A few years ago, colleagues and I undertook a systematic review of the literature on cultural competence in mental healthcare (Bhui et al, 2007). This revealed many interpretations of the concept, from which we synthesised a composite definition of cultural competence as the set of skills and processes that enable mental health professionals to provide services that are culturally appropriate for the diverse populations that they serve. This set focused on professionally defined outcomes, and included attention to obvious language differences in the consultation, as well as to how culture influences attitudes, expressions of distress and help-seeking practices. Showing respect for the patient's cultural beliefs and attitudes was an important component, especially when their views opposed or differed from those of the professional. Emphasis was given to a genuine willingness and desire to learn about other cultures, rather than seeing such learning as a managerial requirement or an imposition. There is some hostility towards the notion of cultural competence, which suggests the belief that there is nothing more to be learnt. It might be thought that all psychiatrists should already possess the necessary skills, but we know that this is not the case. Many admit to needing help, courses and accreditation, and, were the skills and aptitudes already there, books such as this would be neither necessary nor attractive (Bennett et al, 2007).

The definitions indicate a common aim, to improve performance and increase the capabilities of staff providing services for people from ethnic minorities. A popular definition from the National Center for Cultural Competence (2006) in the USA reads:

However, other brands of cultural competence have emerged (Bhui et al, 2012).