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Contact Information:
About the program:
Kimberly Greder
56 LeBaron Hall
Iowa State University
Ames, Iowa 50011
kgreder@iastate.edu
p. 515-294-5906
f. 515-294-5507
About ordering:
Joyce Howard
1086 LeBaron Hall
Iowa State University
Ames, Iowa 50011
jahoward@iastate.edu
p. 515-294-8754
f. 515-294-5507
About the Web site:
Diana Broshar
dmbro@iastate.edu
p. 515-294-8204
Ordering Information for a Video Featured in the October 23, 2003 Broadcast
- Self-Assessment For Those Who Work With African Americans And Other Minorities
- The following self-assessment, excerpted from
the article Cultural Competence in Child Welfare by Anna R. McPhatter,
is one way of evaluating where you are as a practitioner and a person
when it comes to spending time with those who are different from yourself.
http://sswnt7.sowo.unc.edu/fcrp/Cspn/Vol6_no2/selfassessment_work.htm
- TITLE: Project CRAFT: Culturally Responsive
and Family Focused Training (1997)
LENGTH: 60 minutes
Child Development Media
http://www.childdevelopmentmedia.com/searchresults2.cfm?product_id=170
email: info@childdevelopmentmedia.com
5632 Van Nuys Blvd., Suite 286
Van Nuys, CA 91401
Phone: (800)405-8942
Fax: (818)989-7826 - DESCRIPTION: Video and Facilitators Guide
Promotes understanding of stereotypes and the media, cultural diversity, family values, relationship building, communication styles, and language acquisition. Families of children with disabilities from various cultural backgrounds and the professionals who work with them share their experiences and advice. Suggestions for improving service delivery and support to culturally diverse children and families.
- Developing Cross Cultural Competence: A Guide for Working with Children and Their Families, 2nd ed., by Eleanor W. Lynch and Marci J. Hanson. Paul Brookes Publishing Co. (3rd edition to be released 2004) ISBN 1-55766-331-9
- This book offers practical advice or working with
children and families of diverse heritage. The authors address the influence
of different cultures on people’s beliefs, values and behaviors.
It is designed to help professionals learn how to embrace diversity
in intervention services and foster respectful and effective interactions
with people of many cultures.
http://www.brookespublishing.com/
Family Centered Services:
Guiding Principles
and Practices for Delivery of Family Centered Services (PDF)
CLAS (Culturally and Linguistically Appropriate
Services) Early Childhood Research Institute
http://clas.uiuc.edu/
The CLAS Institute identifies, evaluates, and promotes effective and appropriate
early intervention practices and preschool practices that are sensitive
and respectful to children and families from culturally and linguistically
diverse backgrounds.
What is Cultural Reciprocity? Tips for Practitioners
from Zero to Three
http://www.zerotothree.org/cpe/tip_2002_12.html
ERIC Clearninghouse on Early Childhood Education
http://ericeece.org/
The ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE)
is one of 16 clearinghouses in the ERIC system, which is part of the National
Library of Education, funded by the Office of Educational Research and
Improvement (OERI), U.S. Department of Education. ERIC clearinghouses
identify and select documents and journal articles, and then prepare entries
describing the documents and articles to be incorporated in the ERIC database,
the world's most frequently used collection of information on education.
Frank Porter Graham Child Development Center
http://www.fpg.unc.edu/
Located at the University of North Carolina at Chapel Hill, this site
includes information on culturally responsive resources and research.
National Center for Cultural Competence
http://www.georgetown.edu/research/gucdc/nccc/index.html
Strives to increase the capacity of health care and mental health programs
to design, implement, and evaluate culturally and linguistically competent
service delivery systems.
National Extension Parent Education Model Of
Critical Parenting Practices
http://www.cyfernet.org/parenting_practices/foundations.html
NEPEM is a model of parent education that provides common ground for extension
professionals throughout the Cooperative Extension System. NEPEM is not
a parent education program. It is a compilation of priority parent practices
(Care for Self, Understand, Guide, Nurture, Motivate, and Advocate) and
supporting material to be used as a basis for parent education efforts.
National Extension Parenting Educators' Framework
http://www.ces.ncsu.edu/depts/fcs/NEPEF.html
The NEPEF extends the 1994 National Extension Parenting Education Model
(NEPEM) of priority practices to be learned by parents by including priority
practices and skills to be learned by parenting educators (Grow, Frame,
Develop, Embrace, Educate, and Build). Priority Practices are defined
as significant aspects of parenting education that contribute to high
quality and effectiveness in programs when implemented.
University Affiliated Program Childrens Hospital
Los Angeles http://www.usc.edu/hsc/ihp/uap/resource.html
This site includes books, pamphlets, papers, and presentations on cultural
diversity and developmental disabilities.
Curricula:
Helping Youth Succeed: Bicultural Parenting
for Southeast Asian Families
http://www.extension.umn.edu/distribution/familydevelopment/DE7240.html
Helping Youth Succeed is a culturally sensitive program developed by Southeast
Asians for Southeast Asian Families. Through stories presented both on
video and in writing, families learn about other Southeast Asian parents
and youth in familiar and current situations. The issues are common, developed
from the real experiences for Southeast Asian families. The stories are
designed to prompt discussion and facilitate problem solving, and allow
families to participate without revealing their personal family information.
