions regarding your case and to know the consequences of those actions. You have the right to be explained your rights and responsibilities. You have the right to be respected for your choices. You have the right to expect a living environment that respects your culture. You have the right to expect services that are culturally appropriate to you. You have the right to be listened to. You have the right to not be interrupted. You have the right to expect a non-judgmental attitude. You have the right to expect to trust those you live with. You have right to be replied to properly and respectfully.
Sample Board Policy Statements On Diversity.
The Board of Directors of [agency], in recognition of the growing diversity in the community, seeks to create and maintain a culturally responsive family support environment. It is the responsibility of the agency to not only make its services accessible to all, but to affirm by policy and action its commitment to families of all cultures.
Adapted from: People of Color Leadership Institute.
Holy Days and Holidays.
Various calendar formats that list the primary sacred dates for all world religions, form now to 2017.
Provides a comprehensive calendar for a broad range of cultural and ethnic-specific populations. Includes an explanation and suggested activities.
Posters and other print images representing diversity.