"What occurs in cross-cultural system interactions might be called the 'dynamics of difference'"(Cross, 1989). When a system of one culture interacts with people from another there can be misjudged actions and expectations based on previous experiences. Each brings their own perceptions, learned etiquette, communication, problem solving, and current political relationships to the relationship. These stereotypes and prejudices coat all the feelings and interactions. There may be tension that arises and it is important to be cognizant about the possibility of misinterpretation and misjudgment. This dynamics of difference is a two-way street and when addressed appropriately and with an open mind it, the chances for effective and productive cross-cultural interventions are improved.
MODULES
"To value diversity is to see and respect its worth" (Cross, 1989). Although we all have similar basic needs, a system of care can be strengthened when it meets the needs of all the people it serves. Our cultural differences are just as important as the things that make us the same. When taking culture into account, acknowledging that we find certain behaviors and values more desirable helps the system to work towards meeting those needs, become more fluid, and accepting of the things that can benefit those receiving services.
In order to provide quality care to those that are of different cultures, you must first be aware and have a sense of your own culture. It is when you understand how your own culture interfaces with the current system that you are able to choose ways that minimize cross-cultural barriers. For example, if family means the immediate nuclear relatives in your culture, understanding that it may encompass the extended members including aunts and grandparents in other cultures is helpful. This knowledge helps you to understand the complexities of cross-cultural care.
Institutionalization of Cultural Knowledge
The current system must mandate cultural knowledge into the service delivery for all populations. In order for it to be effective each level of the system must have accurate information. Practitioners must be aware of cultural differences in order to effectively communicate with their students. Supervisors must be able to provide cross-cultural training. Administration must know the character of the population, agencies that can help make services more accessible, and minority community leaders to ensure interventions are relevant. Networks for communication for all parties to ensure history, values, etiquette, and consultants for culturally relevant questions must be made available to all parties.
The system must work to create a seamless and comprehensive link between the minority clients and the current services available. There are some things that need to be changed to ensure cultural needs are met (i.e. management and communication styles, goals and expectations, and what is considered family are a few). Adaption of services, creation of programs, and professional development are all important component to improve practice and expand the knowledge base. This continuous developmental process along with the commitment to treat all students will lead to cultural competence.
Reference:
Cross, T. L. (1989). Towards a culturally competent system of care: A monograph on effective services for minority children who are severely emotionally disturbed.
