Rethinking Self-Awareness in Cultural Competence: Toward a Dialogic Self in Cross-Cultural Social Work

2005 ◽  
Vol 86 (2) ◽  
pp. 181-188 ◽  
Author(s):  
Miu Chung Yan ◽  
Yuk-Lin Renita Wong
Keyword(s):  
Social Work ◽  
Cultural Competence ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Cultural Bias ◽  
Self Awareness ◽  
The North ◽  
Client Relationship ◽  
Helping Process ◽  
A Site

The cultural competence approach has grown significantly in the North American human service professions. The reliance of social workers on cultural awareness to block the influence of their own culture in the helping process entails three problematic and conflicting assumptions, namely, the notion of human being as cultural artifact, the use of self as a technique for transcending cultural bias, and the subject-object dichotomy as a defining structure of the worker-client relationship. The authors contend that there are conceptual incoherencies within the cultural competence model's standard notion of self-awareness. The conceptualization of a dialogic self may unsettle the hierarchical worker-client relationship and de-essentialize the concept of culture. Cross-cultural social work thus becomes a site where client and worker negotiate and communicate to cocreate new meanings and relationships.

Abstract P247: Culturally Appropriate Cardiovascular Risk Management - Are Physicians Prepared for the Task?

2011 ◽  
Vol 4 (suppl_1) ◽  
Author(s):  
Clyde W Yancy ◽  
Jill A Foster ◽  
Gregory D Salinas ◽  
Andrew R Sanchez ◽  
Linda L Casebeer
Keyword(s):  
Cultural Competence ◽  
Cultural Sensitivity ◽  
Cardiovascular Health ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Racial Groups ◽  
Self Awareness ◽  
Culturally Appropriate ◽  
Southern Us ◽  
Standards Compliance

Background: The CDC advocates improved physician cultural competence to reduce disparities in cardiovascular (CV) health. Cultural competence may be particularly important to establish an effective therapeutic alliance to mitigate CV risk. This study sought to better understand physician elements of cultural competence that can be targeted to improve cardiovascular health in minority populations. Methods: Family physicians, internists, cardiologists and neurologists practicing in the southern US were queried in this survey. Participants assessed their cross-cultural knowledge, skills, attitudes, and training using 5-point scales. Office managers of respondents were then invited to complete a separate survey assessing compliance with 3 Culturally and Linguistically Appropriate Services (CLAS) standards relevant to the office setting. Results: Among 697 respondents, 57% considered sociocultural issues important in patient interactions. Prior training was reported by 76%, but 18% considered multicultural health training of little importance. On average, self-assessed knowledge (10 items) and skill (15 items) were moderate. More than 3 of 4 physicians reported little or no knowledge of CLAS standards; more than half reported limited knowledge of traditional healing. Striking differences were noted among physicians of different racial groups with blacks consistently reporting greater self-awareness, knowledge and skill compared to whites (p< .01). Significant differences did not emerge between primary care and specialist physicians. A subset of 124 office practices participated in the CLAS assessment. Though physicians were largely unaware of CLAS standards, compliance was 98% for Standard 1 (culturally appropriate care), 67% for Standard 2 (workforce diversity) and 25% for Standard 3 (staff CLAS training). Conclusions: Physicians and their office staff have modest levels of cultural sensitivity as well as moderate cross-cultural knowledge and skills, but deficits, especially among physicians and particularly as a function of physician race, are present in important areas. Building upon this foundation to achieve greater proficiency in cross cultural care may improve the quality of care and reduce disparities in CV health.

scholarly journals An Examination Of Cross Cultural Competence In International Business: The Case Of The Subsidiaries

2010 ◽  
Vol 9 (1) ◽  
Author(s):  
Juan Carlos Barrera
Keyword(s):  
United States ◽  
Cultural Competence ◽  
International Business ◽  
Null Hypothesis ◽  
Cultural Awareness ◽  
Service Providers ◽  
Cross Cultural ◽  
International Firm ◽  
Direct Service Providers ◽  
Organization Strategy

Cultural competence as approached in this paper enables individuals and organizations to work or respond effectively across cultures in ways that the values, beliefs, traditions and customs are recognized. This study uses Jaccarino & Kendall (2004) empirical model to understand the cross-cultural competence process in an organization. The model consists of four elements: cultural awareness, skill development, developmental planning, and organization strategy. Moreover, this paper explores similarities and differences that exists and the business implications that results from cultural competence variations. Null hypothesis 1 covers the comparison between international subsidiaries by stating that there are no differences in cultural competence between two subsidiaries (United States and Mexico) of an international firm once they operate under unified directives. Null hypothesis 2 covers the comparison within each subsidiary by stating that there are no differences in cultural competence between administrators and direct service providers/clerks in each subsidiary (United States and Mexico) of an international firm.

scholarly journals Can One Undergraduate Course Increase Cross-Cultural Competence?

2015 ◽  
Vol 1 (1) ◽  
pp. 48
Author(s):  
Lois Spitzer
Keyword(s):  
Cultural Competence ◽  
General Education ◽  
Cross Cultural ◽  
Self Awareness ◽  
Global Awareness ◽  
Cultural Groups ◽  
State College ◽  
Cultural Roots ◽  
College Course ◽  
Cultural Self

<p>The majority of students who took this general education undergraduate course in developing cross-cultural understanding at a state college in the northeastern United States reported that their level of cross-cultural competence and global awareness increased by the end of the course. The primary course objective was to help students better understand their own cultural roots and become more globally aware of other cultural groups. This limited study revealed that this one undergraduate college course was successful in increasing cultural self-awareness, cross-cultural competence, and global awareness among the students who took the course. In addition, it points to the need for more courses to be added to college curricula and for more statistically significant studies to be conducted.</p>

Second language acquisition: competency model with using Interactive technology in the EL classroom

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Maral Nurtazina ◽  
Maira Kadeyeva ◽  
Aisulu Shaikenova
Keyword(s):  
Second Language Acquisition ◽  
Cultural Competence ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
University Education ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Models Of Teaching ◽  
Innovation Potential ◽  
Potential Methods

Cross-cultural communication in the context of competence and educational system is the major focus in this project. The paper concerns the issue of cross-cultural communication in the sphere of university education in the EL classroom. Special attention is given to the problems of innovation potential of different methods and models for the formation of cross-cultural competency. The article concentrates on developing cross-cultural awareness that students of non-linguistic higher schools should have knowledge in order to effectively communicate with other people. This awareness can be developed by means of particular didactic organization of a foreign language teaching process. Some methods and models aimed at students’ adopting peculiarities of foreign non-linguistic reality are considered here. Moreover, the author argues that there is a necessity to pay extra attention to the parameters of shaping cross-cultural competence. It is claimed that intercultural sensitizer (culture assimilator) is one of the most adequate and efficient techniques in enhancing cross-cultural competence in the process of training.     Keywords: Cross-cultural competence; innovative potential; methods and models of teaching; didactic organization

scholarly journals Receptivity and Readiness for Cultural Competence Training Amongst the Social Workers in Hong Kong

2020 ◽  
Author(s):  
Vincent W P Lee ◽  
Daniel W L Lai ◽  
Yong-Xin Ruan
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
Service Learning ◽  
Cultural Competence ◽  
Social Workers ◽  
Social Services ◽  
Cultural Awareness ◽  
Professional Training ◽  
The Social ◽  
Competence Training

Abstract This research examined understandings of cultural competence of social workers in Hong Kong, their needs and challenges in serving culturally diverse groups, and their willingness and receptivity to receive cultural competence training by using constructivist grounded theory. Individual qualitative interviews were conducted with thirteen frontline and managerial practitioners and educators in training institutions in the social work profession. Data were analysed by identifying major themes. The findings show that social workers in Hong Kong tend to encounter language barriers and various forms of cultural shocks in serving ethnoculturally diverse clients. The professional code of practice is not sufficient in promoting culturally competent practice and there are institutional barriers to the enhancement of cultural competence of the social services. Mainstream social work units are generally not well prepared to provide services to non-Chinese communities. In response to these obstacles, professional training should provide future Hong Kong social workers with opportunities to interact with ethnoculturally diverse communities through service-learning. To tackle institutional racism, leaders should have cultural awareness and promote culturally inclusive practices. Inclusion of staff members from diverse cultural backgrounds would increase the capacity of the organisations to better serve clients of diverse needs. Anti-racism training should be made as an essential professional development component for social work students, practicum students, practitioners and managers.

Teaching Note: Ethnic Sharing: Laying the Foundation for Culturally Informed Practice With BSW Students

2014 ◽  
Vol 19 (1) ◽  
pp. 151-159
Author(s):  
Brenda Williams-Gray
Keyword(s):  
Social Work ◽  
Cultural Awareness ◽  
Social Work Students ◽  
Self Awareness ◽  
Diversity Awareness ◽  
Learning Session ◽  
Written Responses ◽  
Culturally Informed ◽  
Phenomenological Perspective ◽  
Social Work Programs

This article describes the use of ethnic sharing, a structured, narrative exercise designed to increase cultural competence among students in social work programs. The premise of this facilitated exercise is that self-awareness and cultural awareness create the foundation for culturally informed practice. Twenty-five BSW students from diverse backgrounds participated in this guided group learning session and experienced brief cultural immersion. A content analysis of participant feedback about the exercise indicated that students engaged in self-examination, gained cultural awareness, and demonstrated a beginning understanding of culturally informed practice. Analyzing the students' written responses according to a phenomenological perspective revealed the following themes: (a) Don't stereotype or make assumptions, (b) remain open minded and refrain from making judgments, and (c) be aware of cross-cultural similarities and differences. The utility of ethnic sharing as an experiential learning exercise for baccalaureate social work students to develop proficiency in diversity awareness is demonstrated.

Cultural Competence and Critical Consciousness in Social Work Pedagogy

2016 ◽  
Author(s):  
Ronald Pitner ◽  
Izumi Sakamoto
Keyword(s):  
Social Work ◽  
Cultural Competence ◽  
Critical Consciousness ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Classroom Setting ◽  
Self Awareness ◽  
Fundamental Building Block ◽  
Identity Paper

For social workers, developing cultural competence is a necessary hallmark for interacting with our increasingly diverse and complex world. Developing cultural competence, however, requires continuously raising one’s level of critical consciousness. Critical consciousness and related concepts such as reflexivity, critical self-reflection, and critical self-awareness are widely recognized as a fundamental building block of human service practice, including social work practice. However, the dynamics involved in raising our own levels of critical consciousness are lengthy and messy because we often encounter cognitive and affective roadblocks. Thus, there is no single pedagogical strategy that could help all social work students effectively engage with this process. In this article the concept of critical consciousness postulated by Pitner and Sakamoto is applied specifically to the social work classroom setting. Their Critical Consciousness Conceptual Model (CCCM), which describes the process of developing critical consciousness by engaging one’s cognitive, affective, and behavioral domains, is presented. How this model can be incorporated as a pedagogical tool to help social work students develop and further strengthen their own levels of critical consciousness in the classroom setting is discussed, as are various pedagogical methods, including classroom debate, identity paper assignment, “creating a world map” exercise, and mindfulness-based pedagogy. Finally, implications for social work education are explored.

Developing cross-cultural competence in business through multimedia courseware

ReCALL ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 196-208 ◽  
Author(s):  
PAUL BRETT
Keyword(s):  
Cultural Competence ◽  
Cultural Awareness ◽  
Learning Opportunities ◽  
Development Project ◽  
Cross Cultural ◽  
Learning Material ◽  
Multimedia Computing ◽  
Business Context ◽  
Doing Business ◽  
Support Tools

The globalisation of business and the internationalisation of companies witnessed over the past decade has increased the need for business people operating across cultures to become both culturally and linguistically aware. The evolution of multimedia computing means that learning material can be created which amalgamates video, subtitles, tasks, text and a variety of support tools. This environment lends itself to the provision of learning opportunities and materials which aim to develop cultural understanding. This paper describes an on-going development project entitled SELECT which is creating multimedia courseware to develop cross-cultural awareness of the British business context. The paper outlines the background to the creation of the courseware and the needs it aims to meet. The theoretical underpinning of the development is outlined, covering the nature of cross-cultural competence, its development and the fit between the capabilities of multimedia and such competence. The approach taken and methods used to research and construct a valid, empirically-based cross-cultural syllabus relevant for those doing business with Britain is described and exemplified. The process of creating the courseware, including the authentic video assets and configuration of the learning design is discussed. The paper concludes with projections of future developments in technology assisted development of cross-cultural competence.

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