Standards and Indicators for Cultural Competence

S t a n d a r d s a n dI n d i c a t o r s f o r

CulturalCompetence

i n S o c i a l Wo r k P r a c t i c e

N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S

PRA-BRO-25315.CC-Standards.qxp_NASWCulturalStandards2003.Q4.11 10/14/15 4:06 PM Page CI

PRA-BRO-25315.CC-Standards.qxp_NASWCulturalStandards2003.Q4.11 10/14/15 4:06 PM Page CII

S t a n d a r d s a n dI n d i c a t o r s f o r

CulturalCompetence

i n S o c i a l Wo r k P r a c t i c e

PRA-BRO-25315.CC-Standards.qxp_NASWCulturalStandards2003.Q4.11 10/14/15 4:06 PM Page 1

National Association of Social WorkersDarrell P. Wheeler, PhD, ACSW, MPHNASW President

Angelo McClain, PhD, LICSWNASW Chief Executive Officer

National Committee on Racial and EthnicDiversity (NCORED) 2014–2016Carol E. Bonner, EdD, MSW, MBA (Chair)Karen Bullock, PhD, LCSWYvette Colón, PhD, ACSW, LMSWRowena Fong, EdDVivian Jackson, PhD, LICSW Adelaida Montemayor, LCSW, CSSWS Chathapuram S. Ramanthan, PhD Nelrene Yellow Bird, LCSW, LAC

National Committee on Racial and EthnicDiversity 2002–2006 (Indicators)Sally Alonozo Bell, PhD, LCSWBarbara A. Candales, PhD, LCSW, MPHIraida V. Carrion, MSWBetty Garcia, PhD, MSW, LCSWMary Hall, PhD, ACSW, LICSWVivian H. Jackson, ACSW, LICSWClaudia Long, PhD, MSWAdelaida Montemayor, LMSW-ACPIrene Moreda, DSWClara Simmons, ACSW, DCSW Saundra H. Starks, EdD, ACSW, LCSWRita Takahashi, PhD, MSWLann Thompson, MA, MSSW, EdDHalaevalu F. Vakalahi, PhDSusan Yi-Millette, ABD, MSW, EdD, ACSW, LCSW

National Committee on Racial and EthnicDiversity 1999–2001 (Standards)Ada E. Deer, ACSWLina Fong, PhD, ACSW, LCSWInderjit K. Jaipaul, DSW, ACSWEmma Montero, MSWIrene Moreda, DSWCarmen Ortiz Hendricks, DCSW, ACSWRobert D. Showers, BSWClara Simmons, ACSW, DCSWSaundra H. Starks, EdD, ACSW, LCSW Halaevalu F. Vakalahi, PhDNelrene Yellow Bird, MSW

NASW StaffHeidi McIntosh, MSWRita A. Webb, MSW

©2015 National Association of Social Workers. All Rights Reserved.


Contents

4 Standards

7 Introduction

11 Definitions

17 Goals and Objectives

19 Standards and Indicators for Cultural Competence

in Social Work Practice

19 Standard 1. Ethics and Values

22 Standard 2. Self-Awareness

24 Standard 3. Cross-Cultural Knowledge

28 Standard 4. Cross-Cultural Skills

32 Standard 5. Service Delivery

35 Standard 6. Empowerment and Advocacy

38 Standard 7. Diverse Workforce

41 Standard 8. Professional Education

43 Standard 9. Language and Communication

47 Standard 10. Leadership to Advance Cultural Competence

50 References

55 Acknowledgments


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Standards Standard 1. Ethics and ValuesSocial workers shall function in accordance withthe values, ethics, and standards of the NASW(2008) Code of Ethics. Cultural competence requiresself-awareness, cultural humility, and thecommitment to understanding and embracingculture as central to effective practice.

Standard 2. Self-Awareness Social workers shall demonstrate an appreciationof their own cultural identities and those of others.Social workers must also be aware of their ownprivilege and power and must acknowledge theimpact of this privilege and power in their workwith and on behalf of clients. Social workers willalso demonstrate cultural humility and sensitivityto the dynamics of power and privilege in allareas of social work.

Standard 3. Cross-Cultural Knowledge Social workers shall possess and continue todevelop specialized knowledge and understandingthat is inclusive of, but not limited to, the history,traditions, values, family systems, and artisticexpressions such as race and ethnicity; immigrationand refugee status; tribal groups; religion andspirituality; sexual orientation; gender identityor expression; social class; and mental orphysical abilities of various cultural groups.

Standard 4. Cross-Cultural Skills Social workers will use a broad range of skills(micro, mezzo, and macro) and techniques thatdemonstrate an understanding of and respect for the importance of culture in practice, policy,and research.

Standard 5. Service DeliverySocial workers shall be knowledgeable aboutand skillful in the use of services, resources, andinstitutions and be available to serve multiculturalcommunities. They shall be able to make culturallyappropriate referrals within both formal andinformal networks and shall be cognizant of, and


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work to address, service gaps affecting specificcultural groups.

Standard 6. Empowerment and AdvocacySocial workers shall be aware of the impact ofsocial systems, policies, practices, and programson multicultural client populations, advocatingfor, with, and on behalf of multicultural clientsand client populations whenever appropriate.Social workers should also participate in thedevelopment and implementation of policiesand practices that empower and advocate formarginalized and oppressed populations.

Standard 7. Diverse WorkforceSocial workers shall support and advocate forrecruitment, admissions and hiring, and retentionefforts in social work programs and organizationsto ensure diversity within the profession.

Standard 8. Professional EducationSocial workers shall advocate for, develop, andparticipate in professional education and trainingprograms that advance cultural competence withinthe profession. Social workers should embracecultural competence as a focus of lifelong learning.

Standard 9. Language and Communication Social workers shall provide and advocate foreffective communication with clients of allcultural groups, including people of limitedEnglish proficiency or low literacy skills, peoplewho are blind or have low vision, people whoare deaf or hard of hearing, and people withdisabilities (Goode & Jones, 2009).

Standard 10. Leadership to Advance CulturalCompetenceSocial workers shall be change agents whodemonstrate the leadership skills to workeffectively with multicultural groups in agencies,organizational settings, and communities. Socialworkers should also demonstrate responsibilityfor advancing cultural competence within andbeyond their organizations, helping to challengestructural and institutional oppression and buildand sustain diverse and inclusive institutions andcommunities.



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Introduction

This revision of the Standards and Indicators forCultural Competence in the Social Work Practice(the Standards) reflects the growth in theunderstanding of cultural competence since thedevelopment of both the NASW Standards forCultural Competence in Social Work Practicepublished in 2001 and the Indicators for theAchievement of the NASW Standards for CulturalCompetence in Social Work Practice (NASW,2007). These revised standards are anchored inthe policy statement “Cultural and LinguisticCompetence in the Social Work Profession”published in Social Work Speaks: NationalAssociation of Social Workers Policy Statements(NASW, 2015) and the NASW (2008) Code ofEthics, which charges social workers with theethical responsibility to be culturally competent.The Indicators for the Achievement of the NASWStandards for Cultural Competence in Social WorkPractice was developed in 2007 as an extension ofthe standards to provide additional guidance onthe implementation and realization of culturallycompetent practice.

This revision, developed by the 2015 NASWNational Committee on Racial and EthnicDiversity, builds on the previous work tointroduce new concepts and expand on others.These standards reinforce the concept of“culture” as being inclusive beyond race andethnicity; inclusive of, but not limited to, sexualorientation, gender identity or expression, andreligious identity or spirituality. Similarly, theyreinforce the intended audience for thesestandards to be the broad spectrum of socialwork practice at the micro, mezzo, and macrolevels. The revised standards retain the conceptof “competence” as an indicator of attitudes,knowledge, and skills that enable effectivecross-cultural practice. As with any competency,there is the expectation of continual growth andlearning. The revised standards introduceconcepts of “cultural humility,” as a guiding


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stance vis-à-vis cultural differences, and“intersectionality,” as a way of understanding thecomplexity of the experiences of those at themargins of our society. In addition, the revisionintroduces “language and communication” toaddress a range of communication issuesincluding limited English proficiency, lowliteracy, and disabilities. Finally, the revisionsrevisit the way the social work professionengages in leadership to advance culturalcompetence within the profession, humanservices, and society at large and to challengestructural and institutional oppression.

NASW “promotes and supports theimplementation of cultural and linguisticcompetence at three intersecting levels: theindividual, institutional, and societal. Culturalcompetence requires social workers to examinetheir own cultural backgrounds and identitieswhile seeking out the necessary knowledge,skills, and values that can enhance the deliveryof services to people with varying culturalexperiences associated with their race, ethnicity,gender, class, sexual orientation, religion, age, ordisability [or other cultural factors]” (NASW,2015, p. 65).

The United States is constantly undergoingmajor demographic changes. The demographicshift is projected to continue with increaseddiversity in our population—American born andimmigrants and refugees. In 1980, 80 percent ofthe population was white; in 2014, theproportion had decreased to 63 percent and isprojected through 2050 to continue this declineto 44 percent (Ortman & Guarneri, n.d.). Shiftsin the growth of black, Hispanic, Asian andPacific Islander, and American Indian/AlaskanNative populations are projected to continue toincrease, with more than 50 percent ofAmericans expected to belong to one of thesegroups by 2044 (Colby & Ortman, 2015). Thesedemographic changes increase the diversity thatsocial work practitioners, administrators, and


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executives encounter daily in their settings.These changes affect the social work policyagenda at organizational, community, county,state, and national levels. They challenge socialwork educators to effectively recruit, retain, andgraduate a diverse student body, and to deliver arobust curriculum that embeds the implicationsof cultural diversity in all aspects of social workpractice. Finally, these demographic changeschallenge social work researchers to examinequestions of relevance to culturally diversepopulations and engage in culturally competentresearch practices. The social work profession,with contributions of pioneers such asRichmond (1922), Reynolds (1935), and Bartlett(1970), traditionally has emphasized theimportance of the person-in-environment (PIE)model to address social functioning, in whichindividuals experience relationships influencedby interrelated factors of environmental,physical, and emotional challenges; Karls andO’Keefe (2008) have advanced the PIE conceptto address functionality. Social workers usingthis ecological perspective for assessmentrecognize the need to attend to importantcultural factors that have meaning for clients.

Diversity, more than race and ethnicity,includes the sociocultural experiences of peopleinclusive of, but not limited to, national origin,color, social class, religious and spiritual beliefs,immigration status, sexual orientation, genderidentity or expression, age, marital status, andphysical or mental disabilities. The social workand human services literature includes contentareas that address culturally appropriate andculturally competent interventions. Theseinclude addressing racial identity formation forpeople of color as well as for white people; theinterrelationship among class, race, ethnicity,and gender; working with low-income families;working with older adults; the importance ofreligion and spirituality in the lives of clients;the development of gender identity and sexualorientation; immigration, acculturation, andassimilation stressors; biculturalism; working


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with people with disabilities; empowermentskills; community building; reaching out to newpopulations of color; conscious and unconsciousbias; cultural humility, culture-specific andculturally adapted interventions; and training inculturally competent models of practice.

Cultural competence in social work practiceimplies a heightened consciousness of howculturally diverse populations experience theiruniqueness and deal with their differences andsimilarities within a larger social context.Concurrently, cultural competence requiressocial workers to use an intersectionalityapproach to practice, examining forms ofoppression, discrimination, and dominationthrough diversity components of race andethnicity, immigration and refugee status,religion and spirituality, sexual orientation andgender identity and expression, social class, andabilities. Furthermore, it requires social workersto acknowledge their own position of powervis-à-vis the populations they serve and topractice cultural humility (Tervalon &Murray-Garcia, 1998). The achievement ofcultural competence is an ongoing process.

Cultural competence is not just a statement ofquality practice. Cultural competence alsorequires advocacy and activism. It is criticallyimportant to provide quality services to thosewho find themselves marginalized; and it is alsoessential to disrupt the societal processes thatmarginalize populations. Cultural competenceincludes action to challenge institutional andstructural oppression and the accompanyingfeelings of privilege and internalized oppression.Although these standards and their accompanyingindicators describe an ideal state, the NationalCommittee on Racial and Ethnic Diversity(NCORED) encourages social workpractitioners and agency leaders to put forthgood faith efforts to use them.


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Definitions

In 2015 NCORED revised the definitions of culture and cultural competence and addeddefinitions of cultural humility andintersectionality that are important to socialwork practice at the micro, mezzo, and macrolevels. Definitions are drawn from the NASW(2008) Code of Ethics, the 10th edition of SocialWork Speaks (2015), the 6th edition of The Social Work Dictionary (Barker, 2013), and otheracademic sources.

Areas of PracticeIn these standards, “practice” refers to at alllevels of practice—micro, mezzo, and macro.

Macro PracticeSocial work practice “aimed at bringing aboutimprovement and changes in the general society.Such activities include some types of politicalaction, community organization, publiceducation campaigning, and the administrationof broad-based social services agencies or publicwelfare departments” (Barker, 2013, p. 253).

Mezzo PracticeRefers to “social work practice primarily withfamilies and small groups. Important activities atthis level include facilitating communication,mediation, and negotiation; educating; andbringing people together” (Barker, 2013, p. 269).

Micro Practice“The term used by social workers to identifyprofessional activities that are designed to helpsolve the problems faced primarily byindividuals, families, and small groups. Usuallymicro practice focuses on direct intervention ona case-by-case basis or in a clinical setting”(Barker, 2013, p. 269).


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CissexismCissexism is discrimination against individualswho identify with and/or present as a differentsex and gender than assigned at birth andprivilege conveyed on individuals who identifywith and/or present as the same sex and genderas assigned at birth. It is a form of sexism basedon sexual and gender identity and expression(Hibbs, 2014).

CultureCulture is a universal phenomenon reflectingdiversity, norms of behavior, and awareness ofglobal interdependence (Link & Ramanathan,2011).

The word “culture” implies the integratedpattern of human behavior that includesthoughts, communications, actions, customs,beliefs, values, and institutions of a racial, ethnic,religious, or social group (Gilbert, Goode, &Dunne, 2007). Culture often is referred to as thetotality of ways being passed on from generationto generation. The term “culture” includes waysin which people with disabilities or people fromvarious religious backgrounds or people who aregay, lesbian, or transgender experience theworld around them. Culture includes, but is notlimited to, history, traditions, values, familysystems, and artistic expressions of client groupsserved in the different cultures related to raceand ethnicity, immigration and refugee status,tribal status, religion and spirituality, sexualorientation, gender identity and expression,social class, and abilities.

The Preamble to the NASW (2008) Code ofEthics states, “The primary mission of the socialwork profession is to enhance human well-beingand help meet the basic human needs of allpeople, with particular attention to the needsand empowerment of people who are vulnerable,oppressed, and living in poverty” (p. 1). And itcontinues, “Social workers are sensitive tocultural and ethnic diversity and strive to enddiscrimination, oppression, poverty, and otherforms of social injustice” (p. 1).

Cultural and ethnic diversity is mentioned in


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two ethical standards:(1) Value: Social Justice Ethical Principle: Social workers challenge social injustice.

Social workers’ social change efforts are focused on issues of social injustice. These activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. (2) Value: Dignity and Worth of the PersonEthical Principle: Social workers respect the inherent dignity and worth of the person.

This value states that social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity.

Cultural CompetenceCultural competence refers to the process bywhich individuals and systems respondrespectfully and effectively to people of allcultures, languages, classes, races, ethnicbackgrounds, religions, spiritual traditions,immigration status, and other diversity factors ina manner that recognizes, affirms, and values theworth of individuals, families, and communitiesand protects and preserves the dignity of each(Fong, 2004; Fong & Furuto, 2001; Lum, 2011).“Cultural competence is a set of congruentbehaviors, attitudes, and policies that cometogether in a system or agency or amongstprofessionals and enable the system, agency, orthose professions to work effectively incross-cultural situations” (National Center forCultural Competence, n.d., p. 1).

Operationally defined, cultural competenceis the integration and transformation ofknowledge about individuals and groups ofpeople into specific standards, policies, practices,and attitudes used in appropriate culturalsettings to increase the quality of services,thereby producing better outcomes (Davis &Donald, 1997). Competence in cross-culturalfunctioning means learning new patterns ofbehavior and effectively applying them inappropriate settings. Gallegos (1982) provided


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one of the first conceptualizations of ethniccompetence as “a set of procedures and activitiesto be used in acquiring culturally relevantinsights into the problems of minority clientsand the means of applying such insights to thedevelopment of intervention strategies that areculturally appropriate for these clients” (p. 4).This kind of sophisticated cultural competencedoes not come naturally to any social workerand requires a high level of professionalism andknowledge. Other culturally related terms exist,such as “cultural responsiveness,” “culturalproficiency,” and “cultural sensitivity.” Note thatthe definitions of some of these terms aresimilar to the definitions of cultural competence.However, others, such as “cultural sensitivity,”do not incorporate an expectation of skillful oreffective action.

On the organizational level, there are fiveessential elements that contribute to a culturallycompetent system (Cross, Bazron, Dennis, &Isaacs, 1989). The system should (1) valuediversity, (2) have the capacity for culturalself-assessment, (3) be conscious of the dynamicsinherent when cultures interact, (4) institutionalizecultural knowledge, and (5) develop programsand services that reflect an understanding ofdiversity between and within cultures. These fiveelements must be manifested in every level ofthe service delivery system. They should bereflected in attitudes, structures, policies, andservices. The specific ethical standard forculturally competent social work practice iscontained under Section 1 of the NASW (2008)Code of Ethics—Social Workers’ EthicalResponsibilities to Clients.

1.05 Cultural Competence and Social Diversity� Social workers should understand culture and

its functions in human behavior and society,recognizing the strengths that exist in allcultures.

� Social workers should have a knowledge baseof their clients’ cultures and be able todemonstrate competence in the provision ofservices that are sensitive to clients’ cultures


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and to differences among people and culturalgroups.

� Social workers should obtain education aboutand seek to understand the nature of socialdiversity and oppression with respect to race,ethnicity, national origin, color, sex, sexualorientation, gender identity or expression,age, marital status, political belief, religion,immigration status, and mental or physicaldisability.

Finally, the NASW (2008) Code of Ethicsreemphasizes the importance of culturalcompetence in Section 6: Social Workers’Ethical Responsibilities to the Broader Society.

6.04 Social and Political Action� Social workers should act to expand choice

and opportunity for all people, with specialregard for vulnerable, disadvantaged,oppressed, and exploited people and groups.

� Social workers should promote conditionsthat encourage respect for cultural and socialdiversity within the United States andglobally.

� Social workers should promote policies andpractices that demonstrate respect fordifference, support the expansion of culturalknowledge and resources, advocate forprograms and institutions that demonstratecultural competence, and promote policiesthat safeguard the rights of and confirmequity and social justice for all people. Socialworkers should act to prevent and eliminatedomination of, exploitation of, anddiscrimination against any person, group, orclass on the basis of race, ethnicity, nationalorigin, color, sex, sexual orientation, genderidentity or expression, age, marital status,political belief, religion, immigration status,or mental or physical disability.

� Cultural competence is never fully realized,achieved, or completed; it is a lifelong processfor social workers who will always encounterdiverse clients and new situations in theirpractice. Supervisors, colleagues, and workers


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should have the expectation that culturalcompetence is an ongoing learning processintegral and central to daily supervision.

Cultural HumilityFor development of cultural competenceknowledge, training, acquiring, and use of skillsets to be effective, we need to be both aware andattentive to the dynamic quality of culture and becommitted to the practice of cultural humility.Cultural humility is an important facet ofprofessional identity that encouragesself-evolvement and evolvement of self throughone’s professional life. It also includesevolvement of the profession’s identity thatbridges social distance as well as powerdifferential between the social worker and clientsystems (Ramanathan, 2014).

Cultural humility refers to the attitude andpractice of working with clients at the micro,mezzo, and macro levels with a presence ofhumility while learning, communicating, offeringhelp, and making decisions in professionalpractice and settings. According to Tervalon andMurray-Garcia (1998), “Cultural humilityincorporates a lifelong commitment toself-evaluation and self-critique, to redressingthe power imbalances in the patient–physiciandynamic, and to developing mutually beneficialand nonpaternalistic clinical and advocacypartnerships with communities on behalf ofindividuals and defined populations” (p. 117). AsHook, Davis, Owen, Worthington, and Utsey(2013) suggested, cultural humility is a way ofmaintaining an interpersonal stance that isother-oriented.

IntersectionalityIntersectionality theory (grounded in a feministperspective) examines forms of oppression,discrimination, and domination as they manifestthemselves through diversity components(Crenshaw, 1989; Hancock, 2007; Hunt, Zajicek,Norris, & Hamilton, 2009; Viruell-Fuentes,Miranda, & Abdulrahim, 2012). These diversity


components include such multiple identities asrace and ethnicity, immigration, refugee andtribal status, religion and spirituality, sexualorientation, gender identity and expression,social class, and mental or physical disabilities. An intersectionality approach to social workpractice at the micro, mezzo, and macro levelsincludes integrating the various diversitycomponents and identities and approachingpractice from a holistic point of view. Forexample, a social worker would approach afirst-generation client in the context of theclient’s family and with recognition of theperson’s race and ethnicity, religion and spiritualexpression, social class, sexual orientation,abilities, and other factors. Intersectionalitytheory is reinforced by critical race theory andsocial systems theory, emphasizing humanbehavior in the social environments. Thus,intersectionality perspective provides acomprehensive approach with a commitment tosocial justice and captures transactions in thePIE configuration that form the common basefor social work knowledge and practice.

Goals and Objectives

These standards provide focus for thedevelopment of culturally competent socialwork practice. These standards provideguidance to social workers in all areas of socialwork practice in responding effectively toculture and cultural diversity in policy andpractice settings.

These standards, revised in 2015, incorporateupdated literature in culturally competentpractice. These revised standards are intendedto be inclusive of all populations served andfocused on self-awareness, cultural humility, andthe dynamics of power and privilege. Culturalhumility, which is integral to culturallycompetent practice, is described and highlightedin this revision of the standards.

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The specific goals of the standards are to� enhance knowledge, skills, and values in

practice and policy development relative toculturally diverse populations

� articulate specific standards to guide growth,learning, and assessment in the area ofcultural competence

� establish indicators so that social workers inall areas of practice can monitor and evaluateculturally competent practice and policies inrelationship to these standards

� educate consumers, governmental regulatorybodies, insurance carriers, and others aboutthe profession’s standards for culturallycompetent practice

� maintain or improve the quality of culturallycompetent services provided by social workersin agencies, programs, and private practicesettings

� inform specific ethical guidelines forculturally competent social work practice inagency and private practice settings

� document standards for agencies, peer reviewcommittees, state regulatory bodies, insurancecarriers, and others.

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Standards and Indicators for CulturalCompetence in Social Work Practice

Standard 1. Ethics and ValuesSocial workers shall function in accordance withthe values, ethics, and standards of the NASW(2008) Code of Ethics. Cultural competencerequires self-awareness, cultural humility, andthe commitment to understanding andembracing culture as central to effective practice.

InterpretationA major characteristic of a profession is its abilityto establish ethical standards to help professionalsidentify ethical issues in practice and to guidethem in determining what is ethically acceptableand unacceptable behavior (Reamer, 1998). TheNASW (2008) Code of Ethics speaks directly tocultural competence in section 1.05, CulturalCompetence and Social Diversity. The Code ofEthics includes a mission statement, which setsforth several key elements in social workpractice, mainly the social workers’ commitmentto enhancing human well-being and helpingmeet basic human needs of all people; clientempowerment; service to people who arevulnerable and oppressed; focus on individualwell-being in a social context; promotion ofsocial justice and social change; and sensitivity tocultural and ethnic diversity. Social workersclearly have an ethical responsibility to beculturally competent. The NASW (2008) Codeof Ethics also identifies service, social justice,dignity and worth of the person, the importanceof human relationships, integrity, andcompetence—all values that provide afoundation for culturally competent practice.

Regarding cultural competence the NASW(2008) Code of Ethics states,

� Social workers should understand culture andits function in human behavior and society,recognizing the strengths that exist in allcultures.


� Social workers should have a knowledge base oftheir clients’ cultures and be able to demonstratecompetence in the provision of services thatare sensitive to clients’ cultures and todifferences among people and cultural groups.

� Social workers should obtain education aboutand seek to understand the nature of socialdiversity and oppression with respect to race,ethnicity, national origin, color, sex, sexualorientation, gender identity or expression,age, marital status, political belief, religion,immigration status, and mental or physicaldisability.

The term “cultural humility” (Tervalon &Murray-Garcia, 1998) has been introduced inthese standards to underscore its importance inculturally competent practice. In relationship tochild welfare practice, Ortega and Faller (2011)described a cultural humility perspective as onethat “encourages workers to take into account anindividual’s multiple identities and the ways inwhich their social experiences impact theirworldview, particularly as it related to theirexpression of their culture. This perspective hasthe benefit of placing the worker in a learningmode as opposed to maintaining power, controland authority in the working relationship,especially over cultural experiences about whichthe client is far more knowledgeable” (p. 33). Thepractice of cultural humility provides greater focuson the role of the social worker as learner andlistener, empowering clients as “expert” in theirown lives. In this context, cultural humility isviewed as both a value and practice.

Culture may affect how individuals cope withproblems and interact with each other. What isassessed as behaviorally appropriate in one culturemay be assessed as problematic in another.Accepted practice in one culture may be prohibitedin another. To fully understand and appreciatethese differences, social workers must be familiarwith varying cultural traditions and norms.

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Clients’ cultural backgrounds may affect theirhelp-seeking behaviors. The ways in whichsocial services are planned and implementedmust be culturally sensitive and responsive toclient needs to be effective. Cultural competencebuilds on the profession’s ethics and valuesrelative to self-determination and individualdignity and worth and embraces the practices ofinclusion, tolerance, cultural humility, andrespect for culture and diversity, broadlydefined. Social workers are required to addressthe struggle with ethical dilemmas arising fromvalue conflicts or special needs of marginalizedclients (such as helping clients enroll inmandated training or mental health services thatare culturally insensitive). Cultural competencerequires social workers to recognize thestrengths that exist in all cultures whilerenouncing cultural practices that violate humanrights and dignity. For example, some culturessubjugate women, oppress people based onsexual orientation, or value the use of corporalpunishment and the death penalty. Culturalcompetence in social work practice must beinformed by and applied within the context ofNASW’s Code of Ethics and the United NationsDeclaration of Human Rights.

IndicatorsCulturally competent social workers shalldemonstrate1. knowledge and practice of the NASW Code

of Ethics2. understanding of cultural humility as integral

to client self-determination and workerself-awareness

3. commitment to social justice and human rights4. ability to describe and negotiate areas of

conflict and congruity between their personaland professional values and those of othercultures.

5. ability to recognize the convergence anddisparity between the values and practices ofthe dominant society and the values andpractices of the historically oppressed,underrepresented, and underserved populations


6. respect for cultural differences andaffirmation of cultural strengths

7. capacities to manage and effectively negotiatethe ethical dilemmas encountered in workwith marginalized groups in relation to� boundaries� conflicts in values and expectations� power and privilege� norms of behavior� styles of advocacy� diverse values and beliefs� dual relationships� styles of conflict management.

Standard 2. Self-Awareness Social workers shall demonstrate an appreciationof their own cultural identities and those ofothers. Social workers must also be aware oftheir own privilege and power and mustacknowledge the impact of this privilege andpower in their work with and on behalf ofclients. Social workers will also demonstratecultural humility and sensitivity to the dynamicsof power and privilege in all areas of social work.

InterpretationCultural competence requires social workers toexamine their own cultural backgrounds andidentities to increase awareness of personalassumptions, values, stereotypes, and biases. Theworkers’ self-awareness of their own culturalidentities is as fundamental to practice as theirinformed assumptions about clients’ culturalbackgrounds and experiences. This awareness ofpersonal values, beliefs, stereotypes, and biasesinforms their practice and influences relationshipswith clients. Social workers must also be awareof occupying a role of privilege and power bythe nature of their professional role and culturalidentities and must acknowledge the impact ofthis privilege and power on oppressed populations.Cultural competence includes knowing andacknowledging how fears, ignorance, and the“isms” (for example, racism, sexism,ethnocentrism, heterosexism, homophobia,cissexism, ageism, ableism, xenophobia, classism,

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among others) have influenced their attitudes,beliefs, and feelings.

Social workers need to be able to move frombeing aware of their own cultural heritage tobecoming aware of the cultural heritage ofothers. This cultural awareness enables them tovalue and celebrate differences in others as wellas to demonstrate comfort with culturaldifferences. Although they strive to obtain theknowledge and skills necessary to serve amulticultural clientele, they have an awarenessof personal and professional limitations that maywarrant the referral of a client to another socialworker or organization that can best meet theclients’ needs. Self-awareness and self-reflectionalso helps in understanding the process ofcultural identity formation and helps guardagainst stereotyping. As one developsunderstanding of the diversity within one’s owncultural groups, one can be more open to thediversity within other groups.

The development of cultural competencerequires social workers to move from culturalawareness to cultural sensitivity and to evaluategrowth and development throughout thesedifferent levels of cultural competence in practice.

Self-awareness becomes the basis for professionaldevelopment and should be supported byprofessional supervision and organizationaladministration. Administrators and public policyadvocates also need to develop strategies to reducetheir own biases and expand their self-awareness.

IndicatorsCulturally competent social workers shall1. examine and describe their cultural identities,

to increase awareness of assumptions, values,beliefs, stereotypes, and biases, and to recognizehow these affect services, and influencerelationships and interactions with clients.

2. identify how their own knowledge, fears, and“isms” (such as racism, sexism, ethnocentrism,


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heterosexism, homophobia, cissexism, ageism,ableism, xenophobia, and classism) influencetheir attitudes, beliefs, and feelings

3. develop and apply strategies to inform andchange their detrimental attitudes, beliefs, and feelings

4. demonstrate an awareness of personal orprofessional limitations that may warrant thereferral of a client or organization to anotherresource that can better meet the client’sneeds, along with the skills to make suchreferrals effectively

5. demonstrate comfort with self- andother-awareness about different culturalcustoms and views of the world

6. use relationships with supervisors, mentors,and colleagues to enrich self-awareness andself-reflection

7. practice cultural humility to balance thedynamics of power and privilege inherent inthe social work position and the practitioner’smultifaceted cultural identity.

Standard 3. Cross-Cultural Knowledge Social workers shall possess and continue todevelop specialized knowledge and understandingthat is inclusive of, but not limited to, the history,traditions, values, family systems, and artisticexpressions such as race and ethnicity; immigrationand refugee status; tribal groups; religion andspirituality; sexual orientation; gender identityor expression; social class; and mental orphysical abilities of various cultural groups.

InterpretationCulture is a universal phenomenon, and everyoneis part of multiple cultures. Cultural educationbegins with social workers understanding theirown roots and cultures, and with such a sense ofgrounded identity, they can learn and valueothers. To have a grounded understanding ofdiversity, awareness of global interdependence iscritical, whether the social worker is engaged insocial work assessment, intervention, orevaluation. To be effective social workpractitioners, educators, policymakers,


administrators, and researchers, there is a needto focus on cultural awareness as well as cross-cultural transactions. Unprecedented movementof people across the globe, globalization oflabor, and concerted attention to educationalexchanges to prepare practitioners for aninterdependent world increases the importanceof cultural competence and cross-culturalknowledge (Link & Ramanathan, 2011). Thisglobal interdependence is an integral part of themulticultural knowledge base of social workers.

Cultural competence is dynamic and requiresfrequent learning, unlearning, and relearningabout diversity. Social workers need to expandtheir cultural religious traditions, spiritual beliefsystems, knowledge, and expertise by expandingtheir understanding of the following areas: “theimpact of culture on behavior, attitudes, andvalues; the help-seeking behaviors of diverseclient groups; the role of language, speechpatterns, religious traditions, spiritual beliefsystems, and communication styles of variousclient groups in the communities served; theimpact of social service policies on various clientgroups; the resources (agencies, people, informalhelping networks, and research) that can be usedon behalf of diverse client groups; the ways thatprofessional values may conflict with oraccommodate the needs of diverse client groups;and the power relationships in the community,agencies, or institutions and their impact ondiverse client groups” (Gallegos, 1982, pp. 7–8).

Cultural competence refers to social workers’ability to identify their own affiliations toculture and recognize and respect differingtraditions of culture in others in ways thatinfluence styles of communication andexpressions of respect. Recognition of andrespect for others’ cultural traditions impliesdeep understanding of the intrapersonal layersthat are built through cultural heritage andnorms of behavior. People in parallel culturesmay not share norms, and caution is advised

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because the word “normal” could become a trapfor judging others (Link & Ramanathan, 2011).Naturally, to have this frame of reference willrequire that we approach this understandingwith cultural humility.

Social workers need to possess specificknowledge about the culture of the providersand client groups with whom they work. Thisincludes, among other considerations, historicalexperiences, religious traditions, spiritual beliefsystems, individual and group oppression,adjustment styles, socioeconomic backgrounds,life processes, learning styles, worldviews andspecific cultural customs and practices,definitions of and beliefs about wellness andillness or normality and abnormality, and waysof delivering services.

They also must seek specialized knowledgeabout domestic and global social, cultural, andpolitical systems. Knowledge of how the systemsoperate and how they serve or fail to servespecific client groups is important. This includesknowledge of institutional barriers that preventmarginalized groups from using services.

Culturally competent social workers need toknow the limitations and strengths of currenttheories, processes, and practice models, andwhich have specific applicability and relevanceto the service needs of culturally, religiously, andspiritually multicultural clientele.

IndicatorsCulturally competent social workers will1. expand their cultural knowledge, expertise,

and humility by studying� the help-seeking behaviors and pathways

of diverse client groups� the historical context of marginalized

communities� the role of language and communication

styles of various cultural groups� the impact of social policies on


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marginalized groups served� the resources such as organizations,

people, informal helping networks, andresearch that can be mobilized on behalfof various cultural groups

2. possess specific knowledge about traditionaland nontraditional providers and clientgroups that they serve, including� understanding historical experiences,

immigration, resettlement patterns,individual and group oppression,adjustment styles, socioeconomicbackgrounds, and life processes

� learning styles, cognitive skills, worldviews,and specific cultural concerns and practices

� definitions of and beliefs about service-related concepts such as the causation ofwellness and illness, physical andpsychological disorders, normality andabnormality, family roles and responsibilities,child rearing practices, birth, marriage,death and dying, and so forth

� beliefs and practices related to how careand services should be delivered, includingdiverse approaches to service delivery andalternative healing options

� factors associated with acculturation andassimilation

3. demonstrate knowledge of the powerrelationships in the community and ininstitutions, and how these affectmarginalized groups

4. possess specific knowledge about U.S., global,social, cultural, and political systems—howthey operate and how they serve or fail toserve client groups; include knowledge aboutinstitutional, class, cultural, and linguisticbarriers to service

5. identify the limitations and strengths ofcontemporary theories and practice modelsand those that have applicability andrelevance to their specific client population

6. recognize the heterogeneity within culturalgroups and similarity across cultural groups

7. describe how people within different groupsmanifest privilege


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8. describe the effects that dominant andnondominant status has on interpersonalrelations and group dynamics in the workplace

9. distinguish between intentional andunintentional assertion of privilege related torace, class, and other cultural factors

10. recognize the intersection of “isms” (forexample, racism with classism) and theirinstitutionalization

11. acknowledge the ways in which theirmembership in various social groupsinfluences their worldview and contributes totheir own patterns of privileged behavior orinternalized oppression

12. understand the interactions of cultural systemsof the social worker, client, the service setting,and the community

13. demonstrate cultural humility and empathytoward clients from different cultural groups.

Standard 4. Cross-Cultural Skills Social workers will use a broad range of skills(micro, mezzo, and macro) and techniques thatdemonstrate an understanding of and respect forthe importance of culture in practice, policy, andresearch.

InterpretationPractice in an increasingly multicultural andglobally interconnected world requires socialworkers to continuously hone new skills forpractice, research, education, administration,and policy development while enhancing theknowledge base that informs their skills. Mostspecifically, active listening, empathy, andstrengths-based interventions are essential inculturally competent practice. In addition,critical thinking and comfort in both askingquestions and “not knowing” open communicationand build the relationships critical to helpingclients and advancing social justice.

Cultural humility is described as a complementto cultural competence (Ortega & Faller, 2011).Cultural humility actively involves multicultural


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clientele in the delivery of services, research, andpolicy making, thereby mitigating theexpectation that social workers should knowabout all cultures. Social workers shoulddemonstrate the ability to work sensitively andeffectively at counteracting biases based on theirown positions of power and privilege.

Skills in cross-cultural practice include theability to convey and communicate authenticity,genuineness, empathy, and warmth and toengage culturally relevant community resources.Engaging the client in finding solutions requiresthe flexibility to consider what is best for theclient. Second-language acquisition and expertiseare included here as cross-cultural skills.

Furthermore, social workers should demonstratethe ability to critique and assess policies andresearch for cultural appropriateness, sensitivity,relevance, and inclusiveness, to ensure thatoutcomes benefit client groups or populations.This includes engaging client groups in thedesign of policy and research.

More specifically, social workers withcross-cultural skills� work with people and groups of different

cultures, taking responsibility for learningabout differences and recognizing themultiple identities that are inherent inunderstanding people and their culturalcontexts

� assess the cultural context for clients andclient groups, encouraging open discussion ofdifference while maintaining a stance ofcuriosity and openness to learning

� respond skillfully to cultural bias in boththemselves and others

� practice interview techniques that appreciatethe role of diverse languages and meanings inthe client’s culture

� demonstrate sensitivity to challenges in theuse of interpreters and translated materials


� conduct culturally effective assessments andculturally appropriate intervention plans,collaborating with and empowering clients bysoliciting and prioritizing their perspectivesand service goals

� select and develop appropriate methods, skills,and techniques that are attuned to theirclients’ cultural, bicultural, or marginalexperiences in their environments

� recognize the verbal and nonverbalcommunication skills of marginalized clientsand groups and respond in culturallyempathic ways

� understand the interaction of the culturalsystems of the social worker, the client, theparticular organizational setting, and thecommunity

� effectively use clients’ natural support systemsin resolving problems—for example, folkhealers, storefronts, religious and spiritualleaders, families of choice, and othercommunity resources

� demonstrate advocacy and empowermentskills in work with clients, recognizing andcombating the isms, stereotypes, and mythsheld by individuals and institutions

� identify service delivery systems or modelsthat are appropriate to the client populationof focus and make appropriate referrals whenindicated

� consult with supervisors and colleagues forfeedback and monitoring of performance andidentify features of their own professionalskills that impede or enhance their culturallycompetent practice

� evaluate the validity and applicability of newtechniques, research, and knowledge for workwith specific client groups.

IndicatorsCulturally competent social workers will1. interact with people from a wide range of

cultures, religions, and spiritual belief systemsand take responsibility for learning what theydo not know

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2. display proficiency and comfort in discussingcultural difference with colleagues and clients

3. demonstrate skill in conducting a comprehen-sive assessment of clients in which culturallynormative behavior is differentiated frompotentially problematic or symptomaticbehavior

4. assess cultural strengths and challenges andtheir impact on individual and groupfunctioning, and integrate this understandinginto intervention plans

5. select and develop appropriate methods, skills,and techniques that are attuned to theirclients’ cultural, bicultural, multicultural, ormarginal experiences in their environments

6. adapt and use recognized culturally appropriatemodels

7. communicate effectively with clients throughlanguage acquisition, proper use of interpreters,professionally translated materials, verbal andnonverbal skills, and culturally appropriateprotocols

8. advocate for the use of, and work effectivelywith, interpreters who are both linguisticallyand culturally competent and prepared towork in the specified service environment

9. demonstrate cultural humility in engagementwith all clients and client groups

10. effectively engage clients’ natural supportsystems in resolving problems; for example,work with folk healers, indigenous remedies,religious leaders, friends, family, and othercommunity residents and organizations

11. use empowerment skills in their work withclients

12. identify features of their own professionalstyle that impede or enhance their culturallyeffective practice and consult with supervisorsand colleagues for feedback and monitoringof performance and learning needs

13. conduct supervision and other professionalresponsibilities with cultural humility andsensitivity to culture, language, and difference

14. convey empathy, curiosity, and a willingnessto learn.


Standard 5. Service DeliverySocial workers shall be knowledgeable aboutand skillful in the use of services, resources, andinstitutions and be available to serve multiculturalcommunities. They shall be able to makeculturally appropriate referrals within bothformal and informal networks and shall becognizant of, and work to address, service gapsaffecting specific cultural groups.

InterpretationOrganizations need to support the evaluation ofculturally appropriate service delivery modelsand setting standards for cultural competence.Culturally competent social workers need to bevigilant about the dynamics that result fromcultural differences and similarities betweenworkers and clients. This includes monitoringcultural competence among social workers(agency evaluations, supervision, in-servicetraining, and feedback from clients).

Social workers need to detect and preventexclusion of underserved clients from serviceopportunities and seek to create opportunitiesfor clients, matching their needs with culturallyappropriate service delivery systems or adaptingservices to better meet the culturally uniqueneeds of clients. Furthermore, they need tofoster policies and procedures that help ensureaccess to care and accommodate varying culturalbeliefs.

Direct practitioners, policymakers, andadministrators should� recruit and retain multicultural staff and

include cultural competence and culturalhumility as requirements in job descriptionsand performance and promotion measures

� review the current and emergent demographictrends for the geographic area served by theorganization to determine service needs andrequirements for interpretation services

� integrate and create (or advocate for thecreation of ) service delivery systems or

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models that are more appropriate to targetedclients who are underserved

� include clients and constituents as majorstakeholders in the development of servicedelivery systems and policy and researchagendas

� ensure that program design is reflective of thecultural heritage of clients and families usingthe service

� attend to social issues (for example, housing,education, policing, and social justice) thatconcern clients or constituents

� confront staff remarks that demean theculture of clients, constituents, and colleagues

� support the inclusion of cultural competencestandards in accreditation, organizationalpolicies, and licensing and certificationexaminations

� develop staffing plans that reflect targetpopulations served and those populations theagency wishes to serve (for example, hiring,position descriptions, performance evaluations,training)

� develop performance measures to assessculturally competent practice

� engage client groups in the development ofresearch and intervention protocols.

IndicatorsCulturally competent social workers will1. identify the formal and informal resources in

the community, describe their strengths andweaknesses, and facilitate referrals asindicated, tailored to the culturally relevantneeds of clients and client groups

2. advocate for and promote efforts to createculturally competent services and programs by� recruiting multicultural staff and including

cultural competence requirements in jobdescriptions and measures of performanceand promotion

� reviewing current and emergentdemographic trends for the geographicarea served by the organization to determineneeds for the provision of interpretation orother culturally relevant services


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� integrating and creating service deliverysystems or models that are appropriate totargeted client populations or advocate forthe development and implementation ofsuch services

� including clients as major stakeholders inthe selection, decision making, andevaluation of service delivery systems

� ensuring that program design reflects theculture of clients and families using theservice

� attending to social issues (for example,housing, education, policing, and socialjustice) that concern clients andconstituents of diverse backgrounds

� using effective strategies for confrontingstaff remarks that insult or demean clientsand their culture

� supporting the inclusion of culturalcompetence standards in accreditationbodies and organizational policies as wellas in licensing and certification examinations

� developing staffing plans that reflect thetargeted client population (for example,hiring, position descriptions, performanceevaluations, training)

� developing performance measures to assessculturally competent practice

� supporting participation of client groups inthe development of research andintervention protocols

3. building culturally competent organizationsthrough the following policies and practices:� an administrative mission and purpose that

embodies cultural competence and culturalhumility in the values, goals, and practices

� effective recruitment of multilingual andmulticultural staff

� sensitivity to and respect for cultural andreligious calendars as they relate to ouremployees and people served

� staff composition reflecting the diversity ofthe client population

� service planning strategy that includes anassessment/analysis of the clientdemographics compared with the


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demographic trends of the servicecommunity

� expanded service capacity to improve thebreadth and depth of services to a greatervariety of cultural groups

� meaningful inclusion of clients andcommunity members representing relevantcultural groups in decision-making andadvisory governance entities, programplanning, program evaluation, andresearch endeavors

� physical surroundings designed anddecorated in a manner that is welcomingto the diverse cultural groups served

� engagement in advocacy to improve socialissues relevant to targeted client groups

� a work climate that addresses workforcediversity challenges and promotes respectfor clients and colleagues of differentbackgrounds

� advocacy for culturally competent policiesand procedures from accrediting,licensing, and certification bodies andcontracting agencies

� inclusion of cultural competence and culturalhumility in job descriptions, performanceevaluations, promotions, and training.

Standard 6. Empowerment and AdvocacySocial workers shall be aware of the impact ofsocial systems, policies, practices, and programson multicultural client populations, advocatingfor, with, and on behalf of multicultural clientsand client populations whenever appropriate.Social workers should also participate in thedevelopment and implementation of policiesand practices that empower and advocate formarginalized and oppressed populations.

InterpretationCulturally competent social workers should beaware of and take action to confront and changethe deleterious effects of bias, fears, and isms,including, but not limited to, racism, sexism,ethnocentrism, heterosexism, homophobia,cissexism, ageism, ableism, xenophobia, classism,


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and other forms of oppression on clients’ lives.Social advocacy and social action should bedirected at empowering marginalized clients andstrengthening communities. Social workersshould advocate for anti-isms and social justicewhen colleagues and clients express biases andstereotypes based on culture.

Empowerment has been defined as anintervention, a skill, and a process. Hegar andHunzeker (1988) and McDermott (1989)described empowerment as an effectiveintervention with oppressed populations.Pinderhughes (1983) defined empowerment asan individual feeling of increased power and thecapacity to influence forces that affect a person.Empowerment refers to enhancing a client’sability to do for himself or herself. Empowermentis closely related to advocacy. When engaging inadvocacy, social workers must be careful not toimpose their values on clients and must seek tounderstand what clients mean by advocacy.Respectful collaboration needs to take place topromote mutually agreed-on goals for change.

Social workers need commitment and skill toadvocate for and with clients against consciousand unconscious devaluation of culturalexperiences related to difference, oppression,power, and privilege domestically and globally.The empowerment tradition in social workpractice suggests a promotion of the combinedgoals of consciousness raising, education,self-awareness, and the development of a senseof personal power and skills while workingtoward social change. Best practice views this asa process and outcome of the empowermentperspective (Gutiérrez, 1990; Simon, 1994).Social workers using this standard will apply anecosystems perspective and a strengthsorientation in practice and policy development.This means that in describing client needs,workers consider client situations as transitorychallenges rather than fixed problems.According to Gutiérrez and Lewis (1999),


empowerment is a model for practice, aperspective, and a set of skills and techniques.Culturally competent social workers reflectthese concepts in their practice.

IndicatorsCulturally competent social workers will1. advocate for public policies that respect the

strengths, cultural values, norms, andbehaviors of multicultural groups andcommunities

2. advocate for policies that address socialinjustice and institutionalized isms

3. select appropriate strategies to intervene withcolleagues, collaborating partners, andinstitutional representatives, helping themexamine their levels of awareness and theconsequences of fears and isms, such asexclusionary behaviors or oppressive policies, by� assessing dominant group members’ level

of readiness for feedback and intervention� adopting strategies including developing

allies, education, dialogue, increasedintergroup contact, or social action

� participating in antidiscriminatoryactivities and social action to betterempower diverse clients and communitiesat the local, state, and national levels

4. use practice approaches that help clientsfacilitate a connection with their own powerin a manner that is appropriate for theircultural contexts

5. provide support to marginalized culturalgroups who are advocating on their own behalf

6. partner, collaborate, and ally with clientgroups in advocacy efforts

7. work to increase each client group’s skills andsense of self-efficacy as social change agents

8. demonstrate intentional effort to ensure thatthey do not impose their own personal valuesin practice

9. respect and foster client rights toself-determination.

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Standard 7. Diverse WorkforceSocial workers shall support and advocate forrecruitment, admissions and hiring, and retentionefforts in social work programs and organizationsto ensure diversity within the profession.

InterpretationIncreasing cultural competence within theprofession requires recruitment and retention ofa multicultural cadre of social workers, many ofwhom would bring some “indigenous” culturalcompetence to the profession as well asdemonstrated efforts to increase avenues for theacquisition of culturally competent skills by allsocial workers. Cultural diversity should beevident within all organizational levels, and notjust among direct practitioners.

The social work profession has espoused acommitment to diversity, inclusion, andaffirmative action. However, available statisticsindicate that in the United States social workersare predominantly white and female (86.0percent), 8 percent are African American, 3percent are Latinas, and 3 percent identify asother (NASW, Center for Workforce Studies[CFWS], 2006a); male social workers are 85percent white, 8 percent African American, 5percent Latino, and 2 percent other (NASW,CFSW, 2006b).

The proportion of people of color has increasedin NASW’s membership over a period of severalyears: 8.5 percent identify themselves as AfricanAmerican; Hispanics, including MexicanAmericans, Puerto Ricans, and other Hispanicgroups, constitute about 4.5 percent of themembership; Asians and Pacific Islanders 1.9percent; and American Indians/First NationsPeople 0.5 percent (personal communicationwith T. Chang, database administrator, NASW,Washington, DC, March 16, 2015).

Major demographic shifts in the U.S. population“will affect the social work workforce, their


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clients, agencies, organizations, communitiesand service delivery systems” (NASW, CFSW,2011, p. 1). Social work client populations aremore diverse than the social work professionitself. In many instances, services to clients aretargeted to marginalized communities andspecial populations, groups that typically includedisproportionately high numbers of people ofcolor, older adults, people with disabilities, andclients of lower socioeconomic status.

The discrepancy between the social work laborforce racial and ethnic makeup and the changingdemographics of the populations they serveguided the profession to respond to the need forsocial workers to increase cultural competence(Gibelman, 2005; Whitaker, Weismiller, Clark,& Wilson, 2006). To meet this identified needfor increased diversity in the workforce, thefederal government has taken steps through thefunding of education and training programs forhealth and mental health workers, includingsocial workers from communities of color (U.S.Department of Health and Human Services,Health Resources and Services Administration,Bureau of Health Workforce, National Centerfor Health Workforce Analysis [HRSA], 2015).

Aligning workforce demographics to clientpopulations can be an effective strategy forbridging cultural differences between socialworkers and clients, although it cannot be theonly strategy. The assumption is that individualsof similar backgrounds can understand eachother better and communicate more effectively(Jackson & López, 1999). Yet an equallycompelling fact is that “the majority of cliniciansfrom the mainstream dominant culture willroutinely provide care for large numbers ofpatients of diverse ethnic and/or culturalbackgrounds. Clearly, increasing the numbers ofculturally diverse social workers is not sufficient.Even these professionals will need to be able toprovide care for patients who are not likethemselves” (Jackson & López, 1999, p. 4). In


addition, culturally competent social workerswho bring knowledge or special language skillsto the profession, like bicultural or bilingualskills, are entitled to professional equity andshould not be exploited for their expertise butshould be appropriately compensated for skillsthat enhance the delivery of services to clients.

IndicatorsCulturally competent social workers will1. advocate for and support human resource

policies and procedures that ensure diversityand inclusion within their organization

2. work to achieve a multicultural workforcethroughout all levels of the organization thatreflects the demographics of both thepopulation served and other potential clientele

3. advocate for and support policies that assureequity and appropriate compensations forsocial workers who bring special skills orknowledge to the profession, such asbicultural or bilingual skills

4. advocate for and support recruitment andretention and promotion strategies thatincrease the diversity within the professionthrough social work programs and schools ofsocial work

5. promote and maintain the expectation that allstaff, regardless of cultural membership,continuously engage in the process ofimproving cultural competency and thecapacity to serve a variety of populations.

Culturally competent organizations will1. develop and implement organizational

policies, procedures, and practices thatsupport staff multiculturalism at all levels ofthe organization

2. develop and implement policies, procedures,and practices that effectively address thedynamics of a multicultural workforce

3. regularly monitor the extent to which theirmanagement and staff composition reflect thediversity of the client population and thecommunity

4. review organizational selection and hiring

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policies for inclusion and inadvertent exclusionof the underrepresented, underserved, andoppressed cultural groups and the community

5. regularly monitor and take remedial action asneeded to ensure that all client groups canaccess services and communicate in theirpreferred language by� actively recruiting and seeking to retain

multilingual staff who are qualified toperform their work tasks in the indicatedlanguage(s)

� providing “second language” and certificationcourses and testing to existing staff

� providing appropriate compensations forsocial workers who bring special languageskill or knowledge to the profession, suchas bicultural or bilingual skills

6. include cultural competence as a requirementfor job performance, by including it in jobdescriptions, performance evaluations,promotions, and training

7. foster a work climate, through formal andinformal means, that addresses workforcediversity challenges and promotes respect forgroups, communities, clients, and colleaguesof different backgrounds

8. establish cultural norms of � openness and respect for discussion of

situations in which insensitive orexclusionary behaviors were experienced

� intolerance of bias, discrimination, andmarginalization within the organizationand among colleagues.

Standard 8. Professional EducationSocial workers shall advocate for, develop, andparticipate in professional education and trainingprograms that advance cultural competence withinthe profession. Social workers should embracecultural competence as a focus of lifelong learning.

InterpretationCultural competence is a vital link between thetheoretical and practice knowledge base thatdefines social work expertise. Social work is apractice-oriented profession, and social work


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education and training need to remain currentwhile anticipating future changes in professionalpractice, which includes the changing needs ofmulticultural client populations. Diversity andcultural competence need to be addressed insocial work curricula and practice, and viewed asrelevant to faculty, staff appointments, andresearch agendas.

The social work profession continues to takesteps to ensure that cultural competence is acore component of social work education,training, and practice and to engage in researchand scholarship that focus on culturallycompetent practice among social workers. Thisincludes undergraduate, master’s, and doctoralprograms in social work as well as post-master’straining, continuing education, and meetings ofthe profession. Practice settings should beencouraged to provide in-service training andother continuing education opportunitiesfocused on cultural competence to staff.

In addition, the NASW (2008) Code of Ethicsclearly states, “Social workers who providesupervision and consultation are responsible forsetting clear, appropriate, and culturally sensitiveboundaries” (p. 14). This highlights theimportance of providing culturally sensitivesupervision and field instruction, as well as thepivotal role of supervisors and field instructorsin promoting culturally competent practiceamong workers and students.

Educational content for professional practiceand licensing should prepare social workers forculturally competent practice across the fullspectrum of social work practice roles—directpractice, supervision, administration, policy,education, and research.

IndicatorsCulturally competent social workers will1. include cultural competence content as an

ongoing part of their professional development


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2. promote professional education that advancescultural competence within the profession

3. advocate for the infusion and integration ofcultural competence in social work curriculaand research at the BSW, MSW, and PhD levels

4. encourage and conduct research that developsconceptual, theoretical, and practice skills toenhance practice at all levels

5. advocate for professional education on socialjustice and inclusion

6. educate staff in cross-cultural skills andtechniques for resolving conflicts that emergefrom differences in communication, customs,values, norms, and behaviors between staffand the clients served.

Culturally competent organizations will1. provide ongoing training, leadership, and

support for improving cultural competence toall employees, including top management,middle management, immediate supervisors,direct staff, and administrative/custodial staff

2. resolve cultural conflicts between staff and theclients served and among employees

3. teach skills to conduct evaluation research toensure effectiveness in serving and engagingwith multicultural client groups

4. determine the demographics of their servicearea and assess potential service utilizationgaps of underserved client groups in thegeographic area.

Standard 9. Language and Communication Social workers shall provide and advocate foreffective communication with clients of allcultural groups, including people of limitedEnglish proficiency or low literacy skills, peoplewho are blind or have low vision, people whoare deaf or hard of hearing, and people withdisabilities (Goode & Jones, 2009).

InterpretationSocial workers should accept each individual intotality and ensure access to needed services.Language is a source and an extension ofpersonal identity and culture and, therefore, is


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one way that individuals interact with others intheir families and communities and acrossdifferent cultural groups. Individuals and groupshave a right to use their preferred language.

Linguistic diversity is a resource for society, andas such, should be preserved and promoted. Theessence of the social work profession is to promotesocial justice and eliminate discrimination andoppression based on linguistic or other diversities.

Title VI of the Civil Rights Act of 1964,Executive Order 13166 is titled “ImprovingAccess to Services for Persons with LimitedEnglish Proficiency.” The Executive Order,signed in August of 2000, “requires Federalagencies to examine the services they provide,identify any need for services to those withlimited English proficiency (LEP), and developand implement a system to provide thoseservices so LEP persons can have meaningfulaccess to them. It is expected that agency planswill provide for such meaningful accessconsistent with, and without unduly burdening,the fundamental mission of the agency. TheExecutive Order also requires that the Federalagencies work to ensure that recipients ofFederal financial assistance provide meaningfulaccess to their LEP applicants and beneficiaries”(LEP.gov, 2015).

Organizations and social work practitioners whoreceive federal funds are therefore required tofacilitate quality language access at no charge tothe consumer. Organizations may neitherdiscriminate nor use methods of administeringservices that may subject individuals todiscrimination. Organizations and social workpractitioners are expected to take reasonablesteps to provide services and information inappropriate languages, other than English, toensure that people with LEP are informed andcan effectively participate in and benefit fromtheir programs. Similarly, the Americans with


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Disabilities Act requires communicationaccommodation for people with disabilities.

It is the responsibility of both social workers andorganizations to provide services in each client’spreferred language or to seek the assistance ofprofessional interpreters. Social workers need tocommunicate respectfully and effectively withclients from different cultural and linguisticbackgrounds. It is advantageous if the workerspeaks the client’s preferred language with theproficiency required for specific interaction oneis having (for example, the language skill isdifferent for casual conversation as comparedwith psychotherapy). Professional interpreters(for example, certified or registered sign languageinterpreters) should be used. Interpreters shouldbe treated as members of the services provisionteam and offered orientation and training forthe type of setting and services that are beingprovided (for example, health, legal, mentalhealth, child welfare).

Such orientation and training would includeguidelines regarding specialized terms andconcepts, confidentiality, interpreter–clientrelationships, and social work ethics that mayreinforce the interpreters’ own professional ethics.

Written communication should be provided inthe language and at the literacy level appropriatefor the intended audience. Priority should begiven to legal documents (for example, consentfor treatment), informational and educationalmaterials, and public awareness campaigns.Materials should be created in the appropriatelanguage or translated by people with theknowledge and skills relevant to the organizationalcontext, understanding of variations within alanguage (for example, multiple variations ofSpanish based on national origin and region)and literacy level. Literacy level in English is afactor that should be accounted for in thedevelopment of any correspondence or writtenmaterials (Goode & Jones, 2009).


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IndicatorsCulturally competent social workers will1. demonstrate an understanding that language

is part of the social identity of a person2. advocate for rights of individuals and groups to

receive resources in their preferred language3. provide and advocate for written and oral

information, referrals, and services in theperson’s preferred language

4. provide jargon-free, easy-to-read material5. use descriptive and graphic representations

(for example, pictures, symbol formats) forindividuals with LEP or with limited literacy

6. advocate for the preservation and appreciationof linguistic diversity among clients

7. provide and advocate for reasonableaccommodations of clients’ linguistic needs,including professional interpreters,professionally translated materials, assistivedevices, and alternate communication strategies

8. improve their own ability to speak, read,write, and understand the languages anddialects of their clients without attempting toengage in dialogue that is beyond their ownskill level

9. check to ensure accurate communication,realizing that there can be significantvariations of word usage and colloquialismswithin the same language family based onnationality or region

10. prepare themselves to work effectively withprofessional interpreters and translators:� attend workshops � seek consultation from interpretation

services� become familiar with standards for

professional interpretation and translation� become familiar with techniques of

translation� develop or advocate for appropriate

organizational policies that support theeffective use of standards for professionalinterpretation and translation

� support the effective use of and orientationand training for interpreters and translators.


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Standard 10. Leadership to Advance CulturalCompetenceSocial workers shall be change agents whodemonstrate the leadership skills to workeffectively with multicultural groups in agencies,organizational settings, and communities. Socialworkers should also demonstrate responsibilityfor advancing cultural competence within andbeyond their organizations, helping to challengestructural and institutional oppression and buildand sustain diverse and inclusive institutions andcommunities.

InterpretationLeadership has been described as an “activity”(Heifetz, 1994). Social workers shoulddemonstrate responsibility to advance policiesand practices related to cultural competence,with and without formal authority. Socialworkers should aspire to leadership in the serviceof helping organizations become diverse andinclusive. They should also help theseorganizations recognize and eradicate policiesand practices that reflect structural andinstitutional oppression.

Social workers shall demonstrate the skill tofacilitate difficult conversations that lead tounderstanding, growth, and organizationalstrength. They should be able to recognize,within themselves, the ways in which their ownpositions of power and privilege advance orimpede progress relative to cultural competencein their own organizations. In areas such asrecruitment, hiring, promotion, team building,and conflict management, social workers shouldbe vigilant about colluding with forces that oftenreinforce a problematic status quo.

Social workers should lead by example,demonstrating leadership, self-reflection, andadvocacy within their own organizations,promoting culturally competent practice at alllevels of the organization. Concurrently, theyshould lead by demonstrating advocacy and


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activism to confront community, local, andsocietal policies and practices that reinforce themarginalization of oppressed populations. Rankand Hutchison (2000) identified, through asurvey of social workers, diversity skills includingsensitivity to diversity, multicultural leadership,acceptance and tolerance, cultural competence,and tolerance of ambiguity, core skills forsuccessful social work leadership.

Advocating for increasing knowledge developmentabout culturally competent practice with diverseclient groups is paramount to social workleadership, as is being a change agent to addressinjustices with colleagues and peers. The socialworker’s responsibility is to advance culturalcompetence and social justice with clients andwithin organizations, the profession, systems,and society.

Social work leaders will understand culturalhumility and the dynamics of privilege, power,and social justice as manifested in their ownplaces of work, taking responsibility to educateothers and, ultimately, advance social changewithin systems, organizations, and society.

IndicatorsCulturally competent social work leaders shall1. advance and promote culturally competent

practice with clients and within organizations,the social work profession, and communities

2. create effective multicultural work teams 3. incorporate and disseminate information on

cultural competence in professional activities(for example, committee work, scholarship,research) and in other appropriate arenas

4. work in partnership with marginalized clientsand communities to strengthen thesecommunities, encouraging the use of power andfacilitating client–community empowerment

5. advocate both within and beyond the professionfor fair and equitable treatment of clients andcolleagues, especially those from marginalizedcultural groups


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6. serve in roles in which they can make adifference in advancing multiculturalisminclusion and cultural competence

7. develop the skill and confidence to engage inand facilitate difficult conversations aboutcultural differences

8. recognize and respect the strengths anddifferences in professional and personalrelationships with others

9. address resistance to the adoption ofculturally competent practice

10. engage colleagues in the identification andimplementation of strategies that strengthenand sustain inclusive multicultural organizations

11. mobilize colleagues, clients, and organizationsto address injustice, bias, and isms on all levels

12. advocate for multicultural membership onstate regulatory and licensing boards for thesocial work profession.


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Acknowledgments

Thank you to the members and staff of theNational Committee on Racial and EthnicDiversity 1999–2001 (Standards) and 2002–2006(Indicators), who developed the first editions ofthe NASW Standards for Cultural Competence inSocial Work Practice (2001) and Indicators for theAchievement of the NASW Standards for CulturalCompetence in Social Work Practice (2007).



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