Deciding What Type of Collaborative Group Meets Your Need

Change Matrix promotes collaboration for collective impact, learning and innovation. Collaboration can enhance our work, help us address community issues, and implement community-driven solutions. But collaboration isn’t always easy. It can be hard to know what collaboration should look like, since collaborative groups can take many forms. Through our work with states and communities, the Change Matrix team has experienced and supported different types of collaboration and the recognizes the value of each type. This tool attempts to highlight some of the most popular types of collaborative groups. While there are no clear-cut definitions and this list is not exhaustive, we present a few key considerations as you are forming your group.

 Resource Links:

General resource links:

What are some other group types and considerations? We would love to hear from you. After all, through collaboration, we can often generate a more meaningful outcomes!

Contributed by: Naomi Ortega Tein & Sandra Silva
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Cultural and Linguistic Responsiveness, Emergency Preparedness, and Post-Event Considerations

The growing number of recent natural disasters and tragedies have directly touched some of our Change Matrix team personally, and have affected us all in some way, as part of a global community. These traumatic events prompt us to consider proactive measures and post-impact considerations related to individuals directly or indirectly affected, as well as those providing a service or response to the events. Reflecting on these considerations may enhance our resilience; and emergency preparedness planning, and enable us generally to prepare and respond more effectively and organically. Two post-impact considerations are 1) cultural and linguistic responsiveness, and 2) mental health.

Some related resources we’ve put together on the topic:

Using Culturally-Aware Practices to Inform Emergency Preparedness and Recovery Efforts for Future Disasters

Cultural and Linguistic Competency for Disaster Preparedness Planning and Crisis Response – The racial and ethnic diversity of the United States population is increasing. An inclusive and integrated approach to disaster and emergency preparedness, response, and recovery activities ensures that culturally and linguistically diverse populations are not overlooked or misunderstood. Public health officials and emergency managers who are prepared to address the cultural needs of communities affected by adverse events can be instrumental in reducing people’s psychological distress and meeting the community’s needs to recovery effectively. This web page will introduce and connect you to resources and tools that enhance and address cultural and linguistic competency to help mitigate the impact of disasters and emergency events.

National Resource Center on Advancing Emergency Preparedness for Culturally Diverse Communities (“Diversity Preparedness”) – This web-based library of resources and information on disaster preparedness for culturally diverse communities and other at-risk populations includes planning tools, fact sheets, trainings, and other materials. They are geared for public health, healthcare, emergency management, and social service providers who work with diverse and high-risk communities.  See the groundwork for this website’s inception.

Developing Cultural Competence in Disaster Mental Health Programs – Peoples’ reactions to disaster and their coping skills, as well as their receptivity to crisis counseling, differ significantly because of their individual beliefs, cultural traditions, and economic and social status in the community. For this reason, workers in our Nation’s public health and human services systems increasingly recognize the importance of cultural competence in the development, planning, and delivery of effective disaster mental health services.

Culturally-Sensitive Trauma-Informed Care – Culturally-Sensitive Trauma-Informed Care refers to the capacity for health care professionals to effectually provide trauma-informed assessment and intervention that acknowledges, respects, and integrates patients’ and families’ cultural values, beliefs, and practices.

Cultural and Linguistic Responsiveness in Emergency Preparedness


Emergency Preparedness and LGBTQ: What Health Centers Need to Know

Special Populations

Toolkits, fact sheets, referral sites, and other resources for special populations and responders

Emergency Preparedness: Including People with Disabilities

Children and Youth

Helping Children Cope with Tragedy-Related Anxiety

Tips for Talking with and Helping Children and Youth Cope After a Disaster or Traumatic Event

Psychological First Aid for Schools – Field Operations Manual

Reproductive Health

CDC Reproductive Health Emergency Preparedness and Response Training

First Responders: Support for Pregnant Survivors of Abuse or Rape during Disasters

Mental Health and Post-Event Considerations

How Stress Affects your Health

Compassion Fatigue Awareness Project

Spanish Language Resource on Children and PTSD

Psychological First Aid Operations Guide in Multiple Languages

Disaster & Trauma Mental Health Resources

FEMA Tips on Coping with Disaster

Get Involved with Community-Oriented Groups

National Voluntary Organizations Active in Disaster

Volunteer with All Hands

Portlight: A disaster response group dedicated specifically to people with disabilities


Contributed by: Naomi Ortega Tein & Alina Taniuchi
Posted on Categories Blog Post

The Change Matrix Leadership Approach

There is a growing body of research that suggests that leadership for human services in the 21st century should be grounded in real work and focused on competencies required for success in different leadership roles. Change Matrix has focused on these top competencies and has created a framework that supports the development of these competencies through a variety of teaching experiences and coaching.


  • Recognize that leadership is a developmental process
  • Understanding leadership qualities/traits as both dispositional and situational. Dispositional traits can and may evolve based on situations. Somewhere in the nexus of disposition and situation, there is choice on how to address change.
  • Guide a process of change understanding that all phases of change require leadership. Leaders motivate, manage, and measure change.
  • Differentiating that leadership works best when it motivates others to do their best. Leaders manage the collective efforts of a group into an achievable whole, and measure the impact so that efforts are sustainable.
  • Implementing leadership as a multi-disciplinary approach that requires knowledge and skill development in multiple areas.

Components of CM Approach

Leadership is a continuous process of growth and introspection rather than a skill set to rely on periodically. It requires a leader to reflect on, acknowledge and perhaps evolve their way of being and the way they view the world. Therefore, the approach must be interactive, theoretical, and experiential so that the leader can practice both the art and science of leadership.

Leadership disciplines include: leadership theory, leadership competencies, change management, leading equity work, engaging conflict, collaborating effectively, and evaluation, accountability, and quality.

Leadership Development Methods

Individuals learn in a variety of ways depending on their personal style as well as their developmental stage. For that reason, CM employs a variety of methods to support leadership growth and development. CM will create curricula tailored to meet the specific needs and goals of the individual or group. This is a sample list of possible methods:

  1. Presentation: There is much to learn from leadership literature as well as literature from other disciplines. Presentation can take place in an intense format over a period of a few days in a face-to-face meeting and over the course of several months to a year through distance learning.
  2. Role play/experience: Experience is a critical form of learning for adults. It takes place in the form of scenarios/vignettes and role plays in a on-site training setting, and experiential activities back at work. Peer groups: Peers at a similar place in their leadership development can provide insight and support to each other.
  3. Journaling: As personal reflection is required for the leader to evolve continuously in their leadership knowledge and skills, journals may be provided for individual use.
  4. Coaching: Leadership is an individual journey. A leadership coach guides and supports personal development at any, and all stages of the model.
  5. Mentoring: For many organizations, it is important to create a sustainable and evolving culture of leadership where those who are farther along in their leadership development mentor those in the beginning stages.
  6. Leadership Roundtable: For this framework to remain dynamic, a roundtable of effective leaders are convened to engage in a dialogue on the role of leaders, effective leadership strategies both employed and observed as well as strategies leaders must look to develop.

CM Training Examples
Leadership Development for Systems of Care
Leadership Development for Addressing Health Disparities
Leading for Effective Intellectual Disabilities Services Provision
Leadership Development for State Mental Health Personnel
Leadership for the Integration of Cultural and Linguistic Competence
Healthy Youth Leadership Institute
Addressing Health Disparities Leadership Program
Leadership Development and Coaching for Project Directors

Administrators, Directors, Manager, Program/Project Leads, Advocates, Leadership Teams, Grant Leaders, Organizational/Clinical Leaders, Community Leaders, Youth/Young Adult Leaders

Posted on Categories Blog Post