Test Bank For Culturally Competent Practice: A
Framework for Understanding
INSTRUCTOR’S MANUAL AND TEST BANK
CHAPTER ONE: Culturally Competent Practice
LEARNING GOALS
Upon completion of Chapter One, students should understand the following concepts:
• Demographic shift toward a significant increase of ethnic minority
groups, particularly new immigrants coming into this country in the next
40 years
• The building blocks of cultural competence
• How to conceptualize and operationalize a definition of cultural
competence
• The history of the cultural competence movement, the levels and
dimensions of cultural competence, the ethical standards of cultural
competence, beliefs and aspirations about cultural competence, and
research and epistemological issues surrounding cultural competence
research
CHAPTER OVERVIEW
1. The History of the Cultural Competence Movement
a) social work involvement (Solomon, 1976; Green, 1982; Pinderhughes,
1989; Cross et. al, 1989; explain the Cross model of six anchor points
along a cultural competence continuum regarding an organizational
system of care, especially the culturally competent agency and cultural
proficiency) (Title IV-E cultural competencies) (explain each
contribution)
b) counseling and clinical psychology involvement (APA, 1980; counseling
competencies, 1982; AMCD, 1992; paradigm, 1992) (explain each
contribution)
c) federal and state government involvement (U. S. Public Health Service
monographs on cultural competence; California, 1997; New York, 1998;
South Carolina, 2005; New Jersey, 2005) (explain states involvement)
d) interdisciplinary participation (medicine, psychology, and social work)
2. The Context for Cultural Competence
a) marked increase of minority populations between 1980 and 2000 (a
doubling)
1
, Test Bank For Culturally Competent Practice: A
Framework for Understanding
b) slow growth among non-Hispanic whites and marked increases from
Hispanic and Asian populations due to the influx of new immigrants and
high birth rates between 2005 and 2050
c) implications for cultural competence knowledge and skills
3. Current Definitions and Criticisms
a) current definitions (NASW, SAMHSA, Rothman)
b) measurement and instrumentation (explain the findings of Boyle &
Springer, 2001; Davis, 2007)
c) epistemology (theory of knowledge) (explain the findings of Kwong,
2009; Johnson & Munch, 2009)
4. The Building Blocks of Cultural Competence
a) Figure 1.1 (explain the eight components: construct-definition-purpose-
justice-framework-theory-practice principles-evaluation)
b) focus on the construct-definition-purpose paradigm of cultural competence
as operationalization and methodological issues
c) the construct: “a building concept integrating data on a phenomenon (a set
of facts, circumstances, or experience)” (give an example)
d) the construct, cultural competence, divided into two sub-variables: culture
and competence (explain the essential meanings of culture and
competence)
e) construct meaning, use of the term, proposed definition (cultural
proficiency as an operationalized variable, use of research methodology,
and the three functions of cultural competence)
f) working definition
“the mutual consent of the worker and the client to become culturally
proficient by participating together in the exploration and learning of
cultural and ethnic history, values, and behavioral issues which are
relevant to understanding particular problems in the helping relationship
as part of the micro practice process and to work toward the development
of meso and macro policies and programs which benefit clients who are
culturally and ethnically diverse”
(explain essential elements of the definition)
g) definitional implications
Whaley & Davis, 2007 examines the definition of cultural competence and
proposes an integration of cultural competence and evidence-based
practice
h) the purpose of cultural competence
therapeutic gain (Ridley, Baker & Hill, 2001) vs culturally based
empowerment and advocacy (NASW, 2007, Standard 6, Nos. 3 & 4; Lum,
2011)
5. The Levels and Dimensions of Cultural Competence
2
, Test Bank For Culturally Competent Practice: A
Framework for Understanding
a) practitioner, agency, and community levels (the Miley et.al Model) (please
explain)
b) micro, meso, and macro Levels (Systems Model) (please explain and give
examples from the text)
6. The Ethical Standards of Cultural Competence
a) NASW Code of Ethics (1999), sections on cultural competence (please
explain)
b) NASW Standards for Cultural Competence in Social Work Practice
(2001), Indicators (2007) (briefly explain the ten standards)
7. My Beliefs and Aspirations About Cultural Competence
a) culturally competent practice is a major subject area and a tool
b) cultural competence is part of a historical progression and a rubric
(directional title)
c) cultural competencies are measureable outcomes
d) cultural competence involves a broad diversity of clients
e) the cultural competence movement has grown fast in the last two decades
Test Bank
1. The major demographic population trend in the United States between 1980 and 2000
was ___________________________________.
2. Between 2005 to 2050 the demographic profile of ethnically and age diverse people
in the United States will be marked by the increase of ______________________and
___________________________.
3. A construct is ________________________________________________________.
4. Ridley, Baker & Hill (2001) has a three part paradigm consisting of _______________,
_______________________, and ____________________.
5. Culture is
_________________________________________________________________________
___________________________________________________________________.
6. Competence is
_________________________________________________________________________
___________________________________________________________________.
7. According to Lum , a working definition of cultural competence in a social work practice
context involves
_________________________________________________________________________
_________________________________________________________________________
3
, Test Bank For Culturally Competent Practice: A
Framework for Understanding
_________________________________________________________________________
____________________________________________________________.
8. Whaley & King (2007) propose a relationship between
___________________________and ______________________________________.
9. According to Lum, the purpose of cultural competence social work practice is
___________________________________________________.
10. The contributions of Solomon (1976) and Cross et.al (l989) were
__________________________________________________________________.
11. Miley et. al (1998) view cultural competence on three levels:
_______________________, ________________, and _______________________.
12. Cross et. al define the culturally competent agency as
_________________________________________________________________________
____________________________________________________and cultural proficiency as
_________________________________________________________________________
___________________________________________________________________
13. The NASW (2001) Standards for Cultural Competence in Social Work Practice
contains Standard 6 on _____________________and __________________.
14. Boyle & Springer (2001) and Davis (2007) were concerned about
___________________and ______________________.
15. Kwong (2009) and Johnson & Munch (2009) were concerned about the subject called
__________________________.
Answer Key
1. Marked increase in minority populations
2. immigrants and high birth rates of their children
3. a building concept integrating data on a phenomenon (a set of facts,
circumstances, or experience)
4. construct, definition, and purpose
5. shared meanings and behaviors in a social activity setting with
external and internal learning patterns that are constantly changing
6. a striving toward mastery of a particular ability or area of expertise
7. a) the mutual consent of the worker and the client to become
culturally proficient
4
Framework for Understanding
INSTRUCTOR’S MANUAL AND TEST BANK
CHAPTER ONE: Culturally Competent Practice
LEARNING GOALS
Upon completion of Chapter One, students should understand the following concepts:
• Demographic shift toward a significant increase of ethnic minority
groups, particularly new immigrants coming into this country in the next
40 years
• The building blocks of cultural competence
• How to conceptualize and operationalize a definition of cultural
competence
• The history of the cultural competence movement, the levels and
dimensions of cultural competence, the ethical standards of cultural
competence, beliefs and aspirations about cultural competence, and
research and epistemological issues surrounding cultural competence
research
CHAPTER OVERVIEW
1. The History of the Cultural Competence Movement
a) social work involvement (Solomon, 1976; Green, 1982; Pinderhughes,
1989; Cross et. al, 1989; explain the Cross model of six anchor points
along a cultural competence continuum regarding an organizational
system of care, especially the culturally competent agency and cultural
proficiency) (Title IV-E cultural competencies) (explain each
contribution)
b) counseling and clinical psychology involvement (APA, 1980; counseling
competencies, 1982; AMCD, 1992; paradigm, 1992) (explain each
contribution)
c) federal and state government involvement (U. S. Public Health Service
monographs on cultural competence; California, 1997; New York, 1998;
South Carolina, 2005; New Jersey, 2005) (explain states involvement)
d) interdisciplinary participation (medicine, psychology, and social work)
2. The Context for Cultural Competence
a) marked increase of minority populations between 1980 and 2000 (a
doubling)
1
, Test Bank For Culturally Competent Practice: A
Framework for Understanding
b) slow growth among non-Hispanic whites and marked increases from
Hispanic and Asian populations due to the influx of new immigrants and
high birth rates between 2005 and 2050
c) implications for cultural competence knowledge and skills
3. Current Definitions and Criticisms
a) current definitions (NASW, SAMHSA, Rothman)
b) measurement and instrumentation (explain the findings of Boyle &
Springer, 2001; Davis, 2007)
c) epistemology (theory of knowledge) (explain the findings of Kwong,
2009; Johnson & Munch, 2009)
4. The Building Blocks of Cultural Competence
a) Figure 1.1 (explain the eight components: construct-definition-purpose-
justice-framework-theory-practice principles-evaluation)
b) focus on the construct-definition-purpose paradigm of cultural competence
as operationalization and methodological issues
c) the construct: “a building concept integrating data on a phenomenon (a set
of facts, circumstances, or experience)” (give an example)
d) the construct, cultural competence, divided into two sub-variables: culture
and competence (explain the essential meanings of culture and
competence)
e) construct meaning, use of the term, proposed definition (cultural
proficiency as an operationalized variable, use of research methodology,
and the three functions of cultural competence)
f) working definition
“the mutual consent of the worker and the client to become culturally
proficient by participating together in the exploration and learning of
cultural and ethnic history, values, and behavioral issues which are
relevant to understanding particular problems in the helping relationship
as part of the micro practice process and to work toward the development
of meso and macro policies and programs which benefit clients who are
culturally and ethnically diverse”
(explain essential elements of the definition)
g) definitional implications
Whaley & Davis, 2007 examines the definition of cultural competence and
proposes an integration of cultural competence and evidence-based
practice
h) the purpose of cultural competence
therapeutic gain (Ridley, Baker & Hill, 2001) vs culturally based
empowerment and advocacy (NASW, 2007, Standard 6, Nos. 3 & 4; Lum,
2011)
5. The Levels and Dimensions of Cultural Competence
2
, Test Bank For Culturally Competent Practice: A
Framework for Understanding
a) practitioner, agency, and community levels (the Miley et.al Model) (please
explain)
b) micro, meso, and macro Levels (Systems Model) (please explain and give
examples from the text)
6. The Ethical Standards of Cultural Competence
a) NASW Code of Ethics (1999), sections on cultural competence (please
explain)
b) NASW Standards for Cultural Competence in Social Work Practice
(2001), Indicators (2007) (briefly explain the ten standards)
7. My Beliefs and Aspirations About Cultural Competence
a) culturally competent practice is a major subject area and a tool
b) cultural competence is part of a historical progression and a rubric
(directional title)
c) cultural competencies are measureable outcomes
d) cultural competence involves a broad diversity of clients
e) the cultural competence movement has grown fast in the last two decades
Test Bank
1. The major demographic population trend in the United States between 1980 and 2000
was ___________________________________.
2. Between 2005 to 2050 the demographic profile of ethnically and age diverse people
in the United States will be marked by the increase of ______________________and
___________________________.
3. A construct is ________________________________________________________.
4. Ridley, Baker & Hill (2001) has a three part paradigm consisting of _______________,
_______________________, and ____________________.
5. Culture is
_________________________________________________________________________
___________________________________________________________________.
6. Competence is
_________________________________________________________________________
___________________________________________________________________.
7. According to Lum , a working definition of cultural competence in a social work practice
context involves
_________________________________________________________________________
_________________________________________________________________________
3
, Test Bank For Culturally Competent Practice: A
Framework for Understanding
_________________________________________________________________________
____________________________________________________________.
8. Whaley & King (2007) propose a relationship between
___________________________and ______________________________________.
9. According to Lum, the purpose of cultural competence social work practice is
___________________________________________________.
10. The contributions of Solomon (1976) and Cross et.al (l989) were
__________________________________________________________________.
11. Miley et. al (1998) view cultural competence on three levels:
_______________________, ________________, and _______________________.
12. Cross et. al define the culturally competent agency as
_________________________________________________________________________
____________________________________________________and cultural proficiency as
_________________________________________________________________________
___________________________________________________________________
13. The NASW (2001) Standards for Cultural Competence in Social Work Practice
contains Standard 6 on _____________________and __________________.
14. Boyle & Springer (2001) and Davis (2007) were concerned about
___________________and ______________________.
15. Kwong (2009) and Johnson & Munch (2009) were concerned about the subject called
__________________________.
Answer Key
1. Marked increase in minority populations
2. immigrants and high birth rates of their children
3. a building concept integrating data on a phenomenon (a set of facts,
circumstances, or experience)
4. construct, definition, and purpose
5. shared meanings and behaviors in a social activity setting with
external and internal learning patterns that are constantly changing
6. a striving toward mastery of a particular ability or area of expertise
7. a) the mutual consent of the worker and the client to become
culturally proficient
4
