Practicing Cultural Humility
Read the scenario below:
A Human Services Practitioner Professional is an older, upper-middle class, educated white female with a master’s degree in human services working with Job Corps. The majority of service users are inner city, low-income African American youth within the age range of 16–22 years old, seeking vocational and academic training.
How do I:
- Explain how you would help the HSPP practice cultural humility in the scenario you selected.
- Explain what would make you uncomfortable working in the scenario and what would make you comfortable. In your explanation, describe how cultural humility is different, yet related, to concepts like cultural competency and cultural reflexivity.
- Find one ethical code from NOHS that relates to cultural humility in this scenario and how you can apply it.
Practicing Cultural Humility
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How would you help the HSPP practice cultural humility in this scenario?,
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What aspects of the scenario would make you uncomfortable?,
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What aspects would make you comfortable?,
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How is cultural humility different from cultural competency and reflexivity?,
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What NOHS ethical code applies, and how can it be applied?
Comprehensive General Response:
1. Supporting the HSPP in Practicing Cultural Humility
To help the Human Services Practitioner Professional (HSPP) practice cultural humility, I would guide her toward a mindset of lifelong learning and openness. This includes acknowledging power imbalances, understanding the socio-cultural contexts of her service users, and being willing to learn from the youth themselves. Training sessions on implicit bias, active listening workshops, and facilitating regular reflective supervision can help her move from an expert-centered model to one rooted in mutual respect. Encouraging her to ask open-ended questions, seek feedback, and explore the lived experiences of her clients would deepen her cultural humility.
2. Potential Discomforts in the Scenario
As a professional entering a setting with racial, economic, and generational differences, I might initially feel uncomfortable navigating the language, expressions, or trauma experiences of youth from marginalized backgrounds. The fear of unintentionally offending or misunderstanding someone could create self-doubt. However, discomfort is a signal for growth, and working through it by being curious, respectful, and transparent can build deeper trust.
3. Potential Comforts in the Scenario
Practicing Cultural Humility
I would feel most comfortable in knowing that I am contributing to equitable access to education and vocational opportunities. Creating safe, empowering spaces for youth to grow and self-actualize is rewarding. My comfort would also come from any prior experience working with diverse populations or familiarity with community outreach and advocacy.
4. Cultural Humility vs. Competency vs. Reflexivity
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Cultural humility is an ongoing, reflective practice that requires acknowledging one’s limitations and power dynamics in cross-cultural interactions. It does not assume one can ever be “fully competent” in another’s culture.
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Cultural competency focuses more on acquiring specific knowledge, skills, and behaviors needed to work effectively in cross-cultural settings—but it can risk becoming static or checklist-based.
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Cultural reflexivity involves continuous self-examination of how one’s own cultural identity influences practice, including biases, assumptions, and values.
Cultural humility integrates reflexivity and extends beyond competency by emphasizing humility and interpersonal respect as a daily practice.
5. NOHS Ethical Code Application
The National Organization for Human Services (NOHS) Ethical Standard 6 states:
“Human service professionals are aware of their own cultural backgrounds, beliefs, and values, and recognize the potential for these to influence their relationships with clients.”
This code supports the need for the HSPP to engage in reflective practice. To apply it, I would recommend that she participate in cultural immersion opportunities, keep a reflective journal, and seek diverse peer feedback to recognize how her cultural lens might influence assessments, interactions, or assumptions. Furthermore, this standard encourages her to develop relationships with clients based on trust and equa