Development and Exploratory Factor Analysis of the Interventionist Multitiered Systems of Support Multicultural Competence Scale

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110504
Author(s):  
Mary Edwin ◽  
Michael W. Bahr
Keyword(s):  
Factor Analysis ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Multicultural Competence ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Cultural Knowledge ◽  
Competence Scale ◽  
Cultural Skills ◽  
Systems Of Support

This article describes the development of a measure of interventionists' competence in implementing culturally responsive multitiered systems of support (MTSS) practices. We ran an exploratory factor analysis (EFA) on a 30-question survey that measured the multicultural competence of 651 school counselors and psychologists in MTSS implementation. The EFA indicated a five-factor structure of the Interventionist MTSS Multicultural Competence Scale (IMMCS): (a) Cultural Knowledge, (b) Cultural Awareness, (c) Cultural Skills, (d) Cultural Appreciation, and (e) Respect for Cultural Differences.

scholarly journals Cultural competency and nursing care among sundanese nurses ethnic group in Indonesia

2021 ◽  
Vol 3 (2) ◽  
pp. 131-137
Author(s):  
Upit Pitriani ◽  
Kusman Ibrahim ◽  
Sandra Pebrianti
Keyword(s):  
Ethnic Group ◽  
Cultural Competency ◽  
Nursing Care ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Sampling Technique ◽  
Cultural Knowledge ◽  
Cultural Competencies ◽  
High Category ◽  
Cultural Skills

Background: Nurses as one of the health professionals who are expecting to have competence in providing nursing care to patients based on cultural background.Purpose: To describe the cultural competency and nursing care among sundanese nurses' ethnic group in Indonesia..Method: A descriptive design with a quantitative approach. The sampling technique in this study used Cluster Random Sampling with the sample of 63 respondents. The instrument used the NCCS (Nurse Cultural Competence Scale). This research conducted on April 2019 at dr. Slamet Hospital, Garut - IndonesiaResults: Shows that the nurses' cultural competencies in dr. Slamet hospital was in a low category of 37 respondents (58.7%). While in a component, cultural awareness was in the low category (60.3%), the cultural knowledge component was in the high category (52.4%), the cultural sensitivity component was in the low category (58.7%) and the cultural skills component in the high category (58.7%).Conclusion: The most nurses' cultural competencies  was in a low category such as cultural awareness was in the low category (60.3%), the cultural sensitivity component was in the low category. Sundanese nurses' ethnic group need to develop training in culturally competent as a local wisdom.

The School-Wide Cultural Competence Observation Checklist for School Counselors: An Exploratory Factor Analysis

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Judith A. Nelson ◽  
Rebecca M. Bustamante ◽  
Eric D. Wilson ◽  
Anthony J. Onwuegbuzie
Keyword(s):  
Factor Analysis ◽  
Cultural Competence ◽  
School Counseling ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Counseling Program ◽  
School Counseling Program ◽  
Two Factors ◽  
Cultural Competence Assessment ◽  
Diverse Groups

This study was designed to assess the (score) construct-related validity of an instrument called the School-Wide Cultural Competence Observation Checklist (SCCOC). The instrument was developed to use as a tool in conducting culture audits as a means of assessing school-wide cultural competence, or how well a school's programs, policies, and practices reflect the perspectives and experiences of diverse groups. An exploratory factor analysis was used to identify the factor structure of the SCCOC. Results revealed that the SCCOC contained two factors that explained 72.1% of the total variance. These factors, called Policy (22 items) and Practice (11 items), yielded score reliability coefficients of .97 and .89, respectively. Recommendations for incorporating a school-wide cultural competence assessment as part of a school counseling program are then discussed.

scholarly journals A Study on the Competence Characteristics of Psychological Hotline Counselors During the Outbreak of COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Linyu You ◽  
Xiaoming Jia ◽  
Yaping Ding ◽  
Qin An ◽  
Bo Li
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Reliability And Validity ◽  
Average Score ◽  
Second Phase ◽  
Good Reliability ◽  
Confirmatory Factor ◽  
Competence Scale ◽  
Psychological Assistance

Introduction: After the outbreak of COVID-19, psychological hotlines functioned as a main channel of psychological assistance and required a large number of professionals to provide services. These hotlines mostly offered a single-use service with short session times and allowed callers to retain anonymity. They functioned as a psychological counseling service for stress experienced in the COVID-19 public health emergency. Hotline psychological counselors must meet special competency requirements. The selection and evaluation tools for recruiting hotline counselors need to be developed.Materials and Methods: The initial scale of competence for psychological hotline counselors was formed by expert evaluation based on theoretical constructs and by using the Delphi method. A link to the questionnaire was sent to a WeChat group of counselors from 36 major psychological hotlines in China in two stages. The questionnaire consisted of questions to elicit basic demographic information and the initial competence scale. In the first phase, 343 valid samples were used to perform exploratory factor analysis. In the second phase, 334 valid samples were used to perform confirmatory factor analysis. The status of the competence of psychological hotline counselors was also analyzed.Results: The factor structure of the Psychological Hotline Counselor Competence Scale was verified and defined in terms of skills, attitude, and knowledge. The results of exploratory factor analysis and confirmatory factor analysis showed that the scale has good reliability and validity (χ2/df = 1.758, GFI = 0.86, RMSEA = 0.05, CFI = 0.96, NFI = 0.91, NNFI = 0.95). The McDonald’s omega for each factor was calculated (ωF1 = 0.927, 95%CI [0.914, 0.940]; ωF2 = 0.958, 95%CI [0.951, 0.965]; ωF3 = 0.954, 95%CI [0.945, 0.961]). Meanwhile, it was found that the psychological hotline counselors’ self-assessed competence had a high average score (n = 334).Conclusion: The Competence Scale for Psychological Hotline Counselors for Major Public Emergencies developed in this study has good reliability and validity, and can be a reliable tool for organizing psychological assistance and screening hotline psychological counselors during public emergencies in the future.

scholarly journals Kompetensi Kultural Pendidik Anak Usia Dini

2019 ◽  
Vol 2 (1) ◽  
pp. 97
Author(s):  
Luluk Iffatur Rocmah
Keyword(s):  
Early Childhood ◽  
Cultural Awareness ◽  
Early Childhood Teachers ◽  
Teaching Experience ◽  
Cultural Knowledge ◽  
Cultural Experience ◽  
Cultural Attitudes ◽  
Diverse Classroom ◽  
Cultural Component ◽  
Cultural Skills

This study is a descriptive qualitative research. This research aim to analyze and express cultural competence among early childhood teachers in Sidoarjo. Data collection was done by observation, interview and documentation. The subjects in this study were early childhood teachers in Sidoarjo from both homogeneous and heterogeneous schools. This study resulted the findings that educators can be competent in culturally diverse classroom teaching, he must have a cultural component of cultural awareness, cultural knowledge, cultural attitudes and cultural skills. Cultural awareness and cultural attitudes can be developed through cultural experience or cross-cultural interaction. While cultural knowledge can be developed through training such as workshops, seminars, conferences etc. And cultural teaching skills can be developed through teaching experience.

The School-Wide Cultural Competence Observation Checklist for School Counselors: An Exploratory Factor Analysis

2008 ◽  
Vol 11 (4) ◽  
pp. 207-217 ◽  
Author(s):  
Judith Nelson ◽  
Rebecca Bustamante ◽  
Eric Wilson ◽  
Anthony Onwuegbuzie
Keyword(s):  
Factor Analysis ◽  
Cultural Competence ◽  
School Counselors ◽  
Exploratory Factor Analysis

The School Counseling Program Implementation Survey: Initial Instrument Development and Exploratory Factor Analysis

2010 ◽  
Vol 14 (2) ◽  
pp. 2156759X1001400
Author(s):  
Elysia V. Clemens ◽  
John C. Carey ◽  
Karen M. Harrington
Keyword(s):  
Factor Analysis ◽  
School Counseling ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Program Implementation ◽  
Factor Model ◽  
Computer Software ◽  
Counseling Program ◽  
Initial Development ◽  
School Counseling Program

This article details the initial development of the School Counseling Program Implementation Survey and psychometric results including reliability and factor structure. An exploratory factor analysis revealed a three-factor model that accounted for 54% of the variance of the intercorrelation matrix and a two-factor model that accounted for 47% of the variance. Cronbach's alpha reliability estimates for subscales ranged from .79 to .87. Subscales of the instrument may be used to assess ASCA National Model program implementation, programmatic orientation, school counseling services, and school counselors’ use of computer software.

Advocacy Competency of School Counselors: an Exploratory Factor Analysis

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Natoya Hill Haskins ◽  
Anneliese Singh
Keyword(s):  
Factor Analysis ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
School Counselor ◽  
Factor Model ◽  
Five Factor Model ◽  
Individual Student ◽  
Initial Development ◽  
Achievement Barriers ◽  
Advocacy Competency

This article describes the initial development of the School Counseling Advocacy Assessment to measure school counselor advocacy competency and includes the psychometric results regarding the reliability and factor structure. An exploratory factor analysis revealed a five-factor model that accounted for 71% of the variance. The subscales are Collaboration with School Groups, Political and Social Actions to Change the System, Individual Student Empowerment, Actions to Reduce Achievement Barriers, and Media Advocacy. The authors discuss implications for school counselors and school counselors in training.

Counselor Competence Gender Identity Scale: Measuring Clinical Bias, Knowledge, and Skills

2021 ◽  
Author(s):  
Jack Simons ◽  
Michael W. Bahr ◽  
Melissa Ramdas
Keyword(s):  
Factor Analysis ◽  
Gender Identity ◽  
Psychometric Properties ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Counselor Competence ◽  
Knowledge And Skills ◽  
Gender Minorities ◽  
Competency Based ◽  
Clinical Bias

This study assess the psychometric properties of the Counselor Competence Gender Identity Scale (CCGIS), a competency-based assessment that measures the effectiveness of counselors to provide services to gender minorities. Exploratory factor analysis retained 25 items which formed four subscales. The CCGIS also discriminated between different groups of school counselors.

A Counselor’s Tale: The Need for Cultural Awareness

2019 ◽  
Vol 23 (2) ◽  
pp. 3-18
Author(s):  
Ann Marie Cotman ◽  
Jessica C. Enyioha ◽  
Patricia L. Guerra ◽  
Analeasa Lopez Holmes
Keyword(s):  
Stereotype Threat ◽  
Cultural Awareness ◽  
Leadership Practices ◽  
Culturally Responsive ◽  
Team Member ◽  
Cultural Knowledge ◽  
Leadership Team ◽  
Knowledge Development ◽  
Self Reflection ◽  
The Relationship

Culturally responsive (CR) leadership permeates all leadership practices and consists of several domains including: developing critical consciousness, supporting cultural knowledge development, and advocating for social justice within and outside of the school walls. This case focuses on the need to ground CR leadership in critical self-reflection and cultural consciousness by exploring the relationship between a White principal and his first leadership team member of Color who brings a different, bicultural perspective to his work. Assumptions that fill the void left by a lack of cultural knowledge lead to damaging effects including tokenism and stereotype threat.

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