Cultural Competence Forum

Cultural Competence and Health n California Training Institute n California Childcare Health Program n 23

SELF-ASSESSMENT CHECKLIST

Th is checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural

diversity and cultural competence in human service settings. It provides concrete examples of the kinds of values

and practices which foster such an environment.

Directions: Select A, B, or C for each item listed below.

A = Th ings I do frequently

B = Th ings I do occasionally

C = Th ings I do rarely or never

Physical Environment, Materials and Resources

_____ 1. I display pictures, posters and other materials which refl ect the cultures and ethnic backgrounds of

children and families served by my program or agency.

_____ 2. I insure that magazines, brochures, and other printed materials in reception areas are of interest to and

refl ect the diff erent cultures of children and families served by my program or agency.

_____ 3. When using videos, fi lms or other media resources for health education, treatment or other interven-

tions, I insure that they refl ect the cultures of children and families served by my program or agency.

_____ 4. When using food during an assessment, I insure that meals provided include foods that are unique to

the cultural and ethnic backgrounds of children and families served by my program or agency.

_____ 5. I insure that toys and other play accessories in reception areas and those which are used during assess-

ment are representative of the various cultural and ethnic groups within the local community and the society in

general.

Communication Styles

_____ 6. For children who speak languages or dialects other than English, I attempt to learn and use key words

in their language so that I am better able to communicate with them during assessment, treatment or other

interventions.

_____ 7. I attempt to determine any familial colloquialisms used by children and families that may impact on

assessment, treatment or other interventions.

_____ 8. I use visual aids, gestures, and physical prompts in my interactions with children who have limited

English profi ciency.

_____ 9. I use bilingual staff or trained volunteers to serve as interpreters during assessment, meetings, or other

events for parents who would require this level of assistance.

_____ 10. When interacting with parents who have limited English profi ciency I always keep in mind that:

24 n Cultural Competence and Health n Child Care Health Consultation in the Early Care and Education Setting

_____ limitations in English profi ciency is in no way a refl ection of their level of intellectual func-

tioning.

_____ their limited ability to speak the language of the dominant culture has no bearing on their

ability to communicate eff ectively in their language of origin.

_____ they may or may not be literate in their language of origin or English.

_____ 11. When possible, I insure that all notices and communiqués to parents are written in their language

of origin.

_____ 12. I understand that it may be necessary to use alternatives to written communications for some fami-

lies, as word of mouth may be a preferred method of receiving information.

Values and Attitudes

_____ 13. I avoid imposing values that may confl ict or be inconsistent with those of cultures or ethnic groups

other than my own.

_____ 14. In group therapy or treatment situations, I discourage children from using racial and ethnic slurs by

helping them understand that certain words can hurt others.

_____ 15. I screen books, movies, and other media resources for negative cultural, ethnic, or racial stereotypes

before sharing them with children and their parents served by my program or agency.

_____ 16. I intervene in an appropriate manner when I observe other staff or parents within my program or

agency engaging in behaviors that show cultural insensitivity or prejudice.

_____ 17. I understand and accept that family is defi ned diff erently by diff erent cultures (e.g. extended family

members, fi ctive kin, godparents).

_____ 18. I recognize and accept that individuals from culturally diverse backgrounds may desire varying de-

grees of acculturation into the dominant culture.

_____ 19. I accept and respect that male-female roles in families may vary signifi cantly among diff erent cul-

tures (e.g. who makes major decisions for the family, play and social interactions expected of male and female

children).

_____ 20. I understand that age and life cycle factors must be considered in interactions with individuals and

families (e.g. high value placed on the decisions of elders or the role of the eldest male in families).

_____ 21. Even if my professional or moral viewpoints may diff er, I accept the family/parents as the ultimate

decision makers for services and supports for their children.

_____ 22. I recognize that the meaning or value of medical treatment and health education may vary greatly

among cultures.

_____ 23. I accept that religion and other beliefs may infl uence how families respond to illnesses, disease, and

death.

_____ 24. I recognize and accept that folk and religious beliefs may infl uence a family’s reaction and approach

to a child born with a disability or later diagnosed with a disability or special health care needs.

_____ 25. I understand that traditional approaches to disciplining children are infl uenced by culture.

Cultural Competence and Health n California Training Institute n California Childcare Health Program n 25

_____ 26. I understand that families from diff erent cultures will have diff erent expectations of their children for

acquiring toileting, dressing, feeding, and other self help skills.

_____ 27. I accept and respect that customs and beliefs about food, its value, preparation, and use are diff erent

from culture to culture.

_____ 28. Before visiting or providing services in the home setting, I seek information on acceptable behaviors,

courtesies, customs and expectations that are unique to families of specifi c cultures and ethnic groups served by

my program or agency.

_____ 29. I seek information from family members or other key community informants, which will assist in

service adaptation to respond to the needs and preferences of culturally and ethnically diverse children and

families served by my program or agency.

_____ 30. I advocate for the review of my program’s or agency’s mission statement, goals, policies, and pro-

cedures to insure that they incorporate principles and practices that promote cultural diversity and cultural

competence.

Th ere is no answer key with correct responses. However, if you frequently responded “C”, you may not necessar-

ily demonstrate values and engage in practices that promote a culturally diverse and culturally competent service

delivery system for children and families.

Goode, T.D. (1989). Retrieved July 19, 2005, from www.gucchd.georgetown.edu/nccc/nccc7.html. Georgetown

University Child Development Center, UAP, Adapted from Promoting Cultural Competence and Cultural

Diversity in Early Intervention and Early Childhood Settings.