Facilitating Supervisee Cultural Fluency for a Multicultural Society

2009 ◽  
Vol 19 (2) ◽  
pp. 45-50 ◽  
Author(s):  
Kenneth J. Staub
Keyword(s):  
Professional Practice ◽  
Practical Reason ◽  
Clinical Setting ◽  
Ethical Responsibility ◽  
Self Awareness ◽  
Multicultural Society ◽  
Dynamic Nature ◽  
Working Definition ◽  
Supervisory Process ◽  
Cultural Fluency

Abstract Multiculturalism has been, and will only continue to become more of a fact in our society and professional practice. Because of this, supervisors have both a practical reason and ethical responsibility for facilitating their supervisees' cultural fluency. This article explores multiculturalism, offering a working definition, emphasizing the dynamic nature of the concept, and reasserting its need for inclusion in the supervisory process. The development of cultural fluency is presented, primarily as a process predicated upon the supervisee's attainment of self-awareness as a means of establishing responsive, reciprocal, and respectful relationships. Supervisor facilitation of cultural fluency is addressed in the context of modeling relevant skills for the supervisee in the clinical setting. Indicators for assessing supervisor performance as multicultural clinic educators are presented, as are criteria for evaluating the supervisee's progression toward becoming a culturally fluent practitioner and individual.

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

scholarly journals Personal Change of Social Work Students through Establishing the Relationships in Professional Practice

2015 ◽  
Vol 1 ◽  
pp. 46
Author(s):  
Ramune Bagdonaite-Stelmokiene ◽  
Vilma Zydziunaite
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Data Collection ◽  
Professional Practice ◽  
Professional Growth ◽  
Social Work Students ◽  
Self Awareness ◽  
Personal Change ◽  
Collection Method ◽  
Beliefs And Values

<p><em>The article presents the results of qualitative research carried out with</em><em> 53 social work students</em><em> in Lithuania.</em><em> The research focused on the personal change in social work students taking place during the professional practice in which students establish relationships with different participants in the practice. . The use of unstructured reflection as a data collection method enabled students to remember, think over and put their practice experiences in writing. The data were analysed by applying grounded theory </em><em>(Strauss &amp; Corbin, 1990). Findings revealed that social work students differently experience the establishment of relationships in the professional practice. These experiences lead to students’ professional growth and personal change. The findings provide an opportunity to deepen the knowledge about students’ experiences of relationships. These new experiences can promote students’ self-awareness, the change of worldviews, beliefs and values as well as adding the new trends for the analysis of goals in professional practice of social work.</em></p><p> </p>

scholarly journals Defining Self-Awareness in the Context of Adult Development: A Systematic Literature Review

2021 ◽  
pp. 105256292199006
Author(s):  
Julia Carden ◽  
Rebecca J. Jones ◽  
Jonathan Passmore
Keyword(s):  
Leadership Development ◽  
Literature Review ◽  
Adult Development ◽  
Systematic Literature Review ◽  
Management Education ◽  
Future Research ◽  
Self Awareness ◽  
Working Definition ◽  
Self Knowledge ◽  
Definition Of

Self-awareness is often seen as a critical component in leadership and career success, and has therefore become a feature in MBAs, leadership development, and management education. It has become a popular “buzzword” in management literature, yet when reviewing this literature, there appears to be no consistent definition of the construct. This article reports a systematic literature review, covering how the construct of self-awareness is defined and how it differs from self-consciousness and self-knowledge within the context of management education. After screening, 31 articles were included in the review, analysis of which identified there is an overlap with how self-awareness, self-consciousness, and self-knowledge are defined. Other themes from our analysis include the identification of the components of self-awareness, how to be self-aware, and the purpose of self-awareness. The contribution of our article is the provision of clarity on the construct of self-awareness and a working definition, which can be used in the fields of leadership and management development by practitioners in education and organizations, and for future research within the context of adult development and the workplace.

scholarly journals The Minimal Phenomenal Experience questionnaire (MPE-92M): Towards a phenomenological profile of “pure awareness” experiences in meditators

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0253694
Author(s):  
Alex Gamma ◽  
Thomas Metzinger
Keyword(s):  
Online Survey ◽  
Factor Model ◽  
Self Awareness ◽  
Phenomenal Experience ◽  
Fine Grained ◽  
Working Definition ◽  
Confirmatory Factor ◽  
Pure Awareness ◽  
Definition Of ◽  
Mental Agency

Objective To develop a fine-grained phenomenological analysis of “pure awareness” experiences in meditators. Methods An online survey in five language versions (German, English, French, Spanish, Italian) collected data from January to March 2020. A total of 92 questionnaire items on a visual analogue scale were submitted to exploratory and confirmatory factor analysis. Results Out of 3627 submitted responses, 1403 were usable. Participants had a median age of 52 years (range: 17–88) and were evenly split between men and women (48.5% vs 50.0%). The majority of meditators practiced regularly (77.3%), were free of diagnosed mental disorders (92.4%) and did not regularly use any psychoactive substances (84.0%). Vipassana (43.9%) followed by Zen (34.9%) were the most frequently practiced meditation techniques. German (63.4%) and English (31.4%) were by far the most frequent questionnaire languages. A solution with 12 factors explaining 44% of the total variance was deemed optimal under joint conceptual and statistical considerations. The factors were named “Time, Effort and Desire,” “Peace, Bliss and Silence,” “Self-Knowledge, Autonomous Cognizance and Insight,” “Wakeful Presence,” “Pure Awareness in Dream and Sleep,” “Luminosity,” “Thoughts and Feelings,” “Emptiness and Non-egoic Self-awareness,” “Sensory Perception in Body and Space,” “Touching World and Self,” “Mental Agency,” and “Witness Consciousness.” This factor structure fit the data moderately well. Conclusions We have previously posited a phenomenological prototype for the experience of “pure awareness” as it occurs in the context of meditation practice. Here we offer a tentative 12-factor model to describe its phenomenal character in a fine-grained way. The current findings are in line with an earlier study extracting semantic constraints for a working definition of minimal phenomenal experience.

The Case of Harper, Courageous Cultural Conversations in the Counseling Room

2020 ◽  
pp. 172-191
Author(s):  
Noreal Armstrong ◽  
Megan Clunan
Keyword(s):  
Personal Identity ◽  
Cultural Competency ◽  
Therapeutic Relationship ◽  
Clinical Setting ◽  
Washington Dc ◽  
Self Awareness ◽  
Culturally Competent ◽  
Western North Carolina ◽  
Therapy Interventions ◽  
Counseling Clients

The authors will utilize the case of Harper to delineate how to counsel clients to remain true to one's personal identity, while still developing a culturally competent identity in empathetic relationship with others. Harper is coming to counseling because she is facing a move from her homogeneous cultural community in Western North Carolina to the diversity of Washington, DC. Harper states she is fearful and anxious about (1) having to set her values aside, (2) being offensive because she lacks awareness of other cultures, and (3) the unknown of what living around different religions, ethnicities, and cultures may entail. The authors will explore practical ways in which the MSJCC can be implemented in the clinical setting for the sake of counseling clients toward cultural competency. Counselors will examine the importance of counselor self-awareness, regarding marginalization and privilege, within the therapeutic relationship. The authors will provide examples of experiential, solutions focused, and group therapy interventions to help clients move toward cultural competency.

Emmanuel Levinas and the Anxiety of Intersubjective Origins

Anxiety ◽  
2020 ◽  
pp. 397-437
Author(s):  
Bettina Bergo
Keyword(s):  
Practical Reason ◽  
Emmanuel Levinas ◽  
Emotional Memory ◽  
The Other ◽  
Ethical Responsibility

Levinas radicalized Heidegger’s hermeneutic moods into intensely embodied states and affects, pointing toward their intersubjective connections. His early work challenged Heidegger’s intellectualist approach to affective tonalities, arguing that our experience of “Being” occurs in bodily modes, from nausea to shame to escapist pleasures. Following his famous treatise on welcoming the “Other” in 1961, he turned to theorize the experience of alterity as first affective; and thereafter in 1974 as anxiety and emotional memory (“the other-in-the-same”). Taking a step outside Husserl’s phenomenology, he located the birth of responsibility for the other in the intersubjective interweave of our lived bodies and affects, and later on as mourning and mnemonic obsession. Since Scheler’s The Nature of Sympathy (1923), Levinas’s was the greatest effort, since Kant’s practical reason colored by Achtung, to underscore within phenomenology the connection between specific affects and ethical responsibility.

Preceptors' Influence on Athletic Training Students' Development of Excitement and Commitment to the Field of Athletic Training

2015 ◽  
Vol 10 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle
Keyword(s):  
Athletic Training ◽  
Professional Practice ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Analysis Data ◽  
Theory Approach ◽  
Athletic Training Students ◽  
Dynamic Nature ◽  
Experience Teaching ◽  
Positive Attribute

Context Athletic training students (ATS) who are excited about their chosen profession are likely to persist to graduation. Preceptors exert significant influence on ATS; however, little is known about the methods that preceptors use to help ATS develop their own professional commitments. Objective To investigate the methods used by preceptors to facilitate the development of excitement and professional commitment to athletic training among ATS. Design An exploratory qualitative study. Setting Athletic training education programs. Patients or Other Participants Seventeen preceptors (3 males, 14 females) volunteered for our study. The participants had an average of 6 ± 2 years of experience as a preceptor and were engaged in clinical education an average of 20 ± 3 hours each week. Main Outcome Measure(s) One-on-one interviews followed a semistructured format. Interviews were transcribed and shared with participants before analysis. Data were analyzed with a grounded theory approach consisting of open, axial, and selective coding. Multiple analyst triangulation and member checks were included as steps to establish data credibility. Results Mentoring, the central emerging theme, was characterized by modeling excitement for athletic training, accurate representation of professional practice, strong preceptor/ATS communication, and providing ATS with hands-on experience. Teaching and learning was identified as a positive attribute associated with being a preceptor. Preceptors indicated that their excitement for athletic training often stemmed from a desire to help others and the dynamic nature of the field. Conclusions Preceptors mentor ATS by displaying excitement for their profession and providing them with realistic learning experiences that are aimed at accurately representing the profession. The dynamic nature of athletic training appears to be an attractor to the profession, but it is a responsibility of the preceptor to help ATS develop an appreciation for that dynamic nature if they are to persist to graduation and eventual professional practice.

Countertransference and the Self-Aware Sport Psychologist: Attitudes and Patterns of Professional Practice

2006 ◽  
Vol 20 (4) ◽  
pp. 495-511 ◽  
Author(s):  
William Winstone ◽  
Misia Gervis
Keyword(s):  
Sport Psychology ◽  
Professional Practice ◽  
The Self ◽  
Professional Support ◽  
Peer Networks ◽  
Self Awareness ◽  
Personal Support ◽  
Professional Supervision ◽  
Sport Psychologist ◽  
Psychologist Attitudes

The literature in psychotherapy and sport psychology has supported the importance of self-awareness and countertransference management (Ellis, 2001; Leahy, 2001; Van Raalte & Andersen, 2000) and its applicability in all psychological settings (Hayes, 2004). This study was an audit of (n = 58) accredited UK sport psychology practitioners that explored the importance they attached to self-awareness and their behavior in practice that supported the management of these concerns. Results indicated that practitioners regarded self-insight and self-integration as important (Mdn = 4), but relied upon themselves and informal peer networks rather than regular supervision for professional support. Most practitioners never (Mdn=1) used counseling or therapy for personal support. Recommendations are made for piloting post-accreditation professional supervision in sport psychology and developing the provision of general counseling and sport psychology sessions for trainees.

Current Challenges in Embedded Communication Systems

2010 ◽  
Vol 1 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Jouni Isoaho ◽  
Seppo Virtanen ◽  
Juha Plosila
Keyword(s):  
Embedded Systems ◽  
Communication Systems ◽  
Trust Management ◽  
Self Awareness ◽  
System Configuration ◽  
Dynamic Nature ◽  
System Verification ◽  
Embedded Security ◽  
Networked Multimedia ◽  
Configuration Information

This article defines and analyses key challenges met in future embedded systems in networked multimedia and communication applications. Self-awareness, interoperability and embedded security are used to characterize different aspects of designing and implementing next generation embedded systems. The dynamic nature of applications and implementations as well as possible technological faults and variations need to be considered in system verification and modeling. A new design layer needs to be added to current NoC platforms in order to build procedures that take into account dynamic system reconfigurations, fault-tolerance aspects and flexible portability. Increased modularity and networked implementations create a need for trust management mechanisms between system components and technology for analyzing validity and correctness of received application and system configuration information.

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