Sample Cultural and Linguistic Competence Plan
for Advancing Cultural and Linguistic Competence in
Systems of Care
This document provides an example of the elements of a cultural and linguistic competence plan for systems of care communities.
This document is structured to reflect the accountability and participation required by all stakeholders within the systems of care. This
includes children, youth and families, providers, policymakers, family organizations, community stakeholders and collaborating
agencies. A system of care begins with a logic model which provides a theory-based framework for developing and implementing
services. It describes what children, youth and families need and the strategies that will enable them to meet those needs. The
strategic plan is the blueprint used to implement this framework.
The Cultural and Linguistic Competence Plan (CLCP) is designed to ensure that all of the services and strategies are designed and
implemented within the cultural and linguistic context of the children, youth and families to be served. The overarching goal of the
CLCP is to ensure that the system of care adopts a systemic, systematic and strategic approach to increasing the cultural
responsiveness of services and supports delivered to children, youth and families, and a sensitivity and appreciation for diversity and
cultural issues throughout the system of care.
This document contains examples of specific tasks and responsibilities that should be addressed within six critical domains related to
cultural and linguistic competence. They are: (1) governance and organizational infrastructure (2) services and supports (3) planning
and continuous quality improvement (4) collaboration (5) communication and (6) workforce development. The CLCP is structured
such that specific tasks and action steps from the six domains are provided for all levels of accountability within the system of care,
including the policy and governance, administrative, practice, child, youth and family levels of service. This format also reflects the
importance of a team approach and shared responsibilities in working towards the development of a culturally and linguistically
competent system of care. Everyone on the system of care team, including the governance body, is responsible for infusing cultural
and linguistic competence throughout the system of care.
The pursuit of cultural and linguistic competence is a developmental process. This sample CLC Plan will not address all of the needs
of communities who are at different stages of cultural and linguistic competence development. Rather, it is intended to help
communities by providing a template or model for creating actionable steps at diverse levels of staffing. The Cultural Competence
Action Team’s Cultural and Linguistic Competence Implementation Guide is currently in development to provide strategies, tools,
examples and resources for use in the development of the CLCP. Please visit the following website at
http://www.tapartnership.org/COP/CLC/default.php for details on currently available chapters which correspond with the 6 domains
described above. The following guidelines are provided for understanding the format and completing this template:
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Participant organizations: Provide the names of stakeholders and/or stakeholder groups responsible for developing,
implementing and evaluating the CLC plan in this space;
Role/Responsibility: These sections provide the overarching missions of individuals at each accountability level as they relate
to cultural and linguistic competence. These broad descriptions should provide direction for the development of all action steps
within the CLC Plan table.
Action Steps: This column explicitly states the measurable and time-sensitive tasks to be completed within a year’s time by
the responsible members of the system of care community at each level of accountability.
Time Frame: This section provides task completion dates and the frequency for completing tasks that are scheduled to be
conducted repeatedly over time. It is recommended that time frames for task completion fall within the same calendar year
designated for the CLC Plan.
Person(s) Responsible: This area should be used to indicate the specific individuals, teams, agencies and/or systems
responsible for completing the task.
Benchmarks: This section provides observable indicators of progress in reaching or measuring the goal. For instance, a
benchmark related to the provision of training on cultural and linguistic competence might be: 100% of system of care staff
have received mandated CLC training by January, or within 6 months of hiring.
A short glossary of terms related to cultural and linguistic competence in systems of care appears in the appendix of this document.
Participant Organizations:
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POLICY AND GOVERNANCE LEVEL
Role/Responsibility: Develop a governance structure, leadership and infrastructure supports required to
deliver or facilitate the delivery of culturally and linguistically competent care.
Action Steps
Time Frame
Person(s)
Responsible
Benchmarks
1.1 Identify, recruit and select members of the governing
body and CLC Committee that are reflective of the
population of focus (including informal and formal cultural
leaders, faith-based communities, youth representatives and
family members)
1.2 Create and/or revise the mission statement to affirm
support of a CLC perspective to governance, management
and service delivery
1.3. Develop criteria for reviewing existing policies to
ensure that they support the development and
implementation of culturally and linguistically competent
system of care
1.4. Develop, review and update the Cultural and Linguistic
Competence Plan
1.5. Conduct an annual organizational CLC self-assessment
1.6 Allocate adequate specific funds to support activities
related to cultural and linguistic competence, including
funding the CLC coordinator position.
1.7 Develop employment criteria for the project director
which includes requirements for demonstrated skills in
working with the populations of focus and diverse
populations
1.8 Develop a communications policy that will ensure an
effective, consistent, and bimodal flow of information
between the system of care and community stakeholders
(inclusive of those stakeholders representing the diversity
of the community) including family members and youth.
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1.10 Develop formal partnerships, MOU’s, MOA’s, etc.
with cultural community agencies, faith-based entities,
traditional cultural providers, and other culturally-relevant
organizations.
1.11 Develop and implement strategies to support and
retain diverse board members through the provision of
support services, as indicated. (i.e. including mentoring and
partnering).
1.12 Conduct annual demographic analysis and needs
assessment.
1.13 Develop a policy for the timely provision of
interpretation services and allocation of bilingual staff.
1.14 Select family members to serve on the governance
board with specific preference to families with children and
youth currently receiving system of care services.
1.15 Develop policy for reimbursement of services
provided by youth and families on boards, committees,
advocacy, outreach and the development of services.
ADMINISTRATION/MANAGEMENT LEVEL
Role/Responsibility: Develop an organizational structure, administrative guidelines and system of evaluation
to ensure that effective, efficient, accessible and high quality services are provided to the population(s) of
focus. This section refers specifically to Project Directors, Clinical Directors and other SOC administrators.
Action Steps
Time Frame
Person(s)
Responsible
Benchmarks
2.1. Organize cultural and linguistic competence committee
and provide with the authority to monitor service delivery
2.2. Assess and modify the physical facility to reflect the
population of focus, to be welcoming, clean and attractive
by providing cultural art, magazines, refreshments, etc.
2.3. Services are located geographically such that they are
accessible and acceptable to the population
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2.4.Recruit youth and their families reflecting the diversity
of the service population to actively participate in the
development and evaluation of the service array
2.5. Conduct annual organizational cultural and linguistic
competence self-assessment
2.6 Develop and implement a continuous quality
improvement plan and customer satisfaction survey
process.
2.7. Assess the linguistic capacity and needs of service
providers and support staff.
2.8 Review and modify job descriptions to include
requirements for development of cultural knowledge and
cross-cultural practice skills
2.9.Develop performance indicators related to the delivery
of cultural and linguistic competence and include them in
performance reviews and professional development plans
2.10.Provide training in cultural and linguistic competence
to all personnel, including support staff/ OR Establish a
cultural and linguistic competence training program
inclusive of an overview training for all staff and tailored
trainings for staff based on job function and level of
knowledge and expertise
2.11 Develop a line-item in the annual budget that is
specifically dedicated to the development and continued
support of culturally and linguistically competent services,
as well as for outreach, engagement, social marketing,
cultural events, etc.
2.12 Review and recommend culturally and linguistically
appropriate practice based evidence and appropriately
normed and standardized evidence-based treatments and
practices, including the need for appropriate cultural
adaptations.
2.13 Hire culturally and linguistically diverse family
members at all levels of the system of care.
2.14 Provide specific training to youth and families
reflective of the diversity of the service population to
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ensure meaningful participation at all levels within the
system of care.
2.15 Hire employees in key leadership positions and direct
service positions who reflect the populations of focus.
2.16 Establish a plan for retention of diverse workforce;
review and revise as indicated
2.17Establish a plan to support supervisors and program
managers in their role to promote culturally and
linguistically competent service delivery on a daily basis;
review and revise as indicated
PRACTITIONER LEVEL
Role/Responsibility: Implement outreach, engagement, assessment, diagnosis, treatment processes and
procedures, and support services which are responsive to and respectful of the family's racial and ethnic cultural
traditions, beliefs, values, and preferred language. This section refers to both clinical and non-clinical service
providers.
Action Steps
Time Frame
Person(s) Responsible
Benchmarks
3.1 Read and sign written agreement that CLC plan has been
read, and practices will be implemented within the designated
time period.
3.2 Draft treatment/service plans which include the identification
of familial preferences for and availability of traditional healers,
religious and spiritual resources, alternative or complementary
healing practices, natural supports, bilingual services, self-help
groups, and consultation from culturally and linguistically
competent independent providers, except when clinically or
culturally contraindicated.
3.3 Complete cultural self-assessment and mapping protocol to
explore the role of own cultural framework on case formulation
and treatment processes.
3.4 Collect and enter child, youth and family data on race, age,
ethnicity and primary language of children, youth and families in
treatment records and within the management information system
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(MIS).
3.5 Organize and implement one community engagement and/or
outreach activity at least semi-annually to facilitate awareness of
mental health issues and services within the community.
3.6 Develop a mental health directory of local providers,
organizations, and other community supports.
3.7 Attend cultural and linguistic competence education and
training on an annual basis at a minimum.
3.8 Develop goal related cultural and linguistic competence and
include in professional development plan for review during
performance appraisal process.
3.9 Provide incentives for youth and family involvement and
participation.
YOUTH/FAMILY LEVEL
Role/Responsibility: Provision of cultural information articulation of community strengths, identification of
community supports, and assisting in the development of collaborative relationships among the system of
care; providers; children, youth and families; cultural communities, and the community at large in ways
that promote cultural and linguistic competence.
Action Steps
Time Frame
Person(s)
Responsible
Benchmarks
4.1 Attend and participate in Cultural and Linguistic
Competence Committee meetings
4.2 Identify and link system of care to community based
individuals who could serve as cultural brokers
4.3 Review all pertinent written and oral and symbolic
youth and family materials (including consent forms,
statement of rights forms, posters, signs, and audio tape
recordings) to ensure that they are interpreted from the
appropriate cultural perspective. (CMHS)
4.4 Participate in the process to identify and organize
community leaders and other stakeholders to design needs
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assessment data collection instruments and implement data
collection procedures in collaboration with system of care
staff. (CLAS)
4.5 Participate in the development and delivery of cultural
and linguistic competency training activities including
training in evaluation methodology, as a component of staff
development (Lewin).
4.6 Develop treatment/service outcome goals and preferred
processes and supports to aid in achieving said goals.
4.7 Identify and provide outreach to specific groups within
the community to engage in development and
implementation of the CLC plan, including emerging
populations, faith-based organizations, etc.
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APPENDIX: GLOSSARY OF TERMS
For the purposes of this document, the cultural and linguistic competence definitions have been adapted from Cross, Bazron, Dennis & Isaac’s
(1989) Towards a Culturally Competent System of Care: A Monograph on Effective Services for Minority Children Who Are Severely
Emotionally Disturbed: Volume I and Goode & Jones (modified 2004), National Center for Cultural Competence, Georgetown University
Center for Child & Human Development. These terms are defined as follows:
Cultural Competence is
1 a defined set of values and principles which are reflected within the behaviors, attitudes, policies and structures of [Name of agency],
agencies, family/youth organizations, providers and community stakeholders to result in appropriate and effective services for all;
2 the capacity to (1) value diversity, (2) conduct self-assessment, (3) manage the dynamics of difference, (4) acquire and institutionalize
cultural knowledge, and (5) adapt to diversity and the cultural contexts of the communities served; and,
3 integration of the above in all aspects of policy making, administration, practice, service delivery, and systematic involvement of
families and youth, key stakeholders and communities.
Linguistic competence is the capacity of [Name of organization] and its personnel to communicate effectively, and convey information in a
manner that is easily understood by diverse audiences. Linguistic competence involves the development of interagency and internal capacity to
respond effectively to the mental health literacy and communication needs of the populations served, and to posses the policy, structures,
practices, procedures and dedicated resources to support this capacity.
Cultural refers to integrated patterns of human customs, beliefs, values of racial, ethnic, religious, or social groups.
Competence implies having the capacity to function effectively as an individual and an organization within the context of the cultural beliefs,
behaviors, and needs presented by children, youth and families and their communities.
Cultural Brokers are individuals who help to communicate differences and similarities across cultures to eliminate the cultural gap between
them. They may also mediate and negotiate more complex processes within organizations, government, communities, and between interest
groups or countries. Cultural brokers are knowledgeable about the beliefs, values and norms of their cultural group, and the system they have
helped to navigate successfully for their families. They can serve as cultural liaisons, cultural guides, mediators of distrust between cultures,
models, mentors and catalysts for change. Excerpt from Bridging the Cultural Divide in Health Care Settings: The Essential Role of Cultural
Broker Programs, National Center for Cultural Competence. Document available at: http://www.culturalbroker.info/index.html
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