Development and initial validation of the Animal Welfare Cultural Competence Inventory (AWCCI) to assess cultural competence in animal welfare

Innovators of in vitro meat (IVM) are convinced that this approach is the solution for problems related to current meat production and consumption, especially regarding animal welfare and environmental issues. However, the production conditions have yet to be fully clarified and there is still a lack of ethical discourses and critical debates on IVM. In consequence, discussion about the ethical justifiability and desirability of IVM remains hypothetical and we have to question those promises. This paper addresses the complex ethical aspects associated with IVM and the questions of whether, and under what conditions, the production of IVM represents an ethically justifiable solution for existing problems, especially in view of animal welfare, the environment, and society. There are particular hopes regarding the benefits that IVM could bring to animal welfare and the environment, but there are also strong doubts about their ethical benefits.

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Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds16.1.11 ◽

2009 ◽

Vol 16 (1) ◽

pp. 11-19 ◽

Cited By ~ 1

Author(s):

Ashley M. Frazier

Keyword(s):

Sexual Orientation ◽

Cultural Competence ◽

Service Delivery ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Populations ◽

Cultural Issues ◽

Willingness To Disclose ◽

Bisexual And Transgender ◽

Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.64 ◽

2015 ◽

Vol 22 (2) ◽

pp. 64-76 ◽

Cited By ~ 7

Author(s):

Catherine J. Crowley ◽

Kristin Guest ◽

Kenay Sudler

Keyword(s):

New York ◽

New York City ◽

Public Schools ◽

Cultural Competence ◽

York City ◽

Cultural Sensitivity ◽

Graduate Program ◽

Language Disorder ◽

New York State ◽

Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

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Cultural Competence

ASHA Leader ◽

10.1044/leader.in2.17012012.2 ◽

2012 ◽

Vol 17 (1) ◽

pp. 2-38

Author(s):

Leah Lando

Keyword(s):

Cultural Competence

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How to Develop—and Apply—Your Cultural Competence

ASHA Leader ◽

10.1044/leader.scm.19112014.26 ◽

2014 ◽

Vol 19 (11) ◽

pp. 26-27 ◽

Cited By ~ 2

Author(s):

Deborah Dixon

Keyword(s):

Cultural Competence

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Cultural Competence Key to Treating Darker Skin

Skin & Allergy News ◽

10.1016/s0037-6337(10)70275-8 ◽

2010 ◽

Vol 41 (8) ◽

pp. 34

Author(s):

DAMIAN McNAMARA

Keyword(s):

Cultural Competence

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The Difficulties in Emotion Regulation Scale (DERS)

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000093 ◽

2013 ◽

Vol 72 (1) ◽

pp. 5-11 ◽

Cited By ~ 29

Author(s):

Elise S. Dan-Glauser ◽

Klaus R. Scherer

Keyword(s):

Emotion Regulation ◽

Well Being ◽

French Translation ◽

French Version ◽

Inappropriate Behaviors ◽

Initial Validation ◽

Difficulties In Emotion Regulation ◽

Instrument Measuring ◽

Highly Correlated ◽

Psychopathological Disorders

Successful emotion regulation is a key aspect of efficient social functioning and personal well-being. Difficulties in emotion regulation lead to relationship impairments and are presumed to be involved in the onset and maintenance of some psychopathological disorders as well as inappropriate behaviors. Gratz and Roemer (2004 ) developed the Difficulties in Emotion Regulation Scale (DERS), a comprehensive instrument measuring emotion regulation problems that encompasses several dimensions on which difficulties can occur. The aim of the present work was to develop a French translation of this scale and to provide an initial validation of this instrument. The French version was created using translation and backtranslation procedures and was tested on 455 healthy students. Congruence between the original and the translated scales was .98 (Tucker’s phi) and internal consistency of the translation reached .92 (Cronbach’s α). Moreover, test-retest scores were highly correlated. Altogether, the initial validation of the French version of the DERS (DERS-F) offers satisfactory results and permits the use of this instrument to map difficulties in emotion regulation in both clinical and research contexts.

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