There is a continuing need to competently serve children and families from diverse cultural and linguistic backgrounds. This article describes Skilled Dialogue, an approach to cultural competency developed by the first author in response to the challenges posed by cultural linguistic diversity. Skilled Dialogue focuses on cultural competency as the ability to craft respectful, reciprocal, and responsive interactions across diverse cultural parameters. The authors discuss key beliefs about cultural diversity and culture that provide the foundation of this approach, as well as the characteristics, component skills, and related strategies of Skilled Dialogue. Concrete suggestions are offered for engaging in the process of Skilled Dialogue as an approach to cultural competency.

The pilot test results showed that the InToDermQoL questionnaire has good comprehensibility, clarity, acceptance and internal consistency and well differentiates severity-dependent differences. Further validation of the InToDermQoL during international field test will be performed.

Ms. Talbot's preschool classroom is a funplace to be. The children are working on a project about water and are very excited about it. Ms. Talbot has lots of great activities planned. However, she has 17 children in the classroom and in her words "there are lots of challenging behaviors." It seems like children are always taking things away from each other, crying, leaving group activities, and "having a fit" when it comes time to change activities. Ms. Talbot is so frustrated she doesn't know what to do.

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Ramano is a first-time father of extremely energetic 4-year-old twins, Charlie and Cassie. Hector's father was not very involved in his life, particularly his school life, because Mr. Ramano worked long hours and his job required frequent travel. Charlie and Cassie attend a Head Start program in the morning and a community child care program each afternoon. Charlie recently was diagnosed with Asperger's syndrome. The twins love going to school and often talk about their teachers and friends. They typically bring home artwork and books from the early childhood program, and at dinner, they share stories of field trips and activities that occur at school.

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