Cultural Responsiveness Sample Clauses

Cultural Responsiveness children develop a sense of who they are and what is important within the context of culture; student interns (primary care givers) and student teachers are taught to work with families, to heighten their understanding of importance of culture, develop cultural competencies, acknowledge and respect cultural differences, and learn to be open and responsive to and willing to negotiate with families about child rearing practices.

Cultural Responsiveness a. Contractor shall implement the National Standards for Culturally and Linguistically Appropriate Services (CLAS) in order to provide culturally and linguistically appropriate services and improve access to care, quality of care and ultimately, health outcomes for those seeking substance use disorders treatment. Any concerns shall be discussed and reviewed with Contract Manager for resolution. Department Health Care Services can also be contacted for technical support. b. Services provided shall be culturally and linguistically appropriate. Specialty Mental Health Services will be provided in the language most comfortable to the Client and his/her family. i. Contractor shall make oral interpretation and sign language services available free of charge to each beneficiary. This applies to all non-English languages, not just those identified as prevalent. ii. Contractor shall notify beneficiaries that oral/sign language interpretation is available for any language, and written information is available in prevalent languages, and be informed of how to access those services. iii. Family and friends shall never be used as interpreters. c. Contractor will respond to the unique needs of diverse populations and are also sensitive to the ways in which people with mental health issues experience the world. Cultural competence must be a guiding principle, so that services are provided in a culturally sensitive manner.

Cultural Responsiveness. A safe and supportive environment for youth and adults with mental illness and/or co-occurring challenges and their families will be created through various strategies including, but not limited to: i. Bilingual and bicultural staff, including youth and adult peers, to provide peer-led activities in both Spanish and English. ii. Welcoming, non-judgmental to the Latino community and other multiracial, multicultural and multigenerational communities including the Lesbian, Gay, Bisexual and Transgender, and Questioning (LGBTQ+) community. iii. Use of evidence-based curriculum that are tailored to the strengths and needs of Latinos, such as the National Compadres Network and Keeping’ it R.E.A.L curriculum. iv. Intentionally celebrating culture through the center décor and activities provided.

Cultural Responsiveness. The programme will acknowledge the cultural characteristics of New Zealand society and the principles of partnership that influence planning and delivery of mental health and addiction services. You will ensure that: a. the environments in which trainees undertake the programme requires and supports the trainees to demonstrate culturally appropriate clinical practice b. the academic and clinical components of the programme are informed by consultation with Xxxxx and take into account the health needs and differing cultural expectations of Maori c. programme planning involves and is responsive to the expectations of Maori.

Cultural Responsiveness. 13.4.11 Sexual Orientation and Gender Identity and Expression (SOGIE) 13.4.12 Mandated Reporter Training 13.4.13 Healthy Sexual Development Topics 13.4.14 Suicide Prevention

Cultural Responsiveness. The researcher/s will be cognisant of the over-representation of Aboriginal and Xxxxxx Xxxxxx Islander young people and families in the youth justice system. If direct access to Aboriginal and Xxxxxx Xxxxxx Islander young people, families, service providers or staff is required, the researcher/s will exercise a high level of cultural capability in the conduct of the research. Researcher/s who are culturally capable demonstrate a knowing and understanding of Aboriginal and Xxxxxx Xxxxxx Islander history, culture, customs and beliefs; being aware, being authentic and open to examining their own values and beliefs; and demonstrating culturally appropriate actions and behaviours. To ensure research is conducted in a culturally appropriate and considered way, researchers must follow the Australian Institute of Aboriginal and Xxxxxx Strait Islander Studies Guidelines for Ethical Research in Indigenous Studies and be informed by the Ethical conduct in research with Aboriginal and Xxxxxx Xxxxxx Islander Peoples and communities (2018) and the Keeping research on track II (2018) by the NHMRC. These principles relating to best practice research with Aboriginal and Xxxxxx Strait Islander peoples also apply when conducting research with other cultural groups. The DYJ is committed to responding appropriately to the culturally diverse nature of Queensland. Research approved by DYJ must align with the intent of department-specific and government strategies concerning reconciliation, multiculturalism or healing, including Our Way: A generational strategy for Aboriginal and Xxxxxx Xxxxxx Islander children and families 2017-2037, the departments Cultural Capability Action Plan, Respectfully Journey Together, and the Queensland Multicultural Action Plan.

Cultural Responsiveness. Implicit Bias;

Cultural Responsiveness. Local, national, and international research findings demonstrate that students are most successful in academically rigorous, culturally responsive educational settings. Importantly, culturally responsive schools recruit, hire, and retain teachers who are willing to participate, develop, and maintain the cultural and language foundations of the school. Further, a culturally responsive school fosters and supports opportunities for teachers to participate in professional activities and associations that expand their cultural knowledge and pedagogical skills. The following is a set of example hallmarks of a culturally responsive school: • fosters ongoing participation, communication, and interaction with parents, elders, and community members • provides frequent, meaningful opportunities for students to learn in or about their heritage language • has a high level of involvement of professional staff who are of the same cultural background as the students with whom they are working

Cultural Responsiveness. The Collaborative Prevention and Response program is both designed to reach and committed to serving identified high risk populations (cultural/ethnic/linguistic minority youth, LGBTQIA+ youth, homeless youth, xxxxxx youth, and youth at risk of dropping out). Contractor will ensure their practices and the support provided are reflective of the cultural and linguistic diversity of our community.

Cultural Responsiveness. Culturally responsive services are sensitive to the diverse cultural identity, are delivered by bilingual/bicultural staff and/or are available in the primary language of clients and use the natural supports provided by the client's culture and community. Outreach and engagement strategies shall be designed to reach diverse communities.