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IntroductionGlobalization has increased the importance of multicultural research to address health disparities and improve healthcare outcomes for underrepresented communities. The International Nursing Network for HIV Research (The Network) serves as a platform for researchers to collaborate on cross-cultural and cross-national HIV studies. This article discusses the Network's approach to overcoming barriers in multicultural and multinational research in a qualitative context.MethodsThe network created a protocol to guide decision-making throughout the translation process of qualitative data collected from participants in their native languages. The protocol includes aspects of why, when, what, who, how, where, and by what means the translation is completed.ResultsThe protocol has allowed researchers to enhance the validity, reliability, and cultural sensitivity of translation process, ensuring the clarity and impact of their research findings.DiscussionRigorous translation practices promote cross-cultural understanding and respect for participants' perspectives, fostering global collaborations and knowledge exchange.

Multicultural peer-consultation teams represent one promising approach to supporting mental health providers by providing consultation that is multiculturally conscious and integrates front-and-center concepts related to diversity in identities and lived experiences (i.e., multiculturalism), intersectionality, inclusivity, health equity, antiracism, and anti-oppression. Herein, we take an implementation science-informed approach to describing the development, implementation, and sustainment of multicultural peer-consultation teams in two professional settings—a Veterans Affairs hospital and a psychology department training clinic. We operationalize the core and adaptable components of this model. Last, we reflect on our collective lessons learned and offer recommendations based on our efforts to create teams across mental health care settings. Thus, the present article may function as an implementation blueprint of sorts that others can follow as they consider ways that they can create similar teams at their institutions. Public Significance Statement: With increased recognition of widening health inequities disproportionately impacting communities that have been systematically excluded and/or harmed by the mental health field, there is a crucial need for educational approaches that empower and equip clinicians with the knowledge and skills to provide care that is multiculturally conscious, inclusive, equitable, antiracist, and anti-oppressive. Multicultural peer-consultation teams represent one approach aligned with these goals. This article describes the multicultural peer-consultation model and reports on its implementation across distinct mental health care settings, with the aim of continued wide-scale dissemination to ultimately make a sustained public health impact. [ABSTRACT FROM AUTHOR]

Background Aim Study design Results Conclusion Relevance to Clinical practice Parents of infants admitted to neonatal intensive care require support to minimize the impact on their mental health and to encourage engagement with their infants to support infant neurodevelopment. Many interventions aim to address this need, but there is a lack of research considering the accessibility of these for a multicultural population.To systematically identify sources of psychotherapeutic support available for parents with infants admitted to neonatal care (NNU, neonatal intensive care unit [NICU] and special care units), assess their accessibility and acceptability and identify challenges and facilitators.Six electronic databases with no restrictions on language or date were used to identify relevant studies following Preferred Items for Systematic Reviews and Meta‐analysis (PRISMA) guidelines. Publications were included in the review if they reviewed parent experience of an intervention actively in place to support parent experience during the neonatal unit stay. Any studies where the intervention's primary aim was infant focused, such as developmental care, were excluded. All publications were quality‐assessed using quality appraisal tools appropriate for their design type. Data were extracted line by line using Sekhon et al.'s theoretical acceptability framework and questionnaire.A total of 3309 studies were found, of which 36 studies met the inclusion criteria. Included studies were published worldwide between 2000 and 2023 and explored 15 different interventions. Challenges for parental engagement were due to preconceived ideas about intervention requirements and parents' ability to participate in them. Timely information and providers' experience in delivering the intervention were reported to support engagement and as being valuable for enhancing participant knowledge. The emotional content of interventions was found to be challenging by parents across most studies. This was prominent in interventions designed to be carried out in a group format and where keepsakes were created. However, the value of these interventions was in reducing parents' feelings of isolation through increased social support and providing a starting point for conversations with wider family and friends about the family's neonatal experience. Participant demographics were poorly reported, with only two studies taking into consideration the ethicality of the intervention.Poor reporting of participant demographics, and a focus on mothers as participants, means findings are not transferrable to the wider population of parents in neonatal units. Future studies should consider how to ensure that research and interventions are accessible to multicultural populations to improve the understanding of the acceptability of interventions. Better knowledge of neonates and the NNU setting amongst intervention providers could increase the accessibility of psychotherapeutic support for parents. Training for providers on how to manage sensitive conversations may also be beneficial to support parents during interventions.The impact of neonatal admission on parental mental health is increasingly recognized and reported. Interventions have been developed to reduce the negative impact on the mental health of parents. There continue to be significant health inequalities as a result of many services not taking into account the acceptability and accessibility of interventions in this setting for their multicultural populations. This review highlights the need for better reporting of participant demographics in research and the inclusion of those seldom heard to ensure interventions are culturally, religiously and linguistically appropriate for multicultural populations. [ABSTRACT FROM AUTHOR]

The author examines the marginalization of Jewish identities in multicultural clinical education and supervision amid rising antisemitism in the U.S., proposing the use of cultural democracy to address these issues. He critiques the erasure of Jewish identity due to the neglect of Jewish backgrounds in key theories and inaccuracies in clinical literature. He further underscores the importance of Jewish cultural considerations, including accommodating Jewish practices such as holidays, Sabbath observance, mourning customs, and dietary laws, while advocating for flexibility and sensitivity. Finally, he addresses considerations when supervisees experience antisemitism from a person at the center of a clinical encounter. [ABSTRACT FROM AUTHOR]

Despite psychologists' decades of involvement in diversity, equity, and inclusion programming and other multicultural training experiences, little research exists regarding the perceptions and expectations of would-be participants. What formats do participants choose when they have the option and why? And does the race of the participant or the trainer have any impact on those choices? In this online exploratory study, participants responded to a vignette that presented them with the opportunity to choose from among three multicultural workshop format themes: cultural customs, structural racism, or experiential sharing of race-related experiences. Three experimental conditions varied the racial identity of the hypothetical workshop trainer. The results showed that most participants favored the cultural customs format, and neither the racial backgrounds of participants nor trainers affected that outcome significantly. Educational level was, however, associated with format choice in that participants who had completed higher levels of formal education were more likely to choose the structural and experiential formats. Implications for the design of multicultural programming are discussed with emphasis upon the importance of facilitating knowledge and competence with regard to structural racism. Public Significance Statement: This study suggests that, when they have a choice, people tend to choose workshops where they learn about cultural customs over those that focus on structural racism or on sharing one's thoughts about race and racism with others. Workshop facilitators can better plan such programming with these attitudes in mind, given that ultimately, the eradication of structural racism requires facilitating people's awareness of it. [ABSTRACT FROM AUTHOR]

An intersectional approach to psychotherapy offers opportunities for strengthening the therapeutic alliance and improving professional practice via attention to cultural complexities affecting clients, therapists, and the mental health system. The ADDRESSING (Age and generation, Developmental or other Disability, Religion and spirituality, Ethnicity and racial identity, Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, Gender) framework facilitates intersectional work by calling attention to the interaction of oppression/privilege systems (e.g., racism, heterosexism, ableism, classism) and to the within-group diversity of people of color (e.g., by sexual orientation, dis/ability, class, etc.). Using the ADDRESSING framework, the present article suggests the following four steps toward integrating intersectionality into therapeutic practice: (1) the therapist's ongoing self-assessment and development of a multicultural, intersectional orientation; (2) attention to structural inequities embedded in the mental health system; (3) consideration of the impact of systemic oppression on individuals who hold intersectional identities; and (4) recognition of the resilience, strengths, and support that often emerge with intersecting identities. Several studies are summarized regarding the use of the ADDRESSING framework in therapeutic settings, along with case examples, information regarding resilience in relation to intersectionality, a discussion of the limitations of the framework, and suggestions for further research and work. Public Significance Statement: An intersectional approach to psychotherapy calls attention to structural inequities in the mental health system, counters stereotypes via recognition of the diversity within marginalized cultures, and facilitates a deeper understanding of clients and therapists. Toward the goals of strengthening the therapeutic alliance and improving care, how can therapists incorporate an intersectional approach into psychotherapy? This article outlines four key steps using the ADDRESSING framework. [ABSTRACT FROM AUTHOR]

Objective: This study explored the structure validity and sex and country measurement invariance for Filipino and U.S. adults using the Five Factor Wellness Inventory (FFWEL-A2). Method: Confirmatory factor analysis and measurement invariance were conducted to determine consistency of responses across sex and country categories. Factorial ANOVAs were used to determine differences by sex, race, and country. Results: The hypothesized 5-factor and second-order factor structure of the FFWEL provided equivalent but poor to adequate fit to the data in a large sample (N = 2,071) of U.S. and a smaller sample (N = 269) of Filipino counselors and counselors-in-training. Coefficients α were >0.80 for almost all domain scores, but only five of the 17 facet scores met the 0.80 criterion. Weak measurement invariance was evident for men (n = 502) and women (N = 1838) across both the U.S. White and Filipino group comparisons. Conclusions: Counselors should take care to explore the way they and clients understand wellness and consider that not everyone will have the same understanding of the individual factors as outlined in the FFWEL-A2, especially among male, female, and diverse people from different countries. Significance statement: Wellness is an ethical and professional imperative for counselors to avoid professional impairment and burn out. In this study, scores on the FFWEL-A2, a prominent measure of wellness, displayed partially biased measures of male and female scores across U.S. and Filipino samples and across diverse racial groups, probably due to complexity of the wellness model. [ABSTRACT FROM AUTHOR]

This article aims to investigate information literacy perspectives of bi/multilinguals in Nigeria. The study aims to identify bilingual and multilingual definitions of information literacy, determine factors that influence their information literacy needs and at what point bi/multilinguals need it. This implies that individuals who can speak up to two or three native languages would be used as the population of the study. Despite being a multicultural country, some languages are more recognised in Nigeria and as such, those groups of people are recognised. This research aims to listen to the unheard and unseen individuals who are the rural indigenes while considering a major influencing factor in the study which is language. A focus group interview was used and a transcript-based analysis was used for the study. The results indicate that information literacy is being able to communicate with their environment but more so involves giving back to the society through languages. These findings can provide a solid ground on which inclusion of rural indigenes can be formed. It provides a platform on which library advocacy for the inclusion of the rural community indigenes to enable them to express their form of information literacy and produce intellectual works in indigenous languages can be formed. [ABSTRACT FROM AUTHOR]

Our paper addresses the stated need for art educators to develop inquiries into the history of non-Western, non-Anglophone art education systems. In response, we look at data taken from the history of Israeli art education and the development of Israeli art curricula in order to offer a historical sketch of the development of school art curricula in Israel. We frame our sketch using the perspectives of multiculturalism and critical theory. In the course of our discussion we reference scholarship from North America and Europe. However, our focus is primarily on shifts in Israeli policy in the direction of acknowledging greater diversity and multiculturalism. We trace these themes, starting with pre-state Israel and concluding with contemporary Israeli concerns with equity and social justice. We note parallel concerns with the same social issues in scholarship from North America and Europe. The main purpose of this comparison is to bring attention to the "blind spots" and "black holes" in Israeli visual arts syllabi where both Arab and Jewish Eastern culture and esthetics have been overlooked. We note parallels between these omissions in the Israeli visual arts curricula and attempts to correct similar lacunae in North American visual arts education. [ABSTRACT FROM AUTHOR]

A lack of validated instruments in higher education that gauge abilities to teach in culturally relevant approaches poses a major challenge in understanding the extent to which faculty possess this teaching knowledge and skills. With a sample of faculty at 10 Hispanic-Serving Institutions (HSIs), this study modifies and evaluates the factorial structure of the Multicultural Teaching Competency Scale (MTCS), originally developed for K12 settings, for use in higher education. Exploratory and confirmatory factor analyses suggest a good model fit for scales assessing multicultural competence teaching knowledge and multicultural teaching skills. [ABSTRACT FROM AUTHOR]

The importance of improving teachers' use of culturally responsive practice (CRP) in the classroom setting has been widely recognized. Although quantitative data on teachers' use of CRP has potential to be a helpful decision-making tool in advancing that goal, little is known about the psychometrics of classroom-based CRP measures, their utility in evaluating the impact of interventions designed to improve teacher CRP, or their use to inform teacher professional development in CRP. The current study reports findings from a systematic review of the research on the quantitative measurement of CRP using the 2020 Preferred Reporting Items for Systematic reviews and Meta-Analyses standards to document how CRP is operationalized and measured in prekindergarten–12th-grade classrooms in the United States (U.S.). Searching across six databases, 27 measures were identified for inclusion. The vast majority of measures were teacher self-report surveys, and relatively few were student-report or external observer assessments. We examined the availability of classroom-based observational and survey instruments and critically analyzed each measure through an argument-based approach to validation. We concluded that although some CRP measures hold promise, the validity of their interpretation and use is not adequately supported by evidence, with some exceptions. This lack of empirical evidence is exacerbated by the limitations of single-informant measurement of CRP. More multi-informant assessment approaches are needed. [ABSTRACT FROM AUTHOR]

Given the global rise of English as a lingua franca, there has been a rapid growth of English-medium instruction (EMI) programmes at all educational settings. However, EMI teachers face a variety of challenges due to the multilingual and multicultural contexts in which they operate. The challenges encountered by EMI teachers, including navigating language proficiency gaps, managing pedagogical complexities, and coping with emotional labour in diverse educational environments, play a pivotal role in shaping their professional journey and growth in different EMI classrooms. Through eight featured articles focusing on different contexts (i.e. Argentina, Vietnam, Spain, Hong Kong, and mainland China), this special issue delves into EMI teachers’ lived experiences and continuing development across distinct classroom contexts and offers useful insights into their experiences of identity formation, transformative agency, and professional growth. Collectively, the findings highlight the crucial roles of teacher agency, identity, emotional labour, and professional development in shaping effective EMI practices. Furthermore, they highlight directions for future research that could enhance the effectiveness and well-being of EMI teachers, which in turn may potentially contribute to improved educational outcomes for students in diverse linguistic environments. [ABSTRACT FROM AUTHOR]

The present study investigated whether multicultural variables derived from the Multicultural Assessment‐Intervention Process model (shifting, gender roles, acculturation, perceived discrimination) could predict levels of internalized weight bias (IWB) or disordered eating behaviours in 429 Asian American adult women. A facet of shifting, White beauty conformity and mainstream acculturation were the only multicultural variables that significantly predicted all five body‐ and eating‐related outcomes (IWB, restraint, eating, shape and weight concerns). Gender roles and two aspects of perceived discrimination (social exclusion and stigmatization) also showed predictive ability for one or more of the outcome measures. Results highlight the relationship between multicultural and body‐ and eating‐related variables for Asian American women and underscore the salience of body shape and weight, the importance placed on conforming to Western culture and beauty standards and the detrimental effects of doing so for this population. Clinical implications and future research are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This study uses grounded theory to explore the process and conceptual framework of how nursing students' attitudes toward others and different cultures change after receiving education on multicultural understanding. Methods: This study used the Corbin and Strauss grounded theory throughout data collection and analysis. We used purposive sampling to select participants and then gathered data through in-depth interviews with 18 students who completed a multicultural understanding education course. Results: Two researchers conducted a comparative semantic analysis of the transcribed data, applying open, axial, and selective coding techniques. With the collected data, the two researchers exchanged opinions to categorize and structure the data according to the research questions. Through the analysis, open coding yielded 11 categories and 26 subcategories from 135 concepts. In a model that recombined nine categories through axial coding, the central phenomenon was "distance", while the core category was "perceive people from different cultures as others/accept with reduced distance". Conclusion: Since nursing students are more likely to care for patients from diverse cultural backgrounds in their future clinical practice, they must have specialized cultural knowledge. [ABSTRACT FROM AUTHOR]

Abstract Background Worldwide, the culturally and linguistically diverse (CALD) population is increasing, and is predicted to reach 405 million by 2050. The delivery of emergency care for the CALD population can be complex due to cultural, social, and language factors. The extent to which cultural, social, and contextual factors influence care delivery to patients from CALD backgrounds throughout their emergency care journey is unclear. Using a systematic approach, this review aims to map the existing evidence regarding emergency healthcare delivery for patients from CALD backgrounds and uses a social ecological framework to provide a broader perspective on cultural, social, and contextual influence on emergency care delivery. Methods The Joanna Briggs Institute (JBI) scoping review methodology will be used to guide this review. The population is patients from CALD backgrounds who received care and emergency care clinicians who provided direct care. The concept is healthcare delivery to patients from CALD backgrounds. The context is emergency care. This review will include quantitative, qualitative, and mixed-methods studies published in English from January 1, 2012, onwards. Searches will be conducted in the databases of CINAHL (EBSCO), MEDLINE (Ovid), Embase (Elsevier), SocINDEX (EBSCO), Scopus (Elsevier), and a web search of Google Scholar. A PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flow diagram will be used to present the search decision process. All included articles will be appraised using the Mixed Methods Appraisal Tool (MMAT). Data will be presented in tabular form and accompanied by a narrative synthesis of the literature. Discussion Despite the increased use of emergency care service by patients from CALD backgrounds, there has been no comprehensive review of healthcare delivery to patients from CALD backgrounds in the emergency care context (ED and prehospital settings) that includes consideration of cultural, social, and contextual influences. The results of this scoping review may be used to inform future research and strategies that aim to enhance care delivery and experiences for people from CALD backgrounds who require emergency care. Systematic review registration This scoping review has been registered in the Open Science Framework https://doi.org/10.17605/OSF.IO/HTMKQ

Student resistance due to difficult thoughts and emotions that arise during discussions on culture is an ongoing challenge in multicultural counseling training. This manuscript describes the cultural humility choice point as a tool counselor educators may use to prepare counselors-in-training to discuss cultural topics in the classroom setting. A brief review of the theoretical frameworks undergirding the tool is provided, followed by a description of the tool’s primary elements and an illustration of how it may be used in a classroom setting. The manuscript is concluded with a discussion of considerations that may influence use of the cultural humility choice point with diverse learners and recommendations for future research. [ABSTRACT FROM AUTHOR]

Australia is a multicultural nation with nearly 30% of the population born overseas. Migrants' mental health can be impacted by discrimination, racism and experiences relating to asylum and immigration. These can be compounded by low help-seeking caused by stigmatized beliefs and poor mental health literacy. My Mind, My Voice (MMMV) is a co-designed program aiming to promote awareness of mental health and wellbeing for people with a culturally and linguistically diverse (CALD) background. This research project explored the perceived impacts and value of MMMV and processes leading to those impacts. A mixture of internal quantitative and qualitative evaluation surveys (n = 32) and researcher-conducted semi-structured interviews (n = 9) were conducted with CALD organization and community members who attended training workshops, presented MMMV events or attended an event. Data were analysed using a reflexive thematic analysis approach. Five themes were developed: culturally relevant and respectful , cross-cultural connections , the importance of language , increasing confidence and literacy and the potential to change attitudes. Being involved with a co-produced program that was culturally relevant and respectful was a positive experience that enhanced people's confidence and literacy. Feeling respected, valued and validated helped participants feel empowered to develop and deliver mental health and wellbeing education in their community. Open, honest conversations are an important way to break down stigma and start conversations about mental health and wellbeing in CALD communities. Evaluation outcomes demonstrate the success of MMMV's collaborative approach, which can inform the development and evaluation of CALD mental health promotion interventions. [ABSTRACT FROM AUTHOR]

Simple Summary: The success and the satisfaction of clinicians in practice relies heavily on how consultations, communication, and relationships are built with clients. Very knowledgeable and competent veterinarians might not be able to provide their services if the client declines their services based on misperceptions or lack of understanding, potentially resulting in lack of treatments of pets in need. The Calgary–Cambridge Guide for consultations and communication is an important tool taught in most veterinary colleges to help future clinicians improve their communication skills, ultimately benefiting the veterinary profession, clients, and the welfare of their pets. In this commentary we describe challenges in applying these guidelines in multilingual and multicultural scenarios such as Hong Kong. In these scenarios clinicians and clients often need an interpreter, adding complexity to the interaction and communication. Non-verbal communication, where body language plays an important role in showing expressions, empathy, and concerns is not effective or is altered if there is not even eye contact or a translator is not accurately interpreting all these emotions. This commentary analyses the challenges encountered by veterinarians during consultations in multicultural and multilingual centres. The Calgary–Cambridge Guide is a widely recognised framework for teaching communication skills to healthcare professionals that has become a cornerstone of communication training programs in medicine and other healthcare fields. In the context of veterinary medicine, its integration into communication training programs has become an asset improving communication, education, interaction, and quality of service, enhancing the veterinary–client–patient relationship (VCPR). In veterinary medicine, however, a more challenging consultation dynamic involves the veterinarian, the owner, and the animal. The addition of a veterinary assistant that acts as an interpreter or translator is common in Hong Kong where the native language (Cantonese) coexists with English when consultations are led by non-native language speakers. This addition converts this commonly dyadic model into a triadic communication model. The addition of an assistant interpreter influences the way consultations are conducted, how information is conveyed, and how interpersonal cues and empathy are delivered. In this report we depict challenges applying the Calgary–Cambridge Guide in multicultural and multilingual veterinary medical centres in Hong Kong and highlight the role of veterinary supporting staff in these scenarios, specifically veterinary assistant interpreters. [ABSTRACT FROM AUTHOR]

Cultural incompetence and avoidance of important cultural dialogs among mental health care providers are associated with premature termination in therapy (J. Owen et al., 2017) and worse treatment outcomes (Owen et al., 2016). This study examined the effectiveness of a virtual multicultural deliberate practice workshop on learners' self-rated perceptions of cultural competence. In this study, we compared pre- and postscores on self-perceived cultural humility and competence after participants (n = 115) attended a virtual multicultural deliberate practice training workshop. We found no significant differences in perceived cultural humility or perceived ability to seize cultural opportunities after the training. Instead, we found a significant increase in perceived ability to address microaggressions after the training, suggesting that the workshop increased learners' competence at addressing client microaggression(s). These findings provide important implications for training current and future health service psychologist on practical methods for engaging in antiracist clinical work. Public Significance Statement: This study indicates that a virtual multicultural deliberate practice training can effectively increase learners' competence at addressing microaggressions. Findings highlight the importance of providing specific skills training as part of antiracism efforts, beyond training on awareness and knowledge of cultural diversity. By training all health service psychologists and trainees, the mental health workforce can effectively work with clients of different cultural backgrounds and reduce racial disparities in mental health care. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodsResultsConclusionsThe values of a field are reflected in the science it publishes. The goal of this study was to present a historical analysis of the extent to which the field of clinical neuropsychology publishes journals with titles that address culture in the context of brain function and behavior between 2010 and 2020.Titles from articles published in 13 neuropsychology journals from 2010–2020 were collected and coded with regard to culture and multicultural content. The aims of the study were to (1) determine how often cultural or multicultural topics were represented in journal titles, (2) determine if cultural or multicultural content in neuropsychology journal publication titles increased over time, and (3) to explore other neuropsychological content that was most and least likely to appear in publications pertaining to culture or multicultural issues.Results indicated that titles for publications in clinical neuropsychology journals with content relevant to cultural or multicultural neuropsychology represented 1.1% to 13.4% of titles across the 13 journals. The number of cultural/multicultural titles increased over time. The number of cultural/multicultural titles per journal was not significantly correlated with the journal impact factor. Normative data were addressed significantly more often in cultural/multicultural titles versus non-cultural/multicultural titles, whereas psychiatric issues were addressed significantly less often.There are many actions that clinical neuropsychologists can take to increase the field’s attention to the effects of culture on brain function and behavior. It is vital to update our data from 2021 to the present, given the substantial increase in awareness of social justice issues that occurred since 2020. [ABSTRACT FROM AUTHOR]

Background: Worldwide, the culturally and linguistically diverse (CALD) population is increasing, and is predicted to reach 405 million by 2050. The delivery of emergency care for the CALD population can be complex due to cultural, social, and language factors. The extent to which cultural, social, and contextual factors influence care delivery to patients from CALD backgrounds throughout their emergency care journey is unclear. Using a systematic approach, this review aims to map the existing evidence regarding emergency healthcare delivery for patients from CALD backgrounds and uses a social ecological framework to provide a broader perspective on cultural, social, and contextual influence on emergency care delivery. Methods: The Joanna Briggs Institute (JBI) scoping review methodology will be used to guide this review. The population is patients from CALD backgrounds who received care and emergency care clinicians who provided direct care. The concept is healthcare delivery to patients from CALD backgrounds. The context is emergency care. This review will include quantitative, qualitative, and mixed-methods studies published in English from January 1, 2012, onwards. Searches will be conducted in the databases of CINAHL (EBSCO), MEDLINE (Ovid), Embase (Elsevier), SocINDEX (EBSCO), Scopus (Elsevier), and a web search of Google Scholar. A PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flow diagram will be used to present the search decision process. All included articles will be appraised using the Mixed Methods Appraisal Tool (MMAT). Data will be presented in tabular form and accompanied by a narrative synthesis of the literature. Discussion: Despite the increased use of emergency care service by patients from CALD backgrounds, there has been no comprehensive review of healthcare delivery to patients from CALD backgrounds in the emergency care context (ED and prehospital settings) that includes consideration of cultural, social, and contextual influences. The results of this scoping review may be used to inform future research and strategies that aim to enhance care delivery and experiences for people from CALD backgrounds who require emergency care. Systematic review registration: This scoping review has been registered in the Open Science Framework https://doi.org/10.17605/OSF.IO/HTMKQ [ABSTRACT FROM AUTHOR]

This study examined the relation between schools' color‐evasive versus multicultural diversity ideologies, school characteristics, and adolescent development. Across two datasets linking individual‐level survey data (N = 1692) and administrative records (N = 300,063; Mage = 12.4, 52% female, 48% male), schools' stated support for diversity (via a pro‐diversity mission statement) was related to adolescent mental health and academic achievement, but in nuanced ways depending on individual racial/ethnic backgrounds, the racial/ethnic diversity of the student body and teachers, and the extent of racial disparities in discipline and gifted education. Findings suggest that communicating support for diversity without redressing systemic inequities in school discipline and academic tracking will not reduce racism‐related achievement gaps and may instead exacerbate mental health disparities. [ABSTRACT FROM AUTHOR]

Turning to the ethnographic record, this paper evaluates how, and if, Being and Time (Heidegger, 1962) supports clinical practice in multicultural therapeutic settings. It problematises an existentialist interpretation of Heidegger's text, asking whether we, as therapists in practice, should embrace a fixed ontology or rather strive to be ontological? [ABSTRACT FROM AUTHOR]

This qualitative inquiry focused on exploring counseling students' (N = 22) lived experiences with participating in an experiential workshop focused on creatively exploring messages within body language. The researchers identified six themes: (a) relational-cultural dynamics, (b) vulnerability, (c) authentic connection, (d) self-compassion, (e) embodied wisdom, and (f) feedback. Implications for counseling and counselor training, and recommendations for future research are discussed. The researchers concluded that experiential activities may have the potential to increase internal and interpersonal awareness and skills related to nonverbal communication and embodiment. [ABSTRACT FROM AUTHOR]

This article reports findings from four group experiments in New Caledonia. They have as a common denominator: the 'Intermediate Transcultural Space' as inspired by Winnicott (1971) that all feature the themes of violence, the influence of culture and support group therapy. They all take place over a period of 10 years of practice. I continued to develop each of these group formats until I eventually arrived at an intergenerational, multicultural group for adolescents with a record of violence and criminal offences who fell within the remit of the French Child and Youth Judicial Protection Service along with the Kanak Custody Senate. The group offers an accessible landing stage that allows the young people to move forward along the long road of restoring self-esteem, and transforming their trauma and violent behaviour. [ABSTRACT FROM AUTHOR]

Meta-analytic research has suggested that, although there are two forms of power that can be problematic in a psychotherapy context, they are rarely considered in interaction. One form, cultural power, influences the ways clients, therapists, and systems interact in relation to social identities, communities, and ascribed cultural statuses, and the other, professional power, is held by therapists by virtue of their training and the authority ascribed to them. Both formsmay limit clients' ability to be empowered in therapy. As many feminist multicultural researchers and task forces have thoughtfully explicated strategies for responding to cultural power, this paper focuses predominantly on processes for addressing professional power, which have been less well explicated. Although there is a rich body of humanistic therapy literature on maximizing clients' agency, these core processes have rarely been framed in relation to concepts of power. This reframing contributes to prior work by feminist multicultural-humanistic therapy (FMHT) scholars by examining central humanistic principles to identify specific strategies that attenuate the misuse of this form of power. For instance, therapists teach clients to symbolize inchoate experiences (often resulting from cultural or interpersonal oppression eroding trust in oneself or one's community), to confidently self-reference (developing resistance to stigma), and to maximize their agency within the change process (empowering them to guide their own development). Integrating these humanistic therapy principles into FMHT enhances ethical practice and holds relevance across therapies, supporting therapists' competence, clients' agency, and a multidimensional understanding of power in therapy. [ABSTRACT FROM AUTHOR]

In Victoria, Australia, culturally and linguistically diverse communities are more than twice as likely to drown than their Australian-born counterparts. One explanation is the lack of feasible, community-led approaches to water safety and swimming education. A community engagement framework was used to develop and implement a 5-day pool program to teach swimming and water safety to newly arrived migrant children attending an English language school in Victoria. Socio-cultural needs of the predominantly Afghan cohort were incorporated through in-language consultation with parents who requested males and females be educated separately. Participants were assessed against Victorian aquatic competency benchmark standards at pre- and post-program, however, there was no expectation to achieve these competencies within the 5 days due to a lack of prior aquatic exposure. Independent and paired samples t -tests determined changes in skills, including by sex and number of lessons attended. Forty-one participants completed all assessments. Excluding lifesaving skills, there was a significant increase in total competency attainment overall from pre- to post-program (p  < 0.001), and for each competency (p's  ≤ 0.002)—predominantly knowledge and rescue skills. Improvements were mostly recorded among males, demonstrating that females may require more specialized support to achieve similar outcomes. Improvements in rescue skills and knowledge indicate the program's effectiveness in increasing newly arrived migrant children's awareness of, and exposure to, foundations of safe aquatic behaviours. Future programs tailored to newly arrived migrant communities should consider implementing water familiarization activities as a stepping stone to engagement with structured swimming and water safety education. [ABSTRACT FROM AUTHOR]

To effectively conduct counselling sessions, professional counsellors in Malaysia need to possess multicultural competence, especially considering the discrepancies between the ideal and the actual understanding of polygamous marriages. This study examines the relationship between multicultural academic experience, multicultural counselling competency, and the competency of counsellors in addressing polygamous family structures among 370 registered counsellors in Malaysia. The collected data was analysed using Pearson Correlations, One-Way ANOVA and Multiple Regressions. The findings indicate that the respondents demonstrated high multicultural academic experience and multicultural counselling competency. There was a significant positive correlation between multicultural academic experience and multicultural counselling competency, as well as the competency of counsellors in handling polygamous families. Moreover, there were noteworthy variations in competency levels based on ethnicity. This study highlights the crucial role of multicultural academic experience and multicultural counselling competency in predicting the competency of counsellors when dealing with polygamous families. Further validation of the Counselors' Multicultural Competency on the Polygamous Family Structure Scale is recommended in future studies encompassing larger and more diverse populations. [ABSTRACT FROM AUTHOR]

Teen novels often describe the uniqueness of ethnic relations, interests, and universal issues multicultural societies face. This description requires a specific exploration to examine the extent to which teen novels represent ethnic relations. Therefore, this study analyzed ethnic relations in teen novels from the perspective of sociocultural ethics based on the Theory of Ethics in Literature. The methodology of this research is descriptive qualitative text. The analysis and study focused on sociocultural identity and background, interracial relations, and sociocultural phenomena found in selected teen novels: Ayah, Nyanyian Musim Rusuh and Nanyang. The findings found that all three selected teen novels contain a means of consolidating ethnic relations and are capable of being a sociocultural expression vehicle that symbolizes the multicultural society in Malaysia. In conclusion, the selected teen novels have been shown to provide enlightenment and understanding of ethnic relations. These selected teen novels are further proposed as multicultural educational materials that can shed light and understanding on ethnic relations. The study found that certain novels for teenagers played a significant role in introducing them to the concept of ethnic relationships. This understanding can help them appreciate and comprehend the relationships between various ethnic groups in Malaysia. Additionally, research indicates that teen novels that provide insights into community cultures can enhance literacy among youth, broaden their cultural horizons, encourage critical thinking, and promote goodwill among them. The study concludes that teen novels are a powerful medium to convey ethical messages that stress the importance of preserving ethnic relations. The researchers suggest that future research explore other reading materials to better understand the topic. [ABSTRACT FROM AUTHOR]

The Caribbean region faces a unique challenge regarding the definition of its cultural identity due to the extended impact of colonization and slavery. The region is a diverse mix of cultures and traditions, blending ethnic and racial groups from various homelands. However, its history of cultural clashes and miscegenation has contributed to a distinct texture and character, with roots tracing back to slavery of earlier days. Many populations were forced to abandon their cultures and assimilate into the colonizers' ways, leading to a widespread diaspora. This has resulted in many individuals feeling uprooted and unbelonging, experiencing a profound sense of displacement from nation, cultural background, linguistic heritage, historical context, as well as individual and collective encounters. Despite these challenges, there is still hope for a brighter future. The Caribbean can redefine itself as a region of inclusivity and diversity, embracing its rich cultural heritage and celebrating the unique identities of its people. During the 1920s and 1930s, Caribbean literature experienced significant transformations and embraced multiracial and multicultural perspectives. This happened alongside the decline of British power and the rise of US influence in the region. While expatriate intellectuals such as George Lamming and V. S. Naipaul promoted "West Indian" literature internationally, national Caribbean literature celebrated and criticized the fundamental changes in geopolitics. It represented multiculturalism, analyzed gendered divisions of labor and space, and explored literature's form and purpose. Some notable works during this period include In the Castle of My Skin (1953), Black Midas (1958), The Mimic Men (1967), and Omeros (1990). [ABSTRACT FROM AUTHOR]

This study investigates the implementation of religious moderation policies in IAIN Ponorogo, Indonesia, and their impact on fostering social cohesion and cultivating a moderate identity within the academic community. Employing a qualitative case study methodology, data were collected through comprehensive interviews, Focus Group Discussions (FGD), and document reviews. The findings revealed significant progress in integrating religious moderation values into the curriculum, research activities, and community service programs. The establishment of the Religious Moderation House (RMB) has been instrumental in reinforcing these values through seminars, workshops, and outreach. However, challenges persist in achieving a consistent understanding and application of moderation principles among academic stakeholders. The survey results indicate that while a majority of students, faculty, and staff report positive changes in attitudes after participating in moderation programs, some individuals still struggle to fully grasp and internalize these values. Psychological and cultural factors, along with varying levels of commitment across faculties, present additional barriers to comprehensive adoption of a moderate identity. Despite these challenges, this study highlights the positive impact of religious moderation initiatives on promoting tolerance, reducing social tension, and preparing students for engagement with broader societal diversity. The findings emphasize the need for enhanced coordination, practical incentives, and continuous monitoring and evaluation to ensure the long-term sustainability and effectiveness of these programmes. By embedding religious moderation into its core strategic plans, IAIN Ponorogo could continue to empower its academic community to embody these values, thereby contributing to a more inclusive and harmonious educational environment.

Intersectionality is a structure that analyzes how a person's social and political identities intertwine creating different ways in which privilege and discrimination manifest. It examines the individual experiences and opportunities in everyday life. The following special issue musings describe the systems that have marginalized a woman of intersectional identity despite an extensive diverse professional career across national borders. Written through a lens of a diverse professional identity and a personal intertwined identity, these reflection musings highlight the author's lack of visibility, fatigue, and struggle for belonging in a field and wider society that she perceives to have been exclusive and unwelcoming. [ABSTRACT FROM AUTHOR]

The focus of this study was to examine the peritextual information as well as the insider/outsider status of the book creators of Chinese and Chinese American nonfiction picturebooks, aiming to evaluate the authentic quality of multicultural nonfiction picturebooks.

Our goal is to highlight challenges clinicians encounter in achieving valid psychiatric diagnoses in linguistically and culturally diverse patients. These challenges often arise from language barriers, misinterpretation of nuanced expressions of distress, and a lack of consideration for the patient's unique experiences and perspectives regarding their illness, leading to potential misdiagnoses. In this context, we explore the strategies to address these diagnostic issues. To illustrate these challenges, clinical examples of culturally diverse patients are presented. These cases offer insights into the cultural nuances of expressing distress and attributing illness to the external factors such as cosmic influences and spiritual afflictions, often employed as a way to conceal underlying causes. To achieve culturally appropriate diagnoses, clinicians need to be mindful of their patients' cultural and spiritual beliefs, establish trust and rapport, and approach patient narratives with empathy. This empathetic approach allows clinicians to gain a deeper understanding of the patient's cultural expressions of distress and their perspectives on illness attribution, often tied to supernatural influences. Importantly, effective communication is a key to uncovering the concealed causes of the patient's condition.

The aim of Islamic Religious Education (PAI) is not just to fill students' minds with knowledge and subject matter, but to cleanse their souls which must be filled with good morals and values. This is in accordance with the aim of multicultural education, namely to create a harmonious life in a pluralistic society. The aim of this research is to determine multicultural education strategies in learning Islamic Religious Education (PAI) at the AL-ABQARI Integrated Islamic Elementary School, Subulussalam City, Aceh Province. This research method is a qualitative approach. The research subjects (informants) were school principals, Islamic Religious Education (PAI) teachers and students. Data collection techniques for this research are observation and interviews. The results of this research are that multicultural education strategies in Islamic Religious Education (PAI) learning are: 1) Teachers teach with teaching and learning activities by creating heterogeneous groups based on the division of groups of students of different genders, having different cultures; 2) Relationships between students in one group communicate with each other, work together and collaborate positively (human relations); 3) Single group studies, where the teacher explains in detail things that promote pluralism but does not emphasize social stratification in schools; 4) Teaching and learning activities use curriculum and learning materials that emphasize differences. Teachers empower the culture of students brought to school who come from different groups; 5) Teachers make a lot of effort to help students develop positive attitudes about group differences. The conclusion of this research is that Islamic Religious Education (PAI) learning at the AL-ABQARI Integrated Islamic Elementary School is carried out using a multicultural education strategy.

AbstractOne of the greatest challenges facing democracies is how to live together with difference. The growth of globalisation and international migration has presented schools with increased opportunities and challenges related to learning from and living with superdiversity. Yet within current policy settings and educational practices, the alignment between superdiversity and democratic education is not explicitly foregrounded. In this paper I examine how teachers (n = 24) from four superdiverse secondary schools in Aotearoa New Zealand’s responded to growing cultural, linguistic and religious diversity in their classrooms. By examining empirical evidence from teacher’s practices, the paper illustrates how Dewey’s philosophy of learning by living together with difference, placing a priority on shared interests and developing a socio-political awareness of inequalities provides valuable insights for democratic education. The study illustrates the importance of recognising the complexity of interactions in superdiverse contexts and the significant role that teachers can play in creating conditions for inclusive classrooms where democracy can be lived and learned. It also highlights how teachers themselves, can undergo a journey toward developing more inclusive and justice-oriented pedagogical practices that support both Indigenous and ethnic minority groups in their schools. [ABSTRACT FROM AUTHOR]

Objectives: Research suggests that cross‐cultural supervision can be prone to microaggressions with deleterious effects for ethno‐racial minorities. There are currently no known studies examining the impact of racial microaggressions in supervision on qualified psychologists. This study aimed to explore Black psychologists' experiences of microaggressions in supervision with a White supervisor and their impact. Methods: Semi‐structured interviews were conducted with 10 individuals who had completed clinical or counselling psychology doctoral training. Interviews were transcribed and analysed using interpretative phenomenological analysis. Results: Three superordinate themes and 12 subthemes were derived from the analysis. The superordinate themes were: 'It's the subtle things', 'It's an ordeal' and 'Surviving Whiteness in psychology'. The findings illustrate the complex nature of racial microaggressions and their profound and lasting impact on individuals. The cumulative impact of these experiences resulted in significant negative psychological outcomes. Conclusions: The results suggest that there are common microaggressions that recur in supervision. Encountering microaggressions impeded the supervisory relationship, supervision and professional development. Clinical implications include recommendations for including multicultural competency in psychology trainings and ongoing professional development plans. [ABSTRACT FROM AUTHOR]

Problematic pornography use (PPU) is a burgeoning area of clinical interest. The Brief Pornography Screen (BPS) is a new PPU measure. The BPS has not been psychometrically studied within specific race/cultural groups. We sought to broaden the PPU literature by examining the confirmatory factor analysis (CFA) fit, measurement invariance, and structural invariance of the BPS across eight identity groups. Participants came from a survey administered at three U.S. universities. In total, n = 2,475 participants were analyzed, with the following identity group breakdowns: Asian American/Pacific Islander (AAPI) male = 268, AAPI female = 303, Black male = 101, Black female = 189, Latin male = 208, Latin female = 372, White male = 432, and White female = 602. BPS CFA fit was good across all groups. Measurement invariance analyses suggested metric, but not scalar invariance across all groups. We then split participants by sex assignment, full residual invariance was evident across groups for male participants and partial residual invariance was evident for female participants. Structural invariance analyses indicated anxiety as a weak positive BPS correlate in AAPI, Latin, and White male participants (β's = 0.25–0.27), but not meaningfully related in the other groups. Pornography viewing frequency was positively correlated with BPS scores across most groups with a wide range (β's = 0.29–0.52), except for Black male participants (β = 0.15). Our results suggest that the BPS is an appropriate PPU measure across the tested identity groups. While between-group measurement is relatively accurate within sex assignment groups, correlates differed in strength, meaning different variables likely predict PPU for different groups of people. [ABSTRACT FROM AUTHOR]

Career identity development, involving exploration and commitment, is a lifelong process by an individual that is fundamental to shaping one's career. Although prior research has investigated what may lead one to develop a strong and clear career identity, there is limited understanding of the cultural influences on career identity development relevant to multicultural individuals. Integrating the identity status paradigm with a narrative identity perspective, we propose that career identity development interplays with multicultural identity development. We explore this interplay through in-depth interviews with Chinese-ethnic multicultural individuals. From the interviews, we elucidate a typology (Multicultural-Career Identity Interplay, 'MCII') to explain how multicultural identity and career identity development are interrelated in systematic ways (Commanding, Cruising, and Contending), and introduce a dual-dimensional, relational-oriented framework of career paths. We explain how each MCII pattern corresponds to individual career paths and is associated with immigration age. Our study extends career identity development theory into the cultural identity domain, providing a more nuanced understanding of the dynamic and culturally influenced career development of multicultural individuals. The findings can help individuals and career counsellors better understand and support the career identity development of individuals who identify with more than one culture. [ABSTRACT FROM AUTHOR]

Mealtimes are crucial markers of daily schedules and hold significant meaning for older adults in senior living facilities worldwide, extending beyond the food served. Utilizing Moustakas' transcendental phenomenological approach, this study explores the lived experiences and multifaceted meanings of mealtimes for older adults from multicultural backgrounds in senior living facilities in Malaysia. In six urban senior living facilities, 28 older adults from Malaysia's three major ethnic groups, namely Bumiputera Malays, Chinese, and Indians were interviewed through semi-structured one-on-one interviews. Five discernible themes beyond tangible aspects emerged: mealtimes as cultural bridges, memories and palate, emotional bonds through food, quality control and consumption, and comfort through personalized dining experience. This study raises awareness among senior-living facilitators, family caregivers, academics, and policymakers to acknowledge the evident complexities of mealtimes for older adults living away from the comfort of familiarity. Future research should consider the active involvement of all stakeholders in co-creating and implementing interventions that enhance older adults' mealtime experiences in senior-friendly establishments. [ABSTRACT FROM AUTHOR]