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This paper will discuss disability as a neglected aspect of cultural competency in the diversity literature and among social work colleagues. It identifies some of the unconscious intrapsychic and sociocultural concepts that contribute to the avoidance of and malaise around people with disabilities in the community at large as well as in the social work community. Personal and cultural aspects of unanalyzed countertransference and transference are examined. The impact of those internalized sociocultural concepts and projections among colleagues will also be explored. Through anecdote, parallel processing, and the literature, it will be shown how some of the transference issues toward the disabled clinician can become assets in the therapeutic alliance, and how colleagues can become more at ease with differently abled peers particularly through the use of an embodied sense of compassion, greater self-awareness and wisdom. [ABSTRACT FROM AUTHOR]

There is abundant literature that teaches social work graduates to be culturally competent and critically reflective on issues of cultural diversity. However, it is evident that many competency based approaches do not effectively address issues of privilege, power and diversity. Such approaches can fail to challenge entrenched and/or unconscious biases concerning other cultures. This paper argues we need to move away from over-prioritizing the teaching and use of competency based models for dealing with diversity in disciplines such as Social Work. Using Sara Ahmed's work on diversity and critical reflection, we present the findings from a survey of social work students. The positive news is that students' reflections in critical essays and their responses to the learnings they achieved from a unit on race, suggested they were becoming more aware of how privilege and power worked in everyday interactions as well as professional interactions. The other side of the coin was their understanding of the social, political and ethical grounding of values was limited. Students tended to focus more on declaring their allegiance to social work values of 'honesty, integrity or social justice' to the point they were mere declarations or saying which become substitutes for actions. [ABSTRACT FROM AUTHOR]

Responsible gambling codes of practice and guidelines exist in most regulated gambling environments around the world, however, the extent to which they acknowledge and engage with concepts of cultural and linguistic diversity is significantly lacking, and in many cases, completely absent. If ‘responsible gambling’ is defined as the provision of safe, socially responsible and supportive gambling environments where the potential for harm is minimised, then acknowledgement and engagement with cultural diversity is critical to ‘responsible gambling’ practice. This paper will relate to the Australian context and analyse the extent to which state and territory responsible gambling codes of practice and legislation engage with concepts of cultural diversity. Cultural competency frameworks and strategies have developed internationally in response to the research evidence suggesting the need for culturally responsive services and practices to improve outcomes for culturally diverse groups in society. Cultural competency frameworks suggest that in order for a ‘system’ to be culturally competent it begins at the systemic level, that is, recognising that culturally competent behaviour and practice needs to have policy objectives, procedural requirements, monitoring mechanisms and resource capacity to be achieved. This paper will present a framework for culturally competent responsible gambling practice in Australia that can be implemented at the systemic level. Without a culturally competent ‘system’ the ability of people from culturally diverse backgrounds to make informed choices with respect to their gambling and to minimise harm from gambling in culturally diverse communities is greatly reduced. [ABSTRACT FROM PUBLISHER]

This paper investigates how courses and topics about diversity and inclusion are being integrated into the Library and Information Science (LIS) curriculum among selected library schools in the member countries of the Association of Southeast Asian Nations (ASEAN). It also examines the characteristics and roles of culturally responsive LIS faculty in teaching cultural diversity-related issues. In addition, it discusses the approaches, challenges and barriers in advancing cultural competencies of LIS graduates. This study used a mix of qualitative survey research and content analysis of LIS course offerings. Findings show that ASEAN LIS education is inadequate in terms of integration of diversity and inclusion in core courses. Teaching cultural competence and diversity is a lifelong learning process of understanding and appreciating cultural similarities and differences. LIS students may develop their cultural competence through personal experience by engaging in library internship with all library types, community immersion and collaborative group work with diverse members. Infusing diversity-related issues and the principle of inclusion into the LIS curriculum is not easy, yet important and necessary. [ABSTRACT FROM AUTHOR]

Many studies have argued the need for culturally competent teachers in the classroom as learners' demography shifts toward more diversity. The teaching workforce remains predominantly unchanged, with more White teachers than other races or ethnic groups. Many teacher preparation programs use multicultural education or equity and diversity courses that focus on current issues and perspective; however, few use curriculums that focus on urban teaching or integrate an immersive experience to enhance their preservice teachers' cultural competency. This paper highlights an urban teaching curriculum that uses a holistic praxis of formal—theory-based and informal—practice-based immersive learning experience to prepare preservice teachers for diversified urban classrooms. The study examined the impact of the curriculum on preservice teachers' development of cultural knowledge base leading to cultural competency. This well-crafted praxis offer rich and authentic learning experiences resulting in the positive transformation of the preservice teacher's beliefs, dispositions, and self-efficacy to be culturally aware and responsive. The findings indicate that cultural isolation and deficit perspectives contributed to the participants' lack of cultural knowledge. However, the immersive experience presented through the curriculum provided the preservice teachers' access to authentic informal learning that transformed their worldviews and enhanced their self-efficacy to teach in urban high-need settings. [ABSTRACT FROM AUTHOR]

Rural transgender individuals face heightened disparities relative to other transgender individuals. However, social workers and psychologists receive minimal training in transgender client care. The current study used one-way repeated measures ANOVAs to investigate the effectiveness of transgender-specific cultural competency training for social workers and psychologists working with rural clients to improve knowledge, awareness, and self-efficacy (i.e., competency) concerning transgender clients' needs. Results indicated significant differences in the change of competency among participants assigned to a transgender-specific group compared to those assigned to a general multicultural group. Thematic analysis of participants' responses to course evaluations also supported the course effectiveness. [ABSTRACT FROM AUTHOR]

Like other Westernised countries, Australia’s history of colonisation, racism and oppression has impacted upon Indigenous Peoples’ health and well-being. It is also evident that institutional racism and ongoing colonisation are present in the Australian health system. Better preparation of health professionals to work in a culturally respectful way can contribute to addressing health disparities and prejudices. One approach to enabling the development of cultural respect is through embedding an Indigenous graduate attribute (IGA) across curricula and ensuring the process is thoughtfully developed and assessed. This paper describes and discusses the process of developing an assessment criteria template (ACT) to assess Indigenous cultural respect in an undergraduate nursing degree programme. Critical to the project was meaningful engagement with Indigenous stakeholders and Indigenous leadership to inform the development and implementation process. Although the context will vary globally due to the diversity of Indigenous Peoples and each country’s history of colonisation, by publishing this work, we intend to provide transparency into the process we undertook to embed and assess an IGA ACT in an undergraduate nursing curriculum. We hope this is helpful for other tertiary institutions internationally who are also engaging in this space. [ABSTRACT FROM AUTHOR]

Background: Indigenous representation is essential to ensure the health workforce is culturally capable and safe for Indigenous patients. However, Indigenous Peoples remain underrepresented in tertiary education and the health workforce. Aim: This aim of this paper is to offer an unmediated, Aboriginal nurse's perspective, on the experience, barriers and challenges of undertaking a Bachelor of Nursing degree. Design: Referenced reflection. Results: Education providers must be culturally capable themselves before teaching Indigenous content and facilitating sensitive classroom discussions. Financial, social and educational support is crucial to equip Indigenous students for tertiary study. Conclusion: To retain Indigenous students and contribute to a culturally capable workforce, it is imperative to listen and respond to Indigenous Peoples voices to shape learning experiences and support. [ABSTRACT FROM AUTHOR]

The development of cultural competency skills is important for a clinician in any cross-cultural setting where a working knowledge of the client's culture is important to the delivery of services. This paper suggests that incorporating attendance at Twelve Step recovery programs may begin to facilitate cultural competency for students, or at the very least provide exposure to the culture through a cross-cultural experience. From the perspective of cultural competency, an understanding of the culture of Twelve Step groups is important to any clinician working with clients who may be referred to, and/or are members of a Twelve Step group. This article defines cultural competency, applies this to the culture that has developed around Twelve Step groups, and provides a model of integrating Twelve Step meeting attendance into addictions coursework as a mechanism for development of cultural responsiveness with addicted clients. [ABSTRACT FROM PUBLISHER]

HIV has created health and socio-economic challenges for Caribbean societies. The HIV prevalence in the Caribbean is high and rates second to that of sub-Saharan Africa. One of the main barriers affecting interventions in the Caribbean is the pervasiveness of stigma and discrimination against persons living with HIV (PLHIV) and marginalized groups. This paper will focus on how theory can be used by social workers, including social workers in the Caribbean, in their work with PLHIV. Initiatives taken within social work education to prepare social workers to adequately address HIV-related stigma and discrimination are discussed. [ABSTRACT FROM AUTHOR]

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Background: Fear of physicians is associated with a variety of negative relationship and clinical outcomes. Culturally competent communication has been suggested as a way for physicians to reduce patient fear. Previous research has not, however, assessed whether patients’ perceptions of physicians’ cultural competence are associated with the level of felt fear. This study assessed associations between patients’ fear of physicians and their perceptions of physicians’ cultural competence in healthcare interactions. Method: In this cross-sectional study, a purposive sample of 306 patients were recruited from the patient base of a local clinic system with three locations, one rural, one suburban, and one urban in Appalachian Ohio. Using validated paper-and-pencil questionnaires, we assessed patients’ perceptions of physicians’ cultural competence in four domains (macro cultural issues, proxemics/chronemics, language issues, and patient-centeredness) as well as fear of physicians. Results: Fear of physicians was associated with perceptions that physicians’ accommodated cultural differences related to issues of personal space and time and with perceptions of physicians’ provision of patient-centered care. Other domains of intercultural competence indicated negative association, but were not significant. Conclusions: The findings of this study provide evidence that some forms of physician accommodation of cultural difference are associated with reduced fear of physicians. These findings have implications for promoting physicians' cultural competence in healthcare interactions. These implications, with a focus on patient-physician communication are discussed. [ABSTRACT FROM AUTHOR]

Hepatitis B and its resultant liver cancer are leading causes of morbidity and mortality among Asians and Pacific Islanders (API). In the United States, the disproportionately high prevalence rates of these diseases in the API population constitute some of the nation's greatest health disparities. However, public awareness remains poor and public health efforts need to be strengthened. The Jade Ribbon Campaign is a culturally and linguistically targeted, evidence-based model programme for health communication to improve awareness among API. This model demonstrates that cultural competency does not simply entail a straightforward transfer of ideas, strategies, and materials from one culture or language to another. Rather, it requires a deep understanding of a target community, a multi-faceted approach, and the buy-in of diverse stakeholders, many of whom may not be in health-care-related fields. This paper discusses the Jade Ribbon Campaign as a model programme to illustrate the strategies and components for developing a successful, culturally competent health awareness campaign. [ABSTRACT FROM AUTHOR]

The Association of American Medical Colleges (AAMC) and Liaison Committee on Medical Education mandate that cultural competency be taught in medical schools. This paper presents a case study on how to assess cultural competency in the medical school curriculum by the use of a version of the Tool for Assessing Cultural Competency Training (TACCT) adapted for quantitative and qualitative data collection. A committee, trained to use the tool, conducted interviews with pre-clinical and clinical (clerkship) course directors. Interviews were conducted with 19/21 pre-clinical and 10/10 clinical course directors. Qualitative data were categorised by items 'taught or 'not taught'. Data were tabulated by the mean percentage responding 'yes' to any item 'taught'. For any 'yes' response for pre-clinical courses, the mean range was 0-53 per cent and for clinical courses, 0-80 per cent. For each 'yes' response, the interviewer asked if the content was formally evaluated. Of the total items taught, there was a range of 0-21 per cent evaluated during the course. Qualitative comments were solicited throughout the interviews. Conducting face-toface semi-structured interviews is a process that is invaluable as a method of collecting data on cultural competency content taught and evaluated in the curriculum. These interviews also facilitated bridging gaps, addressed misconceptions, and forged future collaboration with course directors on how to teach cultural competence. [ABSTRACT FROM AUTHOR]

Disparities in health exist among ethnic/racial groups, especially among members with limited English proficiency (LEP). The session described in this paper aimed to teach medical students the skills needed to communicate with patients with LEP. Description - We created a required session titled ''Cross-Cultural Communication-Using an Interpreter'' for third-year medical students with learning objectives and teaching strategies. The session plans evolved over three years. Program Evaluation - Students' perceived efficacy using retrospective pre/post test analysis (n=110, 86% response rate) administered 7 weeks post-session revealed that 77.3% of students felt ''more prepared to communicate with a patient with LEP'', 77.3% to ''give proper instructions to an untrained interpreter'' and 76.4% to ''access a hospital language line''. Conclusion - Our curricular intervention was effective in increasing students' perceived efficacy in communicating with a patient with LEP, using untrained interpreters and accessing a hospital language line. Skills practice and discussion of using interpreters should be a part of medical education. [ABSTRACT FROM AUTHOR]

The Bentley Bulk local food initiative was piloted in Manchester in 2003 with the aim of creating a “Healthy Local Food System”. It combined education in food, training in horticulture and work on a local market garden with a food buying co-operative and placed these within the context of a local currency. It is argued that, by operating at the nexus of sustainability and justice, the project can be seen as an example of Just Sustainability in the UK. Just Sustainability provides a framework for a discussion of the issues in taking the project from theory into practice. In particular, the paper looks at the challenge of reaching out to the “non-usual suspects”, making organic food more socially inclusive, linking community projects with larger-scale environmental issues, and the ethics of volunteering. [ABSTRACT FROM AUTHOR]

Nursing education faces many challenges as a result of the population's increased cultural diversification. Of primary importance is the need to prepare culturally competent nurses to provide care in both urban and remote rural areas. This paper presents a HRSA funded program that utilises simulations to provide culturally diverse learning opportunities for both university-based and distance learning students. Cases are developed using focus groups and individual interviews. The information is used with standardised patients to develop vignettes that are loaded into a web-based virtual hospital where students conduct interviews with culturally diverse patients. The information obtained during the interview is then used to provide hands-on care to a high performance simulator (simulated mannequin). The encounters are videotaped for use in debriefing sessions with the students, for educational programs in the classroom, and for video-streaming to web-based distance students. Students in the debriefing sessions and classroom participate in a review of the videotape using the Personal Response System to respond to question. Through the culturally enhanced integrated simulation, students have an opportunity to address clinical situations and the impact of culture in a relatively safe non-threatening environment where the impact of their biases can be explored. [ABSTRACT FROM AUTHOR]

Social work programs that prepare students for culturally competent practice rely on the principle that cultural identity and differences are positive; and that social work services need to be delivered in ways which are culturally acceptable to clients and enhance their ethnic group participation and power. Cross-cultural experiences facilitate the development of cultural competence. Equipping students in the necessary affective, cognitive, and behavioral areas for cross-cultural learning and competent practice call for teaching approaches that capitalize on the adult learning process; and where meaningful learning can be transformed to a learning process beyond the academic experience. This paper presents a cross-cultural teaching model designed to facilitate a culturally transformative learning process within the classroom and with the Hartford Latino Community in Connecticut. [ABSTRACT FROM AUTHOR]

This paper attempts to build a cultural competency framework by reviewing the literature and laying a conceptual foundation for professional standards in clinical social work. It also explores the implications of cultural competency by relating some important factors to clinical decisions, alliance, and outcome in the mental health field. The pathways and directions of the relationships as well as the potential factors affecting cross-cultural clinical alliance are illuminated in a general model to guide hypothesis formulation in further research. Empirical data are presented on clinical social work practice with Asian American clients in light of a key factor in shaping cultural competency, i.e., clinicians' personal achieving styles. The findings suggest that such styles are culturally bound. [ABSTRACT FROM AUTHOR]

COVID-19 has shifted social work education and widened the gaps in services for historically marginalised communities, including people of diverse cultural, sexual and gender identities and social classes. Existing inequities based on cultural differences have been magnified, perhaps most recently evident in George Floyd's slaying and the subsequent #BlackLivesMatter demonstrations across the globe. Learning to be an ally for diverse communities and working towards the betterment of all people is a goal of social work education. We argue that simple allyship is not enough given the structural inequities present in North America and Australia the civil unrest amidst the COVID-19 pandemic. Social work education's focus should trend towards allegiance with disadvantaged communities or critical allyship and include a commitment to undertake decisive actions to redress the entrenched colonial, capitalist, systemic and structural inequities that oppress many and provide unearned privilege and advantage to others. We explore strategies used in classrooms to promote allegiance and make recommendations for social work education, policy, and practice in this time of change. [ABSTRACT FROM AUTHOR]

Neuropsychological assessment of culturally diverse populations is hindered by barriers in language, culture, education, and a lack of suitable tests. Furthermore, individuals from diverse backgrounds are often unfamiliar with being cognitively tested. The aim of this study was to develop a new neuropsychological test battery and study its feasibility in multicultural memory clinics. Composition of the TULIPA battery (Towards a Universal Language: Intervention and Psychodiagnostic Assessment) entailed a literature review and consultation with experts and individuals from diverse backgrounds. Feasibility was investigated by examining administration and completion rates and the frequency of factors complicating neuropsychological assessment in 345 patients from 37 countries visiting four multicultural memory clinics in the Netherlands. The test battery included existing tests such as the Cross-Cultural Dementia screening (CCD), Rowland Universal Dementia Assessment Scale (RUDAS), tests from the European Cross-Cultural Neuropsychological Test Battery, and newly developed tests. Completion rates for the test battery were generally high (82%–100%), except for CCD Dots subtest B (58%). Although tests of the "core" TULIPA battery were administered often (median: 6 of 7, IQR: 5–7), supplementary tests were administered less frequently (median: 1 of 9; IQR: 0–3). The number of administered tests correlated with disease severity (RUDAS, ρ=.33, adjusted p <.001), but not with other patient characteristics. Complicating factors were observed frequently, e.g. suboptimal effort (29%–50%), fatigue (29%), depression (37%–57%). The TULIPA test battery is a promising new battery to assess culturally diverse populations in a feasible way, provided that complicating factors are taken into account. Supplemental data for this article is available online at https://doi.org/10.1080/13854046.2022.2043447. [ABSTRACT FROM AUTHOR]

This article presents key literature on team-based learning, a research-based teaching method derived from the cooperative learning paradigm. Team-based learning is presented as a means to teach public administration students, our future practitioners and policy makers, how to practice cultural competency as they address local community challenges. Team-based learning is a pedagogical tool that emphasizes diverse teams that are properly managed, individual and group preparedness and accountability, application of key course content, peer evaluations, and team development and interpersonal communication skills. This paper provides evidence of this instructional method's effectiveness and of the link between team-based learning and cultural competency, presents step-by-step instructions on how to effectively implement team-based learning, provides numerous examples of in-class activities meant to develop and strengthen cultural competency skills in public affairs and administration curricula, and provides a number of key resources for public administration faculty interested in learning more about research-based teaching. [ABSTRACT FROM AUTHOR]

Problematising the vernacularisation of key mechanisms in post-conflict Human Rights (HR) regimes, ethnographic interviews with Cambodian interlocutors present resistance to victim-perpetrator outreach and reconciliation, truth telling, and memorialisation. Resistance stems from the incommensurability between Buddhist present and future-focused perspectives and Euro Western (EW) past-focused memory work so central to the above mechanisms of post-conflict reconciliation. The vernacularisation of EW memory work is not only perceived as culturally incongruent, but appears to threaten a resurgence of genocide-related distress and strife that the HR regime hoped to assuage. Rather than calling for improved cultural competency of vernacularised memory work, accounts disclose the incommensurability of the taken for granted core EW mnemonic axiom (and scenario) that retrieval of the painful past and its public representation may somehow promote healing, rehabilitation and future conflict prevention. As common denominator embedded within multiple mechanisms of the HR model of conflict prevention, this axiom will be epistemically and historically contextualised in HR discourse on memorialisation. Implications will be considered for the future of globalised practices of memorialisation, conflict prevention and the HR regime sustaining axiomatic violence. [ABSTRACT FROM AUTHOR]

Social work education's commitment to teaching inclusive social work practice must not only be evidenced in the explicit curriculum and teaching methods, it must also be present in the implicit curriculum including administrative policies, student support, and resources. Yet, accessibility and climate efforts often fall short of addressing disability and ableism as barriers to education, despite the clear call for disability to be included as part of the field of social work's commitment to social justice. A social work graduate program in the USA developed a mixed-methods disability needs assessment, completed by 586 respondents in 2016. The assessment highlighted the frequency with which students experience ableist microaggressions and lack of support they feel they have, as well as the need for a disability-focused community within the school. Results illuminated the need for education on the depth and breadth of disabilities, advocacy, principles of Universal Design for Learning, and ableist microaggressions. These findings can assist social work educators in developing tangible strategies for more inclusive social work education. [ABSTRACT FROM AUTHOR]

In the current global push to examine the diverse and complex approach in which classroom culture contributes to the shaping of students' learning cultural identity. Classroom culture plays a fundamental role in constructing students' learning competencies, perceptions and behaviors. Thus, this study conceptualizes and contextualizes a collective individualism learning model to explicate a specific learning model in classroom culture at Chinese particular context historically and traditionally. The collective individualism model is identified as the individualized learning style of students in Chinese classroom culture characterized by nine symbolic objects, including a textbook, an exercise book, a pen, a blackboard, a screen, a computer, a table, a chair and platform in a Chinese collective class. In addition, two core components of formal collectivism and substantive individualism derived from constructive learning theory, social learning theory, Mezirow's transformative learning theory and Kolb's experiential learning theory. The implications for examining the collective individualism model of Chinese classroom culture are likewise linked to innovative talent cultivation and fulfillment of 'Four Good Teachers' goal. Both the discussion and conclusion led to the construction of promising classroom culture at Chinese context practically. [ABSTRACT FROM AUTHOR]

Mental health service providers (e.g., social workers, psychologists) working with children in the child welfare system are uniquely poised to evaluate and tailor treatments for maximum effectiveness for these populations. Interventions that focus on improving the parent-child relationship and decreasing behavior problems, such as Parent-Child Interaction Therapy (PCIT), are important in assisting adoptive foster families as they transition to new family additions. However, sociocultural considerations in the administration of PCIT with adoptive foster families have not been well explored. The current study uses a clinical case design to illustrate the successful implementation and tailoring of PCIT with a multi-racial family who adopted a 4-year old boy with behavior problems. PCIT contributed to a clinically significant decrease in parent-reported behavior problems and an increase in parental use of effective behavior management strategies. Three considerations common among adoptive foster families (family adjustment, unequal parent attachment, and trauma-related background) contributed to the need for socio-culturally oriented treatment tailoring. Parental engagement was maintained throughout treatment. Our findings highlight the importance of culturally responsible treatment delivery. Future recommendations for mental health providers working with adoptive foster children and families are discussed. [ABSTRACT FROM AUTHOR]

The inclusion of education about complementary and alternative medicine (CAM) into health education has occurred among the conventional health professions, but not for clinical psychologists. Clinical psychologists, as health professionals, need to have CAM knowledge in order to provide psychoeducation about CAM to their clients based on the latest scientific research. This novel cross-sectional research aimed to explore CAM-related educational needs among Indonesian clinical psychologists based on their knowledge of CAM and attitude towards knowledge of CAM. The participants were 318 clinical psychologists (Mage = 33.94 years, SD = 8.21; 87.7% females) who completed an online survey. In general, participants self-reported a lack of CAM knowledge. CAM education, especially in regards to the risks of CAM use, was strongly needed in psychology curricula and its continuing education. Findings of this study show that professional psychology associations may need to regulate CAM integration in psychological services; and educational institutions teaching psychology may consider delivering CAM education using experiential learning methods. Asian nations could consider the recommendations in this study due to their similarity with Indonesian culture and history of education within the field of psychology. [ABSTRACT FROM AUTHOR]

Hospital social workers were asked to complete the LGBT-DOCSS, a validated self-assessment of clinical competence, attitudes, and knowledge about working with lesbian, gay, bisexual (LGB), and transgender patients. As a group, they held positive attitudes about LGBT patients (Mean 6.9/7, SD.22) but were less confident about their knowledge (Mean 5.9/7, SD 0.96) and clinical preparedness (Mean 5.0/7, SD 1.24). In addition, providers felt significantly less competent about working with transgender than LGB patients. Factors that affected domains of self-assessed competence including experience working with LGB or transgender patients and the year training was completed. [ABSTRACT FROM AUTHOR]

In 2010 a Midwestern School of Social Work developed a certificate program named "Critical Cultural Competence" to supplement existing coursework in support of culturally competent practice among graduating bachelor's in social work (BSW) students. This certificate program was popular among social work students and was made available to undergraduate students across the university. Outcome findings from the first four cohorts of students who completed the certificate between 2012 and 2015 show that they made significant positive gains in their appreciation of differences among others and a greater desire to interact with others who are different from themselves. Both the coursework and the study-abroad experiences contributed to these significant differences. At the end of the two-year program, students better understood the meaning of cultural competence and the experience of it as a "journey" rather than a competency that can be achieved. [ABSTRACT FROM AUTHOR]

As schools of social work adhere to newer standards of diversity and cultural competence, it will mean more than educating students on terms of White privilege. In attempts to become in tune with one's ethnic consciousness, efforts to identify and develop ethnic identity are vital to enhancing one's cultural competence. This qualitative study supports a necessary movement that prepares future generations of social workers to come to the fullest terms of race and ethnicity in order to increase equitable outcomes. [ABSTRACT FROM AUTHOR]

Teacher-led initiatives built upon relationships, moral purpose, and a commitment to act have the potential to bring about change in twenty-first century schools. In order to implement and sustain change, teachers must collaborate with diverse colleagues and members of the school community. Intergroup communication across cultural and linguistic divides, though not impossible, is challenging as the data from this study shows. The purpose of the qualitative study was to explore factors that influenced teachers' thinking, behavior, and interactions as they designed and implemented a dual language education program for English Language Learners. Narrative inquiry though a heuristic lens allowed for the gathering of stories that illustrate the lived realities of the participants. Teachers' narratives reveal emergent themes regarding cross-cultural confusions amongst colleagues, warranting further study of intergroup communication in schools. [ABSTRACT FROM AUTHOR]

To gain and maintain legitimacy from internal and external stakeholders, public sector agencies and organizations have engaged in efforts to increase their diversity and cultural competency. While these changes are typically seen as welcomed, timely, and important, they also challenge organizations. To aid in diversity management scholarship and practice, this research develops a descriptive typology based on organizational outcomes and priorities and the degree to which the organization has institutionalized such programs. [ABSTRACT FROM AUTHOR]

The full scope of women's health needs is not necessarily addressed in refugee camps and after resettlement, particularly pregnancy and postnatal services. The aims of this research are to examine the maternal care services provided to refugee women in camps and after resettlement to the United States, and to analyse organisational successes and challenges in service provision. With this understanding, policies can improve service delivery for refugee women. We interviewed respondents from five organisations, ranging from local non-profits to international non-governmental organisations. Most of the organisations do not provide direct medical care, but rather education and social service support to clients, and in some cases midwife training. Their success stemmed from a focus on client capacity building, individualised support, effective partnerships, and cultural competency. Respondents described the need for physical resources, effective leadership, and additional personnel, especially with linguistic capabilities. The dialogue in the interviews supports themes of education as empowerment and client self-sufficiency. Respondents emphasised the importance of funding and policies that support their work. This knowledge can lead to improved models of service delivery and inform the development of best practices and policies in maternal and reproductive health for refugee women. [ABSTRACT FROM AUTHOR]

Sexual and gender minority (SGM) youths are disproportionately represented in behavioral health treatment settings, and face disparities in outcomes when compared to their non-SGM peers. These youths need workers who are culturally competent in addressing their specific needs. This article presents a scale to measure the SGM-related cultural competence of direct care workers. The scale, named the Queer Youth Cultural Competency (QYCC) scale, fills a gap in the measurement literature and enables social workers to more robustly address the cultural competency of service providers as it relates to lesbian, gay, bisexual, transgender, queer, and questioning youths receiving behavioral health treatment. [ABSTRACT FROM AUTHOR]

A systematic literature review on child sexual abuse (CSA) and ethnic minority communities was conducted to help address the current gap in knowledge in the area. This article reports on one explored theme - aspects of service delivery models identified as effective, as the basis for developing a model for Australia. The findings indicate two key aspects of effective service delivery: (i) models should be ecologically grounded to the specific cultural context, and (ii) individuals should be placed at the center of intervention so their needs and experiences are not 'boxed in' by their ethnicity. The model proposed for the Australian context is guided by these two key principles. Service delivery models are important because they help guide practice and standardize treatment and support in the field. However, the model proposed here also values flexibility, cultural competency, a strengths-based approach, an empowerment-based approach, intersectionality, and a feminist framework. These model elements are particularly relevant in relation to the family cohesion and support that collectivist cultures offer; whether, to what extent, and how they act as a risk or protective factor, or even both, is best determined by the victim/survivor. The utility of the model for practitioners and clients requires rigorous evaluation. [ABSTRACT FROM AUTHOR]

As a result of changing national values and unrest, demographic and population shifts, and ever-changing admissions practices and policies, implementing a diversity and cultural-competency agenda within university settings has become a priority across the UK, Europe, and US. Furthermore, public institutions across the UK, EU, and US are now more racially and ethnically diverse than ever [Snyder, T. D., C. Debray, and S. A. Dillow. 2016. ‘Digest of Education Statistics 2016.’ NCES 2016-006. National Centre for Education Statistics; Sursock, Andree. 2015. Trends 2015: Learning and Teaching in European Universities. European University Association. Accessed October 28 2017. www.eua.be/Libraries/publicationshomepage-list/EUA_Trends_2015_web.]. Yet, cultural competency efforts on campuses remain largely under theorized [Bezrukova, K., K. A. Jehn, and C. S. Spell. 2012. “Reviewing Diversity Training: Where We Have Been and Where We Should Go.” Academy of Management Learning and Education 11 (2): 207-227] and diffuse [Sue, S., D. C. Fujino, L. T. Hu, D. T. Takeuchi, and N. W. Zane. 1991. ‘Community Mental Health Services for Ethnic Minority Groups: A Test of the Cultural Responsiveness Hypothesis.’ Journal of Consulting and Clinical Psychology 59 (4): 533-540]. This article seeks to outline an agenda for this work, highlighting outcomes of cultural competency learning and underscoring the role of campus leadership in the development of supportive characteristics. These characteristics include attention to shared knowledge, professional learning at all levels of the organization, inclusive instructional methods, integration with other campus initiatives, and inclusivity of diversity foci. Posited are six supportive conditions for successful implementation. [ABSTRACT FROM AUTHOR]

Research on cultural capital mobilised in healthcare largely focuses on how patients of low-socioeconomic status or ethnic minority groups struggle in the healthcare field. This study examines how providers, care coordinators, and administrators use their own cultural capital resources to bolster equity in health services, and explores the limitations of such efforts. Thirty-five hours of interviews with Hispanic and non-Hispanic White personnel at U.S. community health centres are used to explore how individuals on the 'supply-side' of healthcare may exhibit flexible expectations of patient cultural capital. Participants acknowledge how factors such as immigration status and family roles affect patient ability to exhibit traditionally high-value cultural capital in clinical interactions. Yet, providers' flexible expectations and cultural knowledge alone cannot deliver comprehensive care to indigent patients of colour. Persistent systemic barriers like high costs and limited public programs require healthcare workers to navigate care outside of interactions with patients. Participants describe the precarious process of drawing favours from professional social networks to coordinate access for patients facing multiple forms of social marginalisation. While acknowledging the importance of cross-cultural skills, this research explains processes impeding professional cultural training interventions in their ability to correct health service inequities on a broad scale. [ABSTRACT FROM AUTHOR]

Problem: Many U.S. medical schools have accreditation requirements for interprofessional education and training in cultural competency, yet few programs have developed programs to meet both of these requirements simultaneously. Furthermore, most training programs to address these requirements are broad in nature and do not focus on addressing health disparities. The lack of integration may reduce the students' ability to apply the knowledge learned. Innovative programs that combine these two learning objectives and focus on disenfranchised communities are needed to train the next generation of health professionals. Intervention: A unique interprofessional education program was developed at the University of Arkansas for Medical Sciences Northwest. The program includes experiential learning, cultural exposure, and competence-building activities for interprofessional teams of medicine, nursing, and pharmacy students. The activities include (a) educational seminars, (b) clinical experiential learning in a student-led clinic, and (c) community-based service-learning through health assessments and survey research events. Context: The program focuses on interprofessional collaboration to address the health disparities experienced by the Marshallese community in northwest Arkansas. The Marshallese are Pacific Islanders who suffer from significant health disparities related to chronic and infectious diseases. Outcome: Comparison tests revealed statistically significant changes in participants' retrospectively reported pre/posttest scores for Subscales 1 and 2 of the Readiness for Interpersonal Learning Scale and for the Caffrey Cultural Competence in Healthcare Scale. However, no significant change was found for Subscale 3 of the Readiness for Interpersonal Learning Scale. Qualitative findings demonstrated a change in students' knowledge, attitudes, and behavior toward working with other professions and the underserved population. Lessons Learned: The program had to be flexible enough to meet the educational requirements and class schedules of the different health professions' education programs. The target community spoke limited English, so providing interpretation services using bilingual Marshallese community health workers was integral to the program's success. [ABSTRACT FROM AUTHOR]

Primary Objective: To review literature to guide the design and implementation of an international and inter-professional ‘Global Learning Partnership’ (GLP). The aim of the GLP model is to create a shared learning opportunity between academics and students from Universitas 21 network with invited partner universities to address United Nations Sustainable Development Goal needs. Design: Two literature reviews were conducted to inform and refine the design of the GLP model to support the acquisition of the desired learning opportunities. One literature review explored the efficacy of international field placements on developing cultural competence in medical and health science students. The second examined common elements of education programs and collaborative projects designed to facilitate inter-professional learning in students of medicine and allied health sciences. Results: The literature reviews demonstrated that cultural awareness and cultural knowledge are enhanced through participation in cultural immersion programs. Secondly that inter-professional education assists in the development of collaborative practice competencies. However, there were few examples of inter-professional collaborations that included students and academics from the host countries as members of the collaborative learning model. Conclusion: The design of the GLP model was informed and supported by the two literature reviews in the objective to develop a project around the fundamental concepts of engagement and sharing across universities and cultural contexts. Rigour has been applied to the design process to ensure the GLP model may build capacity through education, while capitalising on strengths of existing global health placements and inter-professional education. The inclusion of host-country students and academics in this international learning exchange is believed to be key to equitable opportunity and capacity building. [ABSTRACT FROM AUTHOR]

Introduction: Patient satisfaction is a phenomenon that has become influential in the inpatient setting with the introduction of the Hospital Consumer Assessment of Healthcare Practitioners and Systems (HCAHPS) survey in the United States. Patient satisfaction is a key goal of healthcare organizations and presents some challenges to providing quality patient care. Areas covered: This review will focus on the challenges patient satisfaction presents in the healthcare field, with a key focus on factors that influence patient satisfaction, the common problem of inappropriate antibiotic prescriptions and the importance of the patient-provider relationship. Expert commentary: While it is apparent that focused efforts to better understand patient satisfaction are necessary and that implementation of processes to enhance satisfaction are warranted, attention must be directed so that these interventions do not adversely influence the efficiency or quality of care. Continuous long-term relationships with healthcare providers encourage patient loyalty, effective healthcare and good lifestyle habits. [ABSTRACT FROM AUTHOR]

Health care organizations have a history of institutionalized discrimination toward the lesbian, gay, bisexual, transgendered, queer, and intersex (LGBTQI) community through a lack of understanding, institutional policies, and provider ignorance. Because of this, health care marginalizes many LGBTQI people, genuine communication about health issues does not happen, and an individual’s health needs are not met. Agencies and institutions are working on education for health care workers to improve health care outcomes for LGBTQI patients. This column will cover barriers to health care faced by LGBTQI patient communities and programs in place to help providers gain understanding of the issues. Also included are descriptions of tools to help LGBTQI patients find culturally competent health care providers. [ABSTRACT FROM PUBLISHER]

Research concerned with global citizenry in tourism is often focused on the potential outcomes of educational travel on the global competencies of student travellers. The experiential learning of educational travel – increasingly represented by short-term, faculty-led programmes – can be transformative for students. It is argued that educational travel shifts the focus of young people from a narrow or self-oriented position, to a broader and more encompassing global perspective to become socially aware and responsible global citizens. Whilst such outcomes of educational travel are evidenced in academic literature, an aspect of educational travel that has been overlooked concerns the mediation of global citizenship. This qualitative study investigates the role played by university staff who facilitate short-term educational travel, finding that, in addition to playing a key role in curriculum delivery and programme logistics, university staff are active in global citizenship education through the mediation of student experiences in unfamiliar cultural contexts. The role of academic staff in educational travel can be compared, theoretically, to that of a tour guide. Educator-facilitators are central to developing the global competencies of students and nurturing global citizenship. [ABSTRACT FROM PUBLISHER]

This study aims to identify the challenges and approaches to improve a multicultural competency among teachers in multi-ethnic schools environment based on school leaders’ perspective. Data collection method used in this study is qualitative method. A total of nine school leaders from the states of Kedah, Penang, and Perak were included in the interview session. The results of this study show that the challenges faced by teachers in practicing the multicultural competency are lack of experience toward cultural diversity. A late exposure to cultural diversity makes it difficult for teachers to accept and adapt in a multi-ethnic school environment. The approaches suggested by school leaders to improve the multicultural competency are as follows: (1) Courses on cultural diversity should be organized to enhance the knowledge about cultural diversity; (2) the development of more open and better policy for education system in Malaysia in order to prepare teachers with a higher multicultural competency for teaching students from diverse ethnic and cultural groups; (3) an early exposure to cultural diversity in order to increase the multicultural competency, especially during teaching practicum. [ABSTRACT FROM PUBLISHER]

Recent trends in increasing ethnic diversity in Park Hyatt Hamburg brought up the question on how cultural diversity is linked to employees' motivation. The study focuses on the relationship between cultural diversity and employees' motivation. The research is based on twelve, forty-five-minute, semi-structured interviews with front office and housekeeping employees of Park Hyatt Hamburg. It reveals that cultural diversity plays an important role in the motivation of employees as most employees mention atmosphere and teamwork including cultural diversity as the most motivating factors. Most of the employees responded positively to cultural diversity. However, deep level dissimilarities including different standards and values can lead to negative outcomes. These findings are consistent with published research and literature on the subject. An important factor with regard to the perception of cultural diversity is the cultural competence of the employees. Therefore, it is recommended that the employment of culturally diverse employees is favourable, though attention has to be paid when employees have a very different culture from other employees, as it can lead to conflict. [ABSTRACT FROM AUTHOR]

To expand the financial capability of Latinos, culturally sensitive interventions are needed. A literature search was conducted to examine how financial education interventions have been used to improve financial outcomes for Latinos. Just 7 peer-reviewed intervention studies were identified, suggesting a substantial gap in knowledge in this area. Although conclusions about the effectiveness of financial education interventions with Latinos are limited, each study finds positive changes in financial attitudes or behaviors. Using Resnicow’s (1999) cultural sensitivity framework, surface and deep structure methods of tailoring financial education were identified. Implications for designing and testing culturally sensitive financial education interventions are discussed. [ABSTRACT FROM PUBLISHER]

Bachelor’s level social workers serve a population that is becoming more diverse. Social work educators must respond with adapted teaching methods, theories, and exercises to reflect the growing need for cultural competence in our practitioners. The 2015 Educational Policy and Accreditation Standards (EPAS) outline the knowledge, value, and skills competencies central to social work education. These competencies include thorough integration of cultural competence in social work education; the ways in which this content is taught likely vary greatly between programs. This study assessed whether students gained competence as a result of taking a bachelor’s level social work (BSW) course in cultural diversity at a mid-sized public university. Furthermore, the study assessed whether their level of competence was related to student demographics, such as being from an urban or rural community. One hundred twenty-three students completed the California Brief Multicultural Competence Scale (CBMCS) at the beginning and end of a course specifically dedicated to cultural competence. Results indicate that the course itself is effective in increasing significantly student’s self-reported cultural competence. Study results lay the foundation for future research that will (1) assess more broadly the implications of a specific cultural competence course and (2) aid in the development of a social work-specific measure of cultural competence. [ABSTRACT FROM PUBLISHER]

This article describes how librarians created a Wikipedia article on cultural competence in health care to support the medical school’s curriculum. Wikipedia, often considered not as reliable as scholarly articles, continues to be popular. Rutgers librarians conducted a Wikipedia project to improve its content to benefit students. The importance of cultural competency in health care is widely recognized due to increasingly diverse patient populations. Medical schools integrate cultural competency in curricula to train students to be culturally competent. Therefore, this topic was chosen for the Wikipedia Project. It is hoped that health sciences librarians and educators will benefit from their experience. [ABSTRACT FROM AUTHOR]

A substantial gap exists between widespread acknowledgement of the importance of incorporating cultural sensitivity in biomedical HIV prevention trials and empirical evidence to guide the operationalization of cultural sensitivity in these trials. We conducted a systematic literature search and qualitative meta-synthesis to explore how culture is conceptualized and operationalized in global biomedical HIV prevention trials. Across 29 studies, the majority (n = 17) were conducted in resource-limited settings. We identified four overarching themes: (1) semantic cultural sensitivity – challenges in communicating scientific terminology into local vernaculars; (2) instrumental cultural sensitivity – understanding historical experiences to guide tailoring of trial activities; (3) budgetary, logistical, and personnel implications of operationalizing cultural sensitivity; and (4) culture as an asset. Future investigations should address how sociocultural considerations are operationalized across the spectrum of trial preparedness, implementation, and dissemination in particular sociocultural contexts, including intervention studies and evaluations of the effectiveness of methods used to operationalize culturally sensitive practices. [ABSTRACT FROM PUBLISHER]

Bisexual cultural competency training is one important method of improving the services received by bisexual older adults. These trainings aim to give providers the knowledge and sensitivities they require to treat bisexual older adults with respect and to create environments where bisexual people feel comfortable being open about their identities, relationships, and life histories. This article is a primer intended for anyone who formally or informally educates aging and LGBT service providers on the unique cultures, needs, and resiliencies of bisexual older adults. [ABSTRACT FROM PUBLISHER]

Objective Australian Aboriginal and Torres Strait Islander people suffer health inequities, such as high levels of psychological distress and multiple life stressors. These have been shaped by colonisation, racism, discrimination, and government policies and practices. Method Eight Australian psychologists were interviewed with the aim of identifying the professional skills and personal competencies that enable effective service delivery for this client group, and especially those aged 12-25 (i.e., 'youth'). Results Thematic analysis identified that personal and clinical credibility, relationship centrism, contextual understanding, a holistic approach, and flexibility are important to good practice. Not all of these are currently part of standard psychology training, but many are covered by guidelines developed by the Australian Psychological Society. Conclusions Results from this study indicate that ongoing adjustments to university curricula, professional competency requirements for practitioner registration, and continuing professional development will all contribute to best practice. Moreover, for Australian psychologists, the consolidation of cultural competency into a useful framework for professional development is paramount. [ABSTRACT FROM AUTHOR]