CDS: Cultural Competence

Portfolio Options

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CDS: Cultural Competence

Portfolios are a way to demonstrate skill when learners cannot be observed in a work environment. They offer organized evidence that learners have the right skills, knowledge, and attitudes for the job. They can be used for credit-for-prior-learning in academic settings. They can be used by employers as part of a hiring process. They can also be a development task that gives structure to employee learning and an opportunity to share that learning. The following is an example or examples of how portfolio materials relate to the knowledge, skills, and attitudes that could be gained through completing this content. These assignments usually show an advanced level of competence (although they can be learning opportunities for new workers, too). They may take several weeks to complete. However, not all of these will apply to every learner's situation. They can also be adapted as needed. You do not have to complete these assignments, but if you do, work samples must maintain the confidentiality of the individuals being supported. You should seek permission from the person you support and any legal substitute decision-maker, if applicable. Remove any names and identifying information from the original documents. However, you may leave your name on the sample. Reviewers of the portfolio may ask for proof that permission to use the sample was obtained. Portfolio options for this course are listed below.

The National Alliance on Direct Support Professionals (NADSP) has an E-Badge Program for credentialing. DirectCourse content is an approved curriculum for educational E-Badges. In addition, they may support practices that help you gain and demonstrate skills related to E-Badges. The area where this content is most closely aligned to an E-Badge is identified below.

Lesson 1: CDS-E: What is Cultural Competence?

Portfolio Description:

• The learner includes a copy of their training for the past year and their current training plan that includes efforts and outcomes related to being more culturally responsive in supports. The training plan is accompanied by a summary statement. The summary explains activities and describes their effectiveness. (That is, it shows how these activities improved the learner’s ability to provide supports, work with families, the community, or coworkers in a culturally responsive way.)
• The learner develops a “life book” with a person they support. This is a personal history and memory book that documents the big events in the person's life. If the person is a child or if otherwise appropriate, the DSP can work with family to help in developing the project. (Please note this could be developed in other formats such as video, multimedia, and so on.) Attention the person’s unique worldview is evident in the project and the work should be useful for communicating the person’s cultural expectations in support. A summary statement about the process of working with the person and/or family to develop the materials, and reflections on what the learner discovered about the person's cultural expectations, is included.
• The learner participates in the development of a support plan for a person served. In a summary statement, the learner highlights how the five elements of cultural competence are included in the development and implementation of the plan. The learner also notes where more attention to the five elements could have been or will be made and how.
• The learner uses a series of narrative logs or other methods as evidence of incorporating the five elements of cultural competence into daily supports for a person served. A summary statement regarding challenges and benefits of this approach is included.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve the NADSP E-Badge for Researcher. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is Education, Training, and Self-Development: 12.B. Seeks feedback from many sources and uses to improve work performance and skills. It also aligns with the NADSP Competency of Education, Training, and Self-Development.

Lesson 2: CDS-E: Understanding Your Own Culture

Portfolio Description:

• The learner completes a journal or record of the reflections in this lesson regarding their cultural background. A summary statement that includes the most important or surprising aspects of completing the reflections and how they plan to apply this to their role in direct support accompanies the journal.
• The learner provides authentic work samples that demonstrate insight into providing services and supports in a way that is culturally humble and responsive. This can include related documentation or a photo essay of a support situation or similar validation of skill. A summary statement that describes approaches the learner uses to recognize and responds to cultural expectations and preferences and how the work samples illustrate this is included.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve an NADSP E-Badge in the area of cultural learning. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is Cultural Competency: 11.B. Seeks to learn about different cultures to provide better support and services. It also aligns with the NADSP Competency of Provide Person-Centered Supports.

Lesson 3: CDS-A: The Culture of Support Services

Portfolio Description:

• The learner includes authentic work samples that represent participation in a person-centered planning process. A summary reflection on the process through the lens of cultural competence is included. The summary will describe ways in which the culture of the individual and the most important people in the person's life were or were not integrated into the person centered planning process. Suggestions for meaningful improvements that could be brought to this process or highlights of high impact approaches are highlighted in the summary.
• The learner includes authentic work samples that demonstrate how supports are delivered for at least one person. (They observe confidentiality and privacy of people included by getting consent and removing personal identifiers.) A summary reflection is included on the ways in which the culture of social services affects daily life for people supported. It includes how the service culture is like and unlike the cultural preferences of the person being supported. Is describes how the person has adapted to the service culture and ways that the service culture has adapted to the culture of the person being supported.
• The learner writes a reflective essay on how his or her own culture is like and unlike the culture of services or the American macro culture. A reflection on how this learning will be applied to professional roles is included.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve the NADSP E-Badge for Individual Activities. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is Person-Centered Practices: 2.A. Helps design services or support plans based on the choices and goals of the individual supported, and involves the individual in the process. It also aligns with the NADSP Competency of Provide Person-Centered Supports.

Lesson 4: CDS-A: The Cultural Competence Continuum

Portfolio Description:

• The learner gathers authentic work samples that reflect their behavior in ways that demonstrates their current level of cultural competence. Using the work samples as a basis, the learner completes a reflective essay that contains an assessment of where they think they fall on in the six stages of the cultural competence continuum used in this course. They include a statement of next steps for growth and explain why they chose these.
• The learner gathers public examples of their organization’s or community’s ability to include, welcome, and engage people from various cultural communities. This could be physical attributes such as photos of community images, curb cuts, and braille buttons for elevators; or it could be in statements and policies such as specific anti-racism or protection of rights statements; or other similar examples. It could also include samples of popular songs, quotes for local leaders, local news items, and so on. These are placed in a visually pleasing way on a poster board or in an electronic display placing them at different stages on the cultural continuum and identifying which cultural group is affected by the example. The display contains at least one example of each level. The learner includes a short summary statement describing what they learned by completing this process and how this learning can be used to improve their capacity to be culturally responsive.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve an NADSP E-Badge in the area of cultural competency. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is Cultural Competency: 11.B. Seeks to learn about different cultures to provide better support and services. It also aligns with the NADSP Competency of Provide Person-Centered Supports.

Lesson 5: CDS-I: Culturally Competent Communication

Portfolio Description:

• The learner shows evidence of understanding the communication patterns and methods of the person they support. Using one or more authentic work samples, the DSP compares and contrasts their own methods and patterns of communications with those of the person being supported and their family members as appropriate. The learner describes in a summary statement what is illustrated in the samples and the strategies and efforts they use to communicate in a useful and appropriate way that meets the person’s cultural and linguistic needs and preferences.
• A learner whose first language is English validates efforts to learn a second language. The portfolio contains documentation of work in this area and/or authentic demonstration of skills (such as a short video or a written statement). A statement of why the language was chosen, the process of learning the language and reflections on the learner’s perception of English language learners as a result of this experience is included. It also reflects on nonverbal and body language tied to the second language and the idea of trying to learn a second language with limited access to resources and opportunities.
• The learner keeps track of the idioms, slang, metaphors, and jargon being used by themselves and others over a week that includes workdays and time away from work. A log of the words is submitted (using methods to make this manageable and provide clarity on the scope and type of use of these). A reflection regarding the challenges an English language learner or someone from outside the service system may have regarding these communications is included.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve the NADSP E-Badge for Respectful Communication. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is Communication: 1.C. Communicates with the individual and his or her family in a respectful and culturally appropriate way. It also aligns with the NADSP Competency of Communication.

Lesson 6: CDS-A: Cultural Competence in Daily Support

Portfolio Description:

• The learner includes an example of an assessment or formalized process that has been completed in an adapted way to meet the cultural needs of a person and/or family. The assessment is included along with a summary statement. The summary describes the adaptations to the assessment and how the learner knew these were needed.
• The learner includes a person-centered plan and describes how they implemented supports in a culturally responsive way. The learner includes a short summary explaining these approaches, why they were chosen, and the impact on the person’s satisfaction and success with services.
• The learner uses a self-assessment of ability to apply the key components of cultural competence as a basis for a training and development plan. The learner identifies areas of strengths and needs. They list specific steps they will take toward developing enhanced skills in cultural responsiveness.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve the NADSP E-Badge for Cultural Support. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is Cultural Competency: 11.A. Provides or accesses services that fit with the individual’s culture or preferences. It also aligns with the NADSP Competency of Provide Person-Centered Support.

Lesson 7: CDS-A: DSP Roles in Culturally Competent Organizations

Portfolio Description:

• The learner provides authentic work samples that indicate participation in an organizational assessment of cultural responsiveness. The work sample includes outcomes and priorities set by the organization in response to the assessment. The learner includes a summary statement that describes the methods of assessment; the actions and roles the DSP took as part of the assessment; and a reflection on the DSPs beliefs about the effect of the assessment on the organization, including what worked well and what could be improved.
• The learner documents and reviews information regarding the cultural responsiveness displayed by the organization in a defined activity (examples could include outreach to potential new customers, assessments of service provided, materials and environments of the organization, support to one individual, and so on). The learner summarizes the sample and shares their perception of how well this sample reflects the five elements of cultural competence, what is working well, and what can be improved.
• The learner gathers authentic work samples and validation of their participation as a cultural guide as part of their work. A summary statement that describes the challenges and benefits of working as a cultural guide is included.
• The learner participates on a committee that focuses on cultural responsiveness or inequities. The learner includes summaries from the meetings and/or an attendance list as an authentic work sample. A summary statement is included describing the work the learner has completed as part of the committee and what they learned as a result.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve the NADSP E-Badge for Cultural Reflection. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is Cultural Competency: 11.C. Recognizes own biases and doesn’t let them interfere in work relationships. It also aligns with the NADSP Competency of Provide Person-Centered Supports.