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Providing Culturally Competent Services to Victims of Crime

1.5 Continuing Education Units (CEUs) will be offered for this training.

Cultural competence is an asset in any professional pursuit, and it is a core requirement in the field of victim assistance because crime can happen to anyone in any neighborhood. This interactive, 2.5-day training addresses cultural barriers such as stereotyping, value differences, communication styles, and language and interpreter bias, and how they impede effective service delivery to victims of crime from diverse populations. The training is designed for victim advocates as well as law enforcement officers and administrators, prosecutors, and other professionals who work with victims of crime. You will participate in simulations/skits, interactive activities, independent self-assessments and case studies to brainstorm and develop strategies to overcome cultural barriers in your own workplace. As a result of this training, you will be able to—

  • Recognize and overcome a variety of cultural barriers to effective service delivery.
  • Reduce problems that can arise when using language interpreters.
  • Give feedback to others who engage in culturally inappropriate speech and actions.
  • Envision a culturally competent victim services program.

Active participation in each of the following training modules will help you accomplish these specific learning objectives:

  • Increasing Knowledge About Cultural Competence
    • Define cultural competence.
    • Identify the six stages of the Cross Model of Cultural Competence.
    • Distinguish between individual and organizational dimensions of cultural competence.
    • Recognize the multidimensional nature of culture.
    • Explain the importance of cultural considerations in providing victim services.
  • Working with Victims—Stereotyping
    • Identify sources of bias.
    • Recognize the role of conditioning in stereotyping.
    • Explain how stereotypes impede communication with victims.
  • Working With Victims—Assumed Similarity
    • Define assumed similarity.
    • Explain the danger of assuming an understanding of behavioral cues.
    • Recognize the role of cultural beliefs in accepting or rejecting assistance.
  • Working With Victims—Cross-Cultural Communication
    • Identify barriers to cross-cultural communication.
    • Explain how culture influences communication.
    • Describe how certain behaviors can affect communication.
  • Working With Victims—Language and Interpreter Bias
    • Explain basic federal legal requirements concerning service delivery to persons with limited English proficiency.
    • Discuss how interpreter bias impacts communication with victims.
    • Identify several strategies to reduce or eliminate problems that can arise while using language interpreters.
  • Working With Victims—Other Barriers to Effective Victim Assistance
    • Describe the major barriers to effective victim assistance.
    • Use the major barriers to effective victim assistance as a guiding framework for culturally competent service delivery.
    • Identify specific skills, strategies, and resources required to effectively serve diverse crime victims.
  • >Organizational Impact
    • Recognize how perceptions vary in a common situation/event.
    • Describe how teamwork can promote broadening perceptions.
    • Discuss the impact of labeling on individuals and organizations.
  • Societal Impact
    • Participants will be able to discuss how they view themselves regarding unearned privilege.
  • Being Organizational Allies
    • Describe culturally inappropriate speech and actions.
    • Demonstrate how to give feedback to others who engage in culturally inappropriate speech and actions.
  • Providing Culturally Competent Services
    • Discuss key elements of culturally competent programs, needs assessments, and outreach initiatives.
    • Describe barriers to providing culturally competent programs, needs assessments, and outreach initiatives.
    • Describe skills and resources to overcome barriers.
  • Individual Action Planning
    • Identify individual actions that allow you to apply new knowledge and skills.
    • State core learning(s).