Moving Culturally-Based Sororities and Fraternities Forward

2021 ◽  
Keyword(s):  
Culturally Based

Factorial Structure of the SCAS and Its Relationship With the SDQ

2013 ◽  
Vol 29 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Daniela Di Riso ◽  
Daphne Chessa ◽  
Andrea Bobbio ◽  
Adriana Lis
Keyword(s):  
Age Differences ◽  
Convergent Validity ◽  
Factor Model ◽  
Community Sample ◽  
Anxiety Symptoms ◽  
Factorial Structure ◽  
Confirmatory Factor ◽  
Culturally Based ◽  
Positive Correlations ◽  
Italian Children

The factorial structure of the Spence Children’s Anxiety Scale (SCAS; Spence, 1997 ) was examined in a community sample of 1,397 Italian children from 8 to 10 years old. Sex and age differences as regards anxiety symptoms were also analyzed. The convergent validity of the SCAS was explored through correlations with the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997 ). The use of confirmatory factor analysis supported the six correlated factor model of the SCAS with only minor differences compared to the original work by Spence (1997 ), and it was therefore named SCAS-it. Modifications to the original SCAS were supported by methodologically, theoretically, and culturally based arguments. The internal consistency of the SCAS-it was acceptable. Females displayed significantly higher levels of anxiety symptoms than males, while age differences were nonsignificant. Positive correlations were found between the SCAS-it and selected subscales of the SDQ. The results support the SCAS model, with few exceptions that do not threaten the utility of Spence’s tool.

Conclusion

2017 ◽  
Author(s):  
Georg Menz
Keyword(s):  
Energy Security ◽  
Renewable Energy Sources ◽  
Economic Transformation ◽  
Energy Sources ◽  
Future Research ◽  
Comparative Political Economy ◽  
Economic Sectors ◽  
Economic Changes ◽  
Culturally Based ◽  
Roll Out

This chapter summarizes some of the book’s main arguments and provides avenues for future research. We point to the ideational turn as well as to culturally based enquiries into Comparative Political Economy as offering particular promise. Finally, this chapter additionally points to two major sources of societal and economic transformation, discussing in passing other major economic changes, such as increasing automation, advances in artificial intelligence, and the roll-out of robots across a variety of economic sectors. These two potentially explosive sources of change include energy security, a field in which the race for autarchy is juxtaposed with limits to the practical applicability of renewable energy sources. Environmental factors and environmental degradation similarly impose dramatic constraints to further economic development and might induce a dramatic reconfiguration.

scholarly journals Embodied Ethical Decision-Making: A Clinical Case Study of Respect for Culturally Based Meaning Making in Mental Healthcare

2021 ◽  
Author(s):  
Megz Roberts
Keyword(s):  
Mental Health ◽  
Decision Making ◽  
Mental Health Treatment ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Meaning Making ◽  
Hospital Setting ◽  
Mental Healthcare ◽  
Clinical Case Study ◽  
Culturally Based

AbstractHow does embodied ethical decision-making influence treatment in a clinical setting when cultural differences conflict? Ethical decision-making is usually a disembodied and rationalized procedure based on ethical codes (American Counseling Association, 2014; American Dance Therapy Association, 2015; American Mental Health Counseling Association, 2015) and a collective understanding of right and wrong. However, these codes and collective styles of meaning making were shaped mostly by White theorists and clinicians. These mono-cultural lenses lead to ineffective mental health treatment for persons of color. Hervey’s (2007) EEDM steps encourage therapists to return to their bodies when navigating ethical dilemmas as it is an impetus for bridging cultural differences in healthcare. Hervey’s (2007) nonverbal approach to Welfel’s (2001) ethical decision steps was explored in a unique case that involved the ethical decision-making process of an African-American dance/movement therapy intern, while providing treatment in a westernized hospital setting to a spiritual Mexican–American patient diagnosed with PTSD and generalized anxiety disorder. This patient had formed a relationship with a spirit attached to his body that he could see, feel, and talk to, but refused to share this experience with his White identifying psychiatric nurse due to different cultural beliefs. Information gathered throughout the clinical case study by way of chronological loose and semi-structured journaling, uncovered an ethical dilemma of respect for culturally based meanings in treatment and how we identify pathology in hospital settings. The application of the EEDM steps in this article is focused on race/ethnicity and spiritual associations during mental health treatment at an outpatient hospital setting. Readers are encouraged to explore ways in which this article can influence them to apply EEDM in other forms of cultural considerations (i.e. age) and mental health facilities. The discussion section of this thesis includes a proposed model for progressing towards active multicultural diversity in mental healthcare settings by way of the three M’s from the relational-cultural theory: movement towards mutuality, mutual empathy, and mutual empowerment (Hartling & Miller, 2004).

Impact on parents of feeding young children with congenital or acquired cardiac disease

2000 ◽  
Vol 10 (6) ◽  
pp. 574-581 ◽  
Author(s):  
Christine Imms
Keyword(s):  
Cardiac Disease ◽  
Negative Impact ◽  
Mood State ◽  
Negative Mood ◽  
Oral Feeding ◽  
Social Emotional ◽  
Negative Mood State ◽  
Congenital Cardiac Disease ◽  
Culturally Based ◽  
Emerging Themes

AbstractFeeding an infant is an interactive process that facilitates social, emotional and culturally based skills. Children with congenital or acquired cardiac disease frequently require supportive regimes with regard to feeding so as to maintain weight, resulting in altered experiences for both the child and family. This study evaluated the practical, emotional and social ramifications for parents, of having a child with cardiac disease who also experienced difficulties with oral feeding. The study sampled three groups of parents who had children less than 3 years of age: those with cardiac disease who had difficulty in feeding, those with cardiac disease and no such difficulty, and those with no medical diagnosis. Parents completed a questionnaire about feeding, a time diary of activities involved in feeding, and Tuckman's Mood Thermometers, which measure anger and ‘poorness-of-mood’ associated with feeding the identified child. Parents of children with cardiac disease and a feeding difficulty reported a significantly more negative mood-state, and significantly longer time associated with feeding, than parents of children in the other two groups. Emerging themes from qualitative analysis of the data suggested that having a child with congenital cardiac disease producing difficulty in feeding had a strong negative impact on the whole family.

Teaching and Practice

1992 ◽  
Vol 62 (2) ◽  
pp. 199-209 ◽  
Author(s):  
Cynthia Ballenger
Keyword(s):  
Child Development ◽  
North American ◽  
Teacher Reflection ◽  
Theory And Practice ◽  
Cultural Assumptions ◽  
Daycare Center ◽  
Culturally Based ◽  
Teacher Researcher ◽  
American Teacher ◽  
Teachers And Parents

Teachers often learn techniques to manage the behaviors of the children in their classrooms with the assumption that those techniques are universal, rather than culturally based. In this article,Cynthia Ballenger shares her process of coming to understand the cultural assumptions that lie at the heart of effectively managing her class of four-year-old Haitian children. Through multiple"conversations" with a teacher-researcher group, with Haitian teachers and parents in a daycare center, and through her work with Haitian teachers in a child development class, Ballenger learns about Haitian cultural ways and queries the assumptions that shape her own experience as a North American teacher. Her story demonstrates a model of teacher reflection on both theory and practice that can illuminate the practices of other teachers who encounter children of differing cultural, racial, or class backgrounds.

scholarly journals Culturally Based Education for Sustainability—Insights from a Pioneering Ultraorthodox City in Israel

2018 ◽  
Vol 10 (10) ◽  
pp. 3721
Author(s):  
Iris Alkaher ◽  
Daphne Goldman ◽  
Gonen Sagy
Keyword(s):  
Human Nature ◽  
Policy Making ◽  
Education For Sustainability ◽  
Cultural Group ◽  
Professional Expertise ◽  
Cultural Groups ◽  
Interpretive Study ◽  
Crucial Component ◽  
Culturally Based ◽  
Culturally Based Education

Because culture affects the way people perceive human–nature relationships, it is acknowledged as a crucial component of sustainability. Israel has made efforts to involve cultural groups in education-for-sustainability (EfS). However, EfS within minorities still lags behind the dominant social majority. This study addressed incorporating EfS in the ultraorthodox sector (“ultraorthodoxing” EfS), focusing on a pioneering ultraorthodox municipality. In this interpretive study, interviews were conducted with nine stakeholders that hold key-positions regarding EfS policy-making. It explored how sustainability is introduced into ultraorthodox discourse and promoted in this community. Challenges to incorporating EfS include low environmentalism among the ultraorthodox and cultural–religious barriers. The findings indicate several directions of activity implemented by the Municipality to adapt EfS to ultraorthodox values and worldviews. The study suggests several principles for incorporating EfS in diverse cultural groups within multicultural societies (for example, allocating leaders from within the cultural group and developing their professional expertise, and establishing productive external–internal partnerships). Based on the findings, we suggest that implementing the particularistic approach within specific communities provides the means for empowering them, and is a necessary stage towards the participation of such cultural groups in pluralistic dialogue in wider society.

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