scholarly journals Training of evidence-based assessment and intervention approaches in cross-cultural contexts: challenges and solutions

2006 ◽  
Vol 28 (1) ◽  
pp. 72-75 ◽  
Author(s):  
Cheryl Y C So ◽  
Jack S F Hung ◽  
José J Bauermeister ◽  
Peter S Jensen ◽  
Doa Habib ◽  
...  
Keyword(s):  
Emotional Problems ◽  
Child And Adolescent ◽  
Cross Cultural ◽  
Evidence Based ◽  
Cultural Contexts ◽  
Distance Training ◽  
Supervision Model ◽  
A Priority ◽  
Economic Constraints

Dissemination of evidence-based assessment and intervention approaches for child and adolescent with behavioral and/or emotional problems is now a priority in the field worldwide. However, developing staff competence in evidence-based assessment and intervention approaches in different countries is complicated by some environmental and economic constraints. In this paper a distance training/supervision model is discussed. We describe seven specific challenges encountered and solutions used for overcoming the obstacles in order to implement evidence-based assessment and intervention approaches in different sites in Brazil, Egypt, Israel, and Lebanon.

A dynamic Asian response to globalization in cross-cultural social work

2005 ◽  
Vol 48 (5) ◽  
pp. 593-607 ◽  
Author(s):  
Kam-shing Yip
Keyword(s):  
Social Work ◽  
Cultural Sensitivity ◽  
Work Practice ◽  
Social Work Practice ◽  
Cross Cultural ◽  
Controversial Issues ◽  
Asian Countries ◽  
Cultural Contexts ◽  
Travail Social ◽  
Trabajo Social

Authentization, indigenization, cultural sensitivity, cultural competence and globalization are controversial issues in cross-cultural social work. In this article, the writer tries to clarify all these related concepts. In terms of various Asian cultural contexts, a model of dynamic Asian response and exchange in the field of cross-cultural social work practice in Asian countries is suggested. French L'authentization, l'indigénisation, la sensibilité culturelle, la compétence interculturelle et la mondialisation sont des questions controversées en travail social interculturel. Dans cet article, l'auteur tend à clarifier ces concepts interliés et suggère une réponse et des échanges asiatiques dynamiques dans le contexte culturel diversifié des contrées de l'Asie. Spanish La autencización, la indigenización, la sensibilidad cultural, la competencia cultural y la globalización son asuntos controvertidos en el trabajo social transcultural. El autor trata de clarificar todos estos relacionados conceptos. Respecto a varios contextos culturales de Asia, el autor sugiere un modelo dinámico de intercambio y respuesta asiática a la práctica de trabajo social transcultural en países de Asia.

The engagement with business ethics

2014 ◽  
Vol 26 (4) ◽  
pp. 286-304 ◽  
Author(s):  
Michael Callaghan ◽  
Greg Wood
Keyword(s):  
Business Ethics ◽  
Private Sector ◽  
Corporate Culture ◽  
Longitudinal Research ◽  
Cross Cultural ◽  
Primary Data ◽  
Regulatory Requirement ◽  
Content Type ◽  
Cultural Contexts ◽  
Ethics Research

Purpose – The aim of this research was to determine the evolution of engagement with business ethics in the top 500 Australian corporations operating in the private sector from 1995 to 2010. Design/methodology/approach – Primary data were obtained via a non-sponsored and unsolicited self-administered mail questionnaire distributed to a census of the top 500 Australian companies operating in the private sector administered in both 1995 and 2010. This paper examines and compares the responses of the companies that possessed a code of ethics at those times. Findings – This paper finds that business ethics has continued to evolve over the period of the study and that, in most cases, such an evolution has been positive, with the majority of companies exhibiting high levels of engagement. Research limitations/implications – While the responses provided a rich picture of the evolution of Australian corporate engagement with business ethics, further longitudinal research exploring international and cross-cultural contexts would add to this understanding of organisational engagement. Practical and social implications – It would seem that codes of ethics have evolved beyond a regulatory requirement and are now considered an integral component of the corporate culture and commercial practice in the majority of Australia’s top 500 companies. Originality/value – Despite a history of business ethics research, longitudinal studies seeking to understand the evolution of corporate engagement to business ethics are exceedingly rare. This paper, unique and original in its focus on an Australian context, provides a basis for future studies focused on exploring international and cross-cultural contexts. This paper makes a substantive and valuable contribution to the literature as it quantifies the evolution of corporate engagement over a 15-year period.

scholarly journals Evidence for a Cultural Mindset: Combining Process Data, Theory, and Simulation

2020 ◽  
Author(s):  
LaTasha R Holden ◽  
Michelle LaMar ◽  
Malcolm Bauer
Keyword(s):  
Decision Making ◽  
Student Performance ◽  
Cognitive Modeling ◽  
Cross Cultural ◽  
Simulation Game ◽  
Future Research ◽  
Sequential Decision ◽  
Process Data ◽  
Cultural Contexts ◽  
And Behavior

The goal of the present work is to build a foundation for understanding cognition and decision-making processes in innovative assessment contexts. Specifically, we will assess students’ Cross-Cultural Competence (3C: see Thomas et al., 2008) through a social simulation game. The present work will use Mindset (i.e., individuals beliefs about whether ability is fixed or changeable, see Dweck, 2006) to ground the project in theory because it has been shown to be a powerful motivator for decision-making and behavior in learning and achievement (Dweck & Leggett; 1988; Dweck, 1999), and in cross-cultural contexts (Dweck, 2012). The novel contribution of this paper is to apply Mindset theory to social situations requiring 3C, thus proposing the notion of cultural mindsets—defined here as the set of beliefs including affect, cognition, and behavior people bring to cross-cultural contexts. In cultural mindset, affect and cognition govern the ease with which people adapt, learn, and update cultural information. Additionally, we argue that cultural mindsets are important mechanisms involved in navigating cross-cultural situations effectively and should be considered more in future research. In order to understand how cultural mindset affects student performance, we will apply a computational cognitive modeling approach using Markov decision process (MDP) models. The MDP approach is appropriate for sequential decision-making in non-deterministic environments—as actions are chosen as part of a plan to achieve goals with the knowledge that some action effects will be probabilistic.

scholarly journals Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools

2021 ◽  
Vol 2 ◽  
pp. 263348952110512
Author(s):  
Catherine Carlson ◽  
Sophie Namy ◽  
Janet Nakuti ◽  
Laura Mufson ◽  
Carin Ikenberg ◽  
...  
Keyword(s):  
Mental Health ◽  
School Culture ◽  
Violence Prevention ◽  
Prevention Program ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Health Interventions ◽  
Evidence Based ◽  
Mental Health Interventions ◽  
Violence Prevention Program

Background The vast majority of children and adolescents in low and middle-income countries (LMICs) lack access to interventions for mental health problems. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. Methods We conducted a focused ethnography to explore students’, teachers’, and caregivers’ perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Data collection occurred in Kampala, Uganda, using two schools that have previously implemented an evidence-based violence prevention program widely used in Ugandan schools schools, the Good School Toolkit (GST). Trained, local researchers facilitated four focus group discussions (FGDs) with caregivers ( n = 22), four FGDs with teachers ( n = 25), and in-depth interviews with primary school students ( n = 12). Verbatim transcripts were analyzed using a framework analysis approach. Results Participants revealed a school culture that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Participants recommended an implementation process that trains teachers and students in screening and referral, peer group delivery, and is accompanied by a school-wide approach to stigma reduction and mental health literacy. Participants fundamentally agreed that teachers could be trained as intervention facilitators. Conclusions This study highlights the potential advantage of leveraging an existing intervention that already addresses implementation factors, such as school culture, as a fertile platform for implementing interventions for child and adolescent mental health in LMICs. Plain language abstract Despite the growth of implementation research for child and adolescent mental health, the study of implementation science for child and adolescent mental health in low and middle-income countries (LMICs) remains scarce. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. This study provides rich qualitative data describing the context and influences for the successful implementation of mental health interventions in LMIC schools. We conducted interviews and focus groups with teachers, students, and caregivers to determine their perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Participants revealed a school culture promoted by the existing program that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Findings suggest the existing program provides fertile ground for the successful implementation of evidence-based mental health interventions in schools.

scholarly journals Professional Missionary, Amateur Father: Using Missiological Principles and Family Systems Theory to Raise an Emotionally Healthy Family

2020 ◽  
Author(s):  
David Robert Dunaetz ◽  
Stephen S. Lambert
Keyword(s):  
Systems Theory ◽  
Family Systems ◽  
Family Life ◽  
Family Systems Theory ◽  
Cross Cultural ◽  
Cultural Contexts ◽  
Healthy Family

Missionary fathers are sometimes better equipped to undertake the missionary task than to be successful husbands and fathers in stressful, cross-cultural contexts. This paper examines several missiological principles which are congruent with family systems theory that can help missionary fathers ensure the success of their family life.

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