scholarly journals CROSS-CULTURAL TRANSITION CARE IN LITHUANIAN SCHOOLS: SCHOOL PSYCHOLOGISTS' PERSPECTIVES

2021 ◽  
Vol 12 (2) ◽  
pp. 550-566
Author(s):  
Lingyi Chu ◽  
Ruta Ziaunienė
Keyword(s):  
School Psychologists ◽  
Transitional Care ◽  
Cross Cultural ◽  
Cultural Transition ◽  
Cultural Narratives ◽  
Cross Culture ◽  
Educational Support ◽  
School Based ◽  
Transition Care ◽  
Research Findings

Aim. The study aims to enrich an understanding of how Lithuanian school psychologists perceive the cross-cultural transitional care in the bridging role they are made to play in their schooling contexts in supporting Cross-Culture Kids (CCK).  Methods. The article presents research findings of surveying 200 school psychologists from Lithuania on current practices and challenges Lithuanian schools face in working with CCKs and developing effective and comprehensive school-based Cross-Cultural Transition Care Programmes (CCTCP).  Results. The analysis shows that Lithuanian school psychologists are unfamiliar with CCK concepts and do not feel prepared to deliver CCTC service to migrant pupils and families or CCTC training to their peer teacher and school administration. Issues surrounding migrant integration are alien to many, and many see it as irrelevant to their school contexts, regardless of governmental attempts to integrate returning Lithuanian emigrants in recent years.  Conclusion. The study shows that cross-cultural dialogues—and thus care support—yet need to find space in Lithuanian schools. Through systematic reconsideration, institutions providing educational support and training to key school actors, such as school psychologists, can be better supported. More approachable forms of implementable resources will allow space for schools to negotiate the extent and speed of their involvement, and also provide an arena for cross-cultural narratives and integration care, as they see fit best in their context.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Measurement Invariance of a Universal Behavioral Screener Across Samples From the USA and Germany

2018 ◽  
Vol 34 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Gino Casale ◽  
Robert J. Volpe ◽  
Brian Daniels ◽  
Thomas Hennemann ◽  
Amy M. Briesch ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Student Behavior ◽  
Cross Cultural ◽  
Cross Cultural Comparison ◽  
School Based ◽  
Cultural Research ◽  
Universal Screener ◽  
Confirmatory Factor ◽  
The Us ◽  
The Usa

Abstract. The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, χ2 = 790.141, Δχ2 = 6.9, p < .001, CFI = 0.976, ΔCFI = 0.000, RMSEA = 0.052, ΔRMSEA = −0.003) indicating that the factor structure, the factor loadings, and the item thresholds are comparable across samples. This finding implies that a full cross-cultural comparison including latent factor means and structural coefficients between the US and the German version of the abbreviated screener is possible. Therefore, the tool can be used in German schools as well as for cross-cultural research purposes between the US and Germany.

How to Be an Alien: Cross-Cultural Transition of Russian-Speaking Youth in Israeli High Schools

2008 ◽  
Vol 23 (1) ◽  
pp. 66-83 ◽  
Author(s):  
Marina Niznik
Keyword(s):  
Soviet Union ◽  
Former Soviet Union ◽  
Formal Education ◽  
Cross Cultural ◽  
Educational Systems ◽  
Cultural Transition ◽  
Educational Achievements ◽  
Existing Problems ◽  
Language Behavior ◽  
Identity Crises

This study focuses on adolescents who immigrated to Israel between 2000 and 2002. The aim of the survey on which the article is based was to investigate the determinants of cross-cultural transition, focusing on family problems, identity crises, educational achievements, and language behavior. Since the beginning of the mass immigration from the former Soviet Union, the Israeli educational system has not managed to reorient itself to accommodate the newcomers. Among the main reasons are differences in the Russian and Israeli educational systems and the changing character of the immigration itself. Despite existing problems, the younger generation of these recent immigrants wants to be integrated into Israeli society. It is the task of the formal education system to provide them with support and guide them on a path toward successful adjustment.

scholarly journals 3191 Adolescent Substance Use: School and Community Perspectives on School-Based Interventions

2019 ◽  
Vol 3 (s1) ◽  
pp. 82-83
Author(s):  
Sycarah Fisher
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
School Counselors ◽  
School Psychologists ◽  
Early Identification ◽  
Health Personnel ◽  
Adolescent Substance Use ◽  
Adolescent Substance ◽  
School Based ◽  
School And Community

OBJECTIVES/SPECIFIC AIMS: Fifty percent of adolescents have tried an illicit drug and 70% have tried alcohol by the end of high school. Further, despite 7-9% of youth 12-17 meeting criteria for a substance use disorder only 1 in 10 actually receive it. Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence based process that facilitates early identification and treatment for adults and adolescents in community (primary care) facilities. Despite the documented effectiveness of SBIRT, no research has examined the implementation of SBIRT in school settings by school-based mental health personnel. The purpose of the present study was to identify facilitators and barriers to SBIRT implementation by school-based personnel in secondary schools. METHODS/STUDY POPULATION: Participants included 30 school and community service providers including: teachers, school counselors, school psychologists, school administrators (principals and central office staff), city council members, school board members, community mental health services providers as well as state level individuals from the department of Adolescent Substance Use and the Office of Drug Control Policy. Interview guides were developed using the Consolidated Framework for Implementation Research (CFIR) to identify facilitators and barriers regarding the following: inner setting, outer setting, individuals involved, and intervention (SBIRT). The six-phase framework of Thematic Analysis (TA) was employed to analyze the data. We specifically used the deductive method to analyze the data with a pre-determined theory in mind (CFIR) to move to hypothesis building, and coding the data. RESULTS/ANTICIPATED RESULTS: Contrary to research conducted outside of the schools under the auspices that schools do not have the time or interest in providing school-based substance use interventions, several themes emerged identifying a receptivity, willingness, and eagerness to provide these services. Specifically, school-based mental health professionals (i.e., school counselors, school psychologists) being aware of adolescent substance use in their schools, but not knowing how to appropriately handle such disclosures. Further, school-based mental health personnel indicated that they would want additional training on how to identify and provide services to adolescents with substance use needs. School-based administrators also indicated a receptivity to addressing substance use with an acknowledgement that schools would need to move from a punitive model for substance use infractions to a treatment model. Some identified barriers to implementation included lack of awareness of community treatment settings for referrals and anonymity or lack thereof of substance use screening. DISCUSSION/SIGNIFICANCE OF IMPACT: While the data analyzed come from a limited sample in one school district, the present study found that schools could be potential settings for the early identification and intervention of adolescent substance use. Findings from this study contribute to our understanding of school and community receptivity to school-based interventions. Future research should identify training needs of school-based mental health personnel to assist in the early identification and prevention of substance use disorders.

Entrepreneurial universities and women entrepreneurship: a cross-cultural study

2019 ◽  
Vol 57 (9) ◽  
pp. 2541-2554 ◽  
Author(s):  
Maria Carmen Laudano ◽  
Lamberto Zollo ◽  
Cristiano Ciappei ◽  
Vincenzo Zampi
Keyword(s):  
Structural Equation ◽  
Cross Cultural ◽  
Equation Modeling ◽  
Entrepreneurial Universities ◽  
Cross Culture ◽  
Developed Country ◽  
Content Type ◽  
Self Employment ◽  
Proposed Model ◽  
Emerging Country

Purpose Through a cross-culture study, the purpose of this paper is to understand about how entrepreneurial universities can foster entrepreneurship in women by attending to psychological and environmental factors and personality traits that encourage women to form entrepreneurial intent. Design/methodology/approach The authors test the proposed conceptual model on a cross-cultural sample comprising 350 students from Italy, a developed country, and from Albania, an emerging country. Structural equation modeling is used to validate the proposed model and test the hypothesized relationships. Findings In both Italy and Albania, entrepreneurial universities significantly impact entrepreneurial attitudes and intentions in women. The major differences relate to psychological factors that predict self-employment attitudes and intentions. Specifically, risk-taking propensity and locus of control are important antecedents of attitudes in both samples; the need for independence is a significant predictor only in the Italian sample; need for achievement has significant influence only in the Albanian sample. Originality/value To better understand and interpret the phenomenon of female entrepreneurship, the authors use the theory of planned behavior to investigate entrepreneurial universities located in Italy, a developed country, and Albania, an emerging country.

scholarly journals The Construction of Cultural Identity on “Tamu dari Jakarta” Short Story

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Puri Bestari Mardani
Keyword(s):  
Cultural Identity ◽  
Short Story ◽  
Cross Cultural ◽  
Cultural Interaction ◽  
Cross Culture ◽  
The Past ◽  
Interesting Topic ◽  
Big City ◽  
Stuart Hall ◽  
Identity Problems

Identity is liquid and changeable as time goes by. The change of identity is possible since identity can be formed both from the past and from the future. In the case of cross culture, one’s identity may have certain problems especially in determining cultural identity. Problems in cultural identity have become an interesting topic to be discussed. It was also an interesting topic for writer to color their literature work.The focus of this research is the cultural identity in “Tamu dari Jakarta” (2002) short story by Jujur Prananto. This story brings out an interesting topic about a villager named Ratna who move into a big city (Jakarta). Problem of cultural identity was clearly seen when she visited her hometown (Klaten), the villagers no longer see her as one of them instead the saw her as a visitor or according to the title of this short story, a guest from Jakarta.The form of this research is a textual analysis research using the concept of cultural identity by Stuart Hall. This research shows that the cultural identity of Ratna is constructed through positioned and positioning identity that is shown from the cross-cultural interaction between characters in this story. Furthermore, the proses of being positioned and positioning was based on the stereotype of Jakarta citizen. However this story gave a different view and new insight on the stereotype of Jakarta citizen.   Keywords: cultural identity, cross-cultural, Jakarta citizen

A look inside school-based consultation: A qualitative study of the beliefs and practices of school psychologists and teachers.

2002 ◽  
Vol 17 (3) ◽  
pp. 258-298 ◽  
Author(s):  
Michelle S. Athanasiou ◽  
Molly Geil ◽  
Cynthia E. Hazel ◽  
Ellis P. Copeland
Keyword(s):  
Qualitative Study ◽  
School Psychologists ◽  
Beliefs And Practices ◽  
School Based

Business Correspondence: Main Rules and the Specifics of Translation

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
O Turitsina ◽  
Keyword(s):  
Business Communication ◽  
International Communication ◽  
Cross Cultural ◽  
Modern World ◽  
Cross Culture ◽  
Knowledge And Skills ◽  
National Differences ◽  
The World ◽  
Business Correspondence

Abstract: The article discusses the issue of business correspondence, its rules and etiquette, which is highly important in modern world as a great number or e-mails and business letters are sent and received every day throughout the world. So, the ability to correspond in business sphere is a crucial skill for the employees of multinational companies as well as for those who communicate internationally in different fields. It also concerns the cross-cultural aspect of organizing and translating business letters taking into consideration the key role of international communication due to the growing globalization of our society, and a lot of attention is paid to the national differences and peculiarities we may face while establishing contacts with foreign colleagues and partners. It analyses numerous studies and articles written by linguists, interpreters as well as by business coaches who, basing on their research and experience give advice and suggest solutions to different challenges we may face in this sphere. The article focuses on the different issues, such as the language and style, the structure and layout, the peculiarities and difficulties of translation, the things which should be avoided and are inappropriate in business letters. A lot of advice with numerous examples are given in order to avoid misinterpreting when it comes to cross-culture communication as well as embarrassing mistakes and those mistakes, which may have serious professional consequences. The article focuses six different problematic areas in business letter translation. These include: lexical-semantic problems; grammar; syntax; rhetoric; and pragmatic and cultural problems. The information must be interesting and useful for those who deals with business communication on international level as well as career coaches and business consultants in order to provide them with advice appropriately and help to improve and systemize necessary knowledge and skills to handle business correspondence successfully.

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