National Consumer Supporter Technical Assistance Center. (Undated).
National Mental Health Association, Alexandria, Virginia.

“The Cultural Competency Initiative, which was launched in 2000, assisted consumer supporter organizations by providing funding and technical assistance as well as by disseminating information about innovative minority outreach programs (in mental health).   Each chapter of the toolkit provides an overview of one of ten model programs.  Project goals and implementation plans are shared, project leaders share their expertise, and program materials are included in each chapter's appendices.”
Full text:   http://www.ncstac.org/content/culturalcompetency/index.htm

Center for Cross-Cultural Health, Saint Paul, Minnesota. (Undated).

This “is a resource guide for providers concerned about cultural competence. . . .  (It) includes chapters on developing cultural competence, communication across cultures, and issues in interpreting. . . . New chapters have been added on cross-cultural mental health, spirituality and health across cultures, nine community profiles of groups in Minnesota, an expanded reference section and suggestions for further reading, as well as additional tools and cross cultural health models.”
For purchase:  http://www.crosshealth.com/provider.htm

Georgetown University Center for Child and Human Development,
Washington DC. (2003).  S. Bronheim & S. Sockalingam.

“Culturally and linguistically competent health promotion requires a community-level focus.   But, because creating new materials is very costly, many communities and organizations may lack the resources to create new health promotion materials to address the cultural and linguistic needs of their localities. Thus, the Guide aims to assist these groups in making appropriate choices among existing materials, as well as to provide recommendations to adapt such materials for use in health promotion efforts.  The Guide is designed to be used by a variety of audiences, including: (a) those who implement health promotion activities and want to ensure cultural and linguistic competence; (b) community organizations, including faith-based organizations, that want to address health issues; and (c) public health officials and funders who want to assure that health promotion activities they support are culturally and linguistically competent.  The Resources section of this Guide provides sources on the broader topic of developing health promotion activities (see p. 8).”
Full text:    http://gucchd.georgetown.edu/object_view.html?objectID=3604

Consensus Statement on Evidence-Based Programs and Cultural Competence: Children’s Mental Health
National Implementation Research Network, FPG Child Development Institute,
University of North Carolina at Chapel Hill (2003).

“In March, 2003, the National Implementation Research Network convened a meeting of experts in the area of children’s mental health and cultural competence.  These included the developers of evidence-based programs for children; individuals with expertise on African American, Asian American, Pacific Islander, Latino, and Native American issues; as well as researchers, family members, and stakeholders.  The goals of the meeting were twofold.  The first was to address the applicability and appropriateness of evidence-based programs for children and adolescents of different cultures and, second, to increase the capacity of systems to develop and implement culturally relevant approaches.  At the meeting, participants developed a consensus statement of what we know and what we do not know about the relationship between evidence-based programs and cultural competence.  The objective of this consensus statement is to provide both a platform and a guide for discussions and decisions related to the cultural relevance of evidence-based programs for children and adolescents. Participants also developed recommendations for future action.  Both are presented in this document.”
Complete statement:  http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=3


Cultural and Linguistic Competence Implementation Guide (Child Mental Health)
Technical Assistance Partnership for Child and Family Mental Health,
Washington DC. (2008).  K. Martinez & E. Van Buren

“The Cultural and Linguistic Competence Implementation Guide was developed by the TA Partnership through its Cultural Competence Action Team (CCAT). . . . (The purpose is) to provide community examples, best practices, and information on specific tools and resources that can assist systems of care communities, partnering agencies, and organizations to build and promote culturally and linguistic competence. The Implementation Guide, is a living document that will be updated at regular intervals.  The Implementation Guide is organized around six domains. Each domain contains: (a) descriptions of specific implementation strategies; (b) examples of best practices in the field; (c) internet links to important resources that can help leaders and practitioners design culturally and linguistically competent practices and policies; and (d) performance indicators and measures that can be used to assess the outcomes of approaches used to actualize cultural and linguistic competence.”
Full text:  http://www.tapartnership.org/cc/implementation.asp


Cultural and Linguistic Competency in Mental Health Systems
Position 18 of Mental Health America, Alexandria, Virginia. (2006).

In order to improve the cultural sensitivity and responsiveness of mental health delivery systems, the Mental Health America urges all organizations that provide mental health services to follow the guidelines shown in this Position Statement.
Full text:   http://www.mentalhealthamerica.net/go/position-statements/18


Cultural Competence:  A Guide for Human Service Agencies
Child Welfare League of America, Crystal City, Virginia. (2003).
K. A. Nash & J. Velazquez

This guide “helps agencies assess their cultural competence levels, create strategic plans for making necessary changes, and improve their service to diverse clientele. With its clearly thought-out plan for achieving cultural competence and its extensive resource list, this guide can help any agency better serve all members of its community.”
For purchase:   http://www.cwla.org/pubs/pubdetails.asp?PUBID=8715
Also see:  Cultural Competence Agency Self-Assessment Instrument
http://www.cwla.org/pubs/pubdetails.asp?PUBID=8401


Cultural Competence in Practice
National Association of School Psychologists (NASP), Bethesda, Maryland.

NASP offers a set of brief papers intended for school psychologists, teachers, and school principals.  Topics include (a) assessment; (b) consultation; (c) crisis response; (d) English language learners; and (e) mental health.
Full texts: http://www.nasponline.org/resources/culturalcompetence/cultcomppractice.aspx


Cultural Competence, Strengths, and Outcomes (In Children’s Mental Health Care).  Topical Issue

Focal Point. (2003).  Research and Training Center on Family Support and Children’s Mental Health, Portland State University, Oregon.

This topical edition of Focal Point includes five articles on cultural competence: (a) A Challenge to Professionals: Developing Cultural Reciprocity with Culturally Diverse Families; (b) Youth Clinical Outcomes: Does Race/Ethnicity Matter?; (c) Implementing Culturally Competent Research Practices: Identifying Strengths of African American Communities, Families, and Children; (d) Assessing Behavioral and Emotional Strengths in Black Children: A Measure Designed By and For Blacks: (e) Cultural Competence in Services to Children and Families.
Full text of 2003 topical issue
http://www.rtc.pdx.edu/pgFPS03TOC.php
Also see the 2002 topical issue on Assessing and Addressing Cultural Competence:
http://www.rtc.pdx.edu/pgFPF02TOC.php

Center for School Mental Health
University of Maryland School of Medicine, Baltimore, Maryland. (2006).
D. L. Cunningham, M. Ozdemir, J. Summers, & A. Ghunney.

This paper reviews data on the changing population and mental health care disparities, and discusses various dimensions of cultural competence in school mental health services: (a) acculturation and enculturation; (b) assessment; (c) empirically supported treatment; (d) suggestions for school mental health providers and programs; and (e) suggestions for families.  A list of resources is included.
Full text:  http://csmh.umaryland.edu/resources.html/issue_briefs.html

Culturally Competent Children’s Mental Health Services: Advances and Challenges
Summary of a Study by A. Pumariega, K. Rogers, & E. Rothe.  
Data Trends. (2005). Research and Training Center on Family Support and Children’s Mental Health,
Portland State University.

In this paper, the authors argue that there is a “need for a  paradigm shift to enable the child welfare system to be one that cherishes the distinctiveness of America's  cultures.  Culture-centered practice requires an understanding of the current culture of the child welfare system, as well as the cultures of the communities served by the system.  Differences in values and belief systems are  discussed.   This is followed by an outline of issues relevant to culture-centered practice in four areas of child welfare, namely legislation and policy, child-family-system interactions, child-family service provisions, and recruitment and  retention of adoptive homes.”
Summary – See #85:
http://www.rtc.pdx.edu/pgDataTrends2003.shtml

Sponsored by the National Conference of State Legislatures, Resources for Cross-Cultural Health Care, and the Henry J. Kaiser Family Foundation

This website promotes language and cultural competence to improve the quality of health care for minority, immigrant, and ethnically diverse communities.  Contents include models and practices for overcoming cultural and linguistic barriers (including interpreter training), Federal and State laws, accreditation standards, organizational policies and protocols, legal issues, networking and resources.
Home page:  http://www.diversityrx.org/

Harborview Medical Center, Seattle, Washington.

The EthnoMed site contains information about cultural beliefs, medical issues and related information pertinent to the health care of recent immigrants, many of whom are refugees fleeing war-torn parts of the world.  There are culture-specific pages pertaining to individuals from various countries of origin, as well as  papers on clinical topics related to culture.  Pearls of Cross-Cultural Care are articles on various cultural topics related to health care.  The  non-citizen medical coverage page is a PDF flowchart showing eligibility for all publicly funded health insurance programs.  Materials are available in several languages.
Home page:  http://ethnomed.org/ethnomed/index.html
Click at the left for culture-specific pages and links to information on topics in cross-cultural health


Evidence-Based Programs and Cultural Competence: Reaching Consensus
National Implementation Research Network,  FPG Child Development Institute, University of North Carolina at Chapel Hill. (2003).
K. A. Blasé & D. L. Fixsen.

“This report summarizes the key discussion points and outcomes from a meeting of 25 experts in the area of children's mental health and cultural competency, convened by the National Implementation Research Network March 2003, in Tampa Florida. During the course of the two-day meeting, diverse perspectives were solicited on the role of cultural competency in implementation of evidence-based programs. This working paper summarizes the resulting commentary on implementation phases of evidence-based programs, including the exploration stage, site selection process, installation stage, initial and advanced implementation stages, and the sustainability stage. The document concludes with Initial work on a Consensus Statement on Evidence-based Programs and Cultural Competence.”
Full text:
http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=1

Getting Started and Moving On: Planning, Implementing, and Evaluating Cultural and Linguistic Competency for Comprehensive Community Mental Health Services for Children and Families.
National Center for Cultural Competency. (2003).
Georgetown University Center for Child and Human Development, Washington, DC.

“The Cross-Cultural Health Care Program developed these medical glossaries because of the difficulty interpreters and translators reported in finding dictionaries covering medical terms in many languages.  The  glossaries contain a word list of 1,000 to 2,600.  The expanded glossaries contain the term in English, the translation, and the definition of the term in English.” 
For purchase:
http://www.xculture.org/catalog/index.php?cPath=24

Multicultural Action Center Resources
National Alliance on Mental Illness  (NAMI), Arlington, VA

“This Center works to focus attention on system reform to ensure access to culturally competent services and treatment for all Americans and to help and support families of color who are dealing with mental illness.  The Center’s goals are to: (a) advance NAMI’s policy agenda and address issues that disproportionately affect communities of color; (b) support NAMI grassroots advocacy and outreach efforts; (c) build diverse leadership at all levels of the organization; (d) develop and promote culturally competent support programs and practices; (e) develop strong partnerships with other similar organizations; and (e) decrease stigma through public education that address specific cultural barriers. . . . NAMI recognizes that diversity goes beyond race and ethnicity, and the Center will strive to represent and advocate for America’s broad cultural and life groups that are outside the mainstream.”
Home page:
http://www.nami.org/Template.cfm?Section=Multicultural_Support&Template=/TaggedPage/
TaggedPageDisplay.cfm&TPLID=56&ContentID=38669


Multicultural Issues in Counseling, Third Edition

American Counseling Association, Alexandria, Virginia. (2006).  C. Lee (Ed.).

“This best-selling text presents innovative techniques for working with 21 diverse client populations. . . . It goes beyond encouraging multicultural awareness and knowledge (to offer) intensive skill development for counselors-in-training and practitioners.   The third edition includes new chapters on counseling multiracial individuals and families. . . . New chapters on multicultural counseling in the 21st century, counseling in the cross-cultural zone, ethics, and multicultural research on client needs and counselor competencies are also included.”
For purchase: 
http://www.counseling.org/Source/orders/uProd_Listing.cfm?PRODUCT_CODE=72706

Multicultural Populations: Fact Sheets and Readings
American Speech-Language-Hearing Association (ASHA). Rockville, Maryland.

“ASHA’s Multicultural Issues Board has assembled 6 fact sheets and 26 lists of suggested readings and related materials for individuals interested in obtaining a more in-depth understanding of the following issues: (a) multicultural history and demographic profile of the U.S; (b) cultural differences in communication and learning styles; (c) language attitudes and educational policy; (d) intervention with multicultural populations; (e) research on multicultural populations/ethnicity; (f) service delivery with multicultural populations.”   A range of reading lists are also available, with an emphasis on speech-language pathology and audiology.
Access to all materials:
http://www.asha.org/about/leadership-projects/multicultural/readings/


National Standards for Culturally and Linguistically Appropriate Services in Health Care
Office of Minority Health, U.S. Department of Heath and Human Services. (2001).

“Part I of this report provides background on the importance of cultural competence in health care in the United States, reviews the role and interest of the U.S. Department of Health and Human Services and its Office of Minority Health in cultural competence, and briefly summarizes the process of developing national standards for culturally and linguistically appropriate services (CLAS) in health care. . . . Part II, which is the main section of the report, contains the 14 CLAS standards.  In this section, each standard is accompanied by commentary that defines key concepts and issues and a discussion section that provides an overview of critical implementation issues. Part III of the report summarizes the process for developing and revising the CLAS standards over three years. . . . Part IV presents a glossary of terms found within the standards.  It also contains a bibliography of all sources used in preparing this final report.”
To see the list of the standards – And click at the end for the full text of the report and the executive summary:
http://www.omhrc.gov/templates/browse.aspx?lvl=2&lvlid=15

Federation of Families for Children’s Mental Health, in Collaboration with the National Indian Child Welfare Association and B-C Family Productions. (2000).
E. Slaton.

“The Federation of Families for Children’s Mental Health was awarded federal funding to conduct a focus group of Native American family members about their technical assistance needs and to report the findings in a written document for other technical assistance providers and federal grantees.  The experience of the focus group led the Federation not only to the culturally specific technical assistance needs of Native Families, but once again to those support, information and advocacy needs common to all families raising children with  mental health issues.   The goal of this report, therefore, is to provide a brief  narration about the focus group, a summary of the learnings, the most immediate  technical assistance needs and recommendations for technical assistance providers.”
Full text – Scroll down:  http://www.ffcmh.org/publications/booksandguides.html

Perspectives on Cultural Competence: A Special Issue of Child Welfare.
The Journal of the Child Welfare League of America, Washington DC. (2003).

“This website assists health care organizations throughout the U.S. in providing high quality, culturally competent services to multi-ethic populations.  This includes guidance on understanding minority, immigrant, and refugee populations, and on patient/provider interactions.  There is also information on common health problems in selected cultural groups; common beliefs and cultural practices; and health disparities among African Americans, American Indians/Alaska Natives, Asian Americans/Pacific Islanders, and Hispanics/Latinos.”  The site also offers excerpts from books on cultural competence for health care providers, and organizational self-assessment tools.
Home page: 
http://erc.msh.org/mainpage.cfm?file=1.0.htm&module=provider&language=English

Self-Assessment for Cultural Competence
American Speech-Language-Hearing Association, Rockville, Maryland