Standing Together: A Cross-Cultural Approach to Working with Victim/Survivors of Sexual Assault

1998 ◽  
Vol 4 (3) ◽  
pp. 192
Author(s):  
Sarah Chambers
Keyword(s):  
Sexual Assault ◽  
Best Practice ◽  
Community Education ◽  
Cultural Knowledge ◽  
Cultural Issues ◽  
Training Strategy ◽  
Cultural Approach ◽  
English Speaking ◽  
Small Agency ◽  
And Training

The Western Region Centre Against Sexual Assault (WestCASA) is located in a culturally rich and diverse Melbourne community. As a small agency, with limited resources, we wondered how we could respond to the often silent and unmet needs of victim/survivors of sexual assault from non-English speaking backgrounds (NESB) communities. The Cultural Equity Program (CEP), based on principles of respect and empowerment, strongly advocates a collaborative approach and also recognises the importance of identifying structural, organisational and individual barriers preventing NESB victim/survivors from accessing support and/or counselling. Vietnamese and Filipino workers were invited to be cultural consultants to WestCASA and met regularly during 1996/1997. These meetings enabled the exchange of cultural knowledge/expertise and an opportunity to discuss sensitive cultural issues. Together we also developed a culturally and linguistically respectful community education and training strategy. WestCASA also introduced initiatives for developing a more culturally sensitive practice. The paper presents the CEP as a model of best practice. The ideas and concepts are outlined which have guided us in the design of the developmental framework. We also reflect on our learning which has been rich and inspiring, and comment on the implications for Women's Health Policy.

scholarly journals AN ENGLISH SPEAKING TRAINING FOR THE DRAGON FRUIT PLANTATION WORKERS IN REMPANG ISLAND, BATAM: AGRO-TOURISM BASE

2022 ◽  
Vol 3 (2) ◽  
pp. 255-264
Author(s):  
Ambalegin Ambalegin ◽  
Tomi Arianto ◽  
Nurma Dhona Handayani ◽  
Zia Hisni Mubarak
Keyword(s):  
Communication Skills ◽  
Community Education ◽  
Distinct Advantage ◽  
Marine Tourism ◽  
The Third ◽  
Dragon Fruit ◽  
Strategic Location ◽  
English Speaking ◽  
The Government ◽  
And Training

Batam is the third most visited city of foreign tourists due to the strategic location that closes to Singapore and Malaysia. It becomes a distinct advantage with the number of tourists visiting. In addition to marine tourism and shopping tourism, Batam has agro-tourism in the islands around Batam Island. Cafe Zore in Rempang Island's dragon fruit plantation is often visited by domestic and foreign tourists. Foreign tourists often experience difficulties in communicating with English because the employees could not speak English. It is aimed to develop employees' English skills through methods of community education and training with lecturing, discussion and demonstration techniques. The result of this training was the improvement of the English spoken ability. To sum up this PkM activity is that English communication skills are very important to welcome foreign tourists visiting and support the government to develop tourism in Batam

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Current Situation and Training Strategy of Rehabilitation Nurses in China

2015 ◽  
Vol 25 (3) ◽  
pp. 58
Author(s):  
Zhuangmiao LI ◽  
Hongjia ZHAO ◽  
Fang LIU ◽  
Shuqin PANG ◽  
Liwei ZHENG ◽  
...  
Keyword(s):  
Current Situation ◽  
Training Strategy ◽  
And Training

Music Therapy Pre-internship Education and Training: Support for a Methods-Based Approach

2021 ◽  
Author(s):  
Susan C Gardstrom ◽  
James Hiller ◽  
Annie Heiderscheit ◽  
Nancy L Jackson
Keyword(s):  
Music Therapy ◽  
Best Practice ◽  
Clinical Decision Making ◽  
Well Being ◽  
Clinical Decision ◽  
Education And Training ◽  
Population Based ◽  
Music Therapists ◽  
Training Support ◽  
And Training

Abstract As music therapists, music is our primary realm of understanding and action and our distinctive way of joining with a client to help them attain optimal health and well-being. As such, we have adopted and advocate for a music-focused, methods-based (M-B) approach to music therapy pre-internship education and training. In an M-B approach, students’ learning is centered on the 4 music therapy methods of composing, improvising, re-creating, and listening to music and how these music experiences can be designed and implemented to address the health needs of the diverse clientele whom they will eventually encounter as practicing clinicians. Learning is highly experiential, with students authentically participating in each of the methods and reflecting on these self-experiences as a basis for their own clinical decision-making. This is differentiated from a population based (P-B) approach, wherein students’ attention is directed at acquiring knowledge about the non-musical problems of specific “clinical populations” and the “best practice” music interventions that are presumed to address these problems. Herein, we discuss both approaches, identifying the limitations of a P-B perspective and outlining the benefits of an M-B curriculum and its relevance to 21st-century music therapy practice.

scholarly journals Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

2016 ◽  
Vol 10 (7-8) ◽  
pp. 281
Author(s):  
Kristen McAlpine ◽  
Stephen Steele
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Medical Schools ◽  
Clinical Settings ◽  
Undergraduate Medical Students ◽  
Canadian Medical School ◽  
Competency Based ◽  
English Speaking ◽  
And Training

<p><strong>Introduction:</strong> The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.</p><p><strong>Methods:</strong> This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.</p><p><strong>Results:</strong> A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.</p><p><strong>Conclusions:</strong> To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.</p>

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