1. Cultural Proficiency in Drug Court © Andrew Osborne MS Ed. CHES Andrew Osborne MS Ed. CHES Director Emeritus Training Institute National Development Research Institutes 71 West 23rd Street - 8th floor New York, NY 10010 212-845-4400 www.ndri.org

2. Why Cultural Proficiency Higher retention rates Higher retention rates Higher graduation rates Higher graduation rates Enhanced quality assurance Enhanced quality assurance Lower attrition rates Lower attrition rates

3. HOW Cultural assessment-participant/provider Cultural assessment-participant/provider Treatment Matching Treatment Matching Incentives/Sanctions Incentives/Sanctions Positive referrals Positive referrals Alumni feedback loop/focus groups Alumni feedback loop/focus groups Analyze data Analyze data

4. CULTURE Culture is the things that people historically have learned to do, believe, value and enjoy. It is the ideals, beliefs, tools, customs and institutions into which each member of society is born. Culture is the things that people historically have learned to do, believe, value and enjoy. It is the ideals, beliefs, tools, customs and institutions into which each member of society is born. (Counseling the Culturally Different: Theory & Practice, Goldman, 1989)

5. CULTURES THAT IMPACT ON DRUG COURT: Ideals Ideals Beliefs Beliefs Tools Tools Customs Customs Institutions Institutions The Cultures of:  Drug Abuse & Addiction  Drug Treatment  CBO’s  Drug Court

6. The Client’s Culture Shapes his/her Belief System About: Child Rearing Child Rearing Sexual Roles Sexual Roles Disclosure Disclosure Care-taking Care-taking Treatment Treatment Nutrition/diet Nutrition/diet Dress Dress Healing Healing Education Education Discipline Discipline Punctuality Punctuality Pre-marital Sex Pre-marital Sex

7. The Client’s Culture Shapes his/her Belief System About: Drug/Alcohol Drug/Alcohol Homosexuality Homosexuality Employment Employment Friendship Friendship Importance of Family Authority figures Importance of Family Authority figures Medications Medications Marriage Marriage Learning Styles Learning Styles Death and dying Death and dying Music/Art Music/Art Domestic violence Domestic violence Hospitality Hospitality Criminal Justice System Criminal Justice System

8. Cultural Collisions Groups: 1. Sexual Roles 2. Drug Treatment 3. Dress 4. Punctuality 5. Homosexuality 6. Government 7. Living arrangements 8. Employment 9. Importance of family 10. Authority figures 11. Medications 12. Domestic violence 13. Death & dying

9. Count the F’s Feature Films Are The Result of Years Of Scientific Study With The Experience Of Years

10. ID of Personal Cultural Characteristics Cues Cues Filters Filters Perception Perception Assumptions Assumptions Behavior Behavior

13. Attitudes & Behaviors Which Might be Presented by African Americans Entering Drug Court: (Darryl Turpin, Director, Jefferson County Drug Court) Behavior Sloppy dress Sloppy dress Questioning Actions Questioning Actions Refusal to look in the eyes Refusal to look in the eyesPerception Disrespectful Disrespectful Distrust-healthy paranoia Distrust-healthy paranoia Anger/hostility Anger/hostility

14. Attitudes & Behaviors Which Might be Presented by African Americans Entering Drug Court: (Darryl Turpin, Director, Jefferson County Drug Court) Behavior Tardy, no show, incomplete tasks/assignments Tardy, no show, incomplete tasks/assignments No-verbal No-verbal War stories War storiesPerception Resistant/lack of commitment Resistant/lack of commitment Refusal to develop rapport Refusal to develop rapport Defeatist attitude Defeatist attitude

15. The Cultural Sophistication Framework From Orlandi, MA (1995) Cultural Competence For Evaluators…, OSAP, ADAMHA, US Dept. of Health & Human Services Culturally Incompetent Culturally Sensitive Culturally Competent Cognitive Dimension ObliviousAwareKnowledge-able Affective Dimension ApatheticSympathetic Committed to Change Skills Dimension Unskilled Lacking some Skills Highly Skilled Overall Effect DestructiveNeutralConstructive

16. Organizational Cultural Competency Continuum –CD:Cultural Destructiveness –CI:Cultural Incapacity –CB:Cultural Blindness –CO:Culturally Open –CC:Culturally Proficient From Kim McLeod & Shantzis (1995) Cultural Competence for Evaluators Working with Asian-American Communities, OSAP, ADAMHA, US Dept of Health & Human Services.

17. Module IV Drug Court Cultural Needs Assessment 1.Has the court done a formal needs assessment during the 3 years pertaining to the minority/ethnic population it serves? 2.Is the collected data compared with comparable data from the population at large? 3.Is the collected data compared with comparable data from the jail population? 4.Are the collected data used in the annual Criminal Justice Statistics or the Department of Corrections offender characteristic report? 5.Are the collected data used for self-evaluation? 6.Are the collected data used for criminal justice, correctional or institutional planning?

18. Training Needs Assessment: 1. Has the court required any training to enhance the cultural competence of its professional staff during the past 3 years? 2.Have TASC evaluators, probation officers, court officers, criminal case management staff or Drug Court Team members (DCT) been trained in cultural competency during the past 3 years? 3.Have the treatment providers (all staff) received training to enhance the cultural competency of its professional and support staff during the past 3 years?

19. Staffing Patterns: 1. What percent of the drug court team reflects the composition of the minority population served? 2. What percent of the staff is bilingual or multilingual? 3. What percent of staff is trained in cultural awareness? 4. What percent of minorities are represented on the drug court steering committee and/or planning committee? 5. What percent of minorities are represented on any advisory board? 6. What percent of minorities are represented at the judicial and/or administrative level?

20. Prior Performance Patterns 1. Are there linkages with minority organizations, churches, CBO’s and other institutions in the community that serve the same group? 2. Are contract awards given to ethnic/racial service providers for issues specifically related to the minority or special needs population? If the answer is no…Why? 3. Does the drug court mission statement provide for culturally competent services and or training? 4. Does the court adjust holidays to accommodate cultural/religious diversity? 5. Does the target population evaluate the court performance? What is the target population’s perception of court effectiveness?

21. Prior Performance Patterns (con’t) 6. Is the court located in the community it serves, or does it have a satellite facility where the target population reports? 7. Do service hours reflect client accessibility? 8. Is cultural sensitivity considered in treatment matching? 9. Does the treatment environment reflect the culture of the target population? 10. Does the court distribute materials in languages that its target population understands? Are court-approved interpreters available to the drug court team and treatment providers?

22. Prior Performance Patterns (con’t) 11. Have the drug court researchers or evaluator included in their research design (in addition to race and ethnicity) questions drafted to elicit cultural practices and /or idiosyncrasies? 12. Has the drug court researcher analyzed treatment outcomes based on race, ethnicity, and gender. 13. Does the court seek to improve relations between and among culturally based organizations throughout the larger community? Revised by: Yvonne Smith Segars, Esq. Public Defender, State of New Jersey