Writing for an N of 1: Cultural Competence in Personality Assessment Report Writing

Author(s):  
Collette Chapman-Hilliard ◽  
Shannon McClain ◽  
Alissa Sherry ◽  
Susan Broyles ◽  
Stacey Jackson
2006 ◽  
Author(s):  
Kristen L. Beriloff ◽  
Rosemary Flanagan

Animals ◽  
2018 ◽  
Vol 8 (12) ◽  
pp. 222 ◽  
Author(s):  
La Toya J. Jamieson ◽  
Greg S. Baxter ◽  
Peter J. Murray

Wildlife detection dog teams are employed internationally for environmental surveys, and their success often depends on the dog handler. Minimal research is available on the skills that dog handlers believe are important, and no research has been published on the personality profiles of wildlife detection dog handlers. This may reveal the skills that people should acquire to be successful at, or suitable for, this work. An online questionnaire was distributed to Australian and New Zealand wildlife detection dog handlers. This questionnaire provided a list of skills to be rated based on importance, and a personality assessment measured their five main personality domains (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness). A total of 35 questionnaires were collected, which represented over half of the estimated Australian wildlife detection dog handler population. The handlers had on average 7.2 years of dog handling experience, and 54% were female. More than half (57%) of the handlers stated that they were very emotionally attached to their dogs; however, 9% stated they were either not attached or mildly attached to their working dogs. The skill that was rated highest for importance was ‘ability to read dog body language’, and the lowest was ‘skilled in report writing’. On average, the handlers scored high in the Agreeableness domain, low in the Neuroticism domain, and average in the Extraversion, Conscientiousness, and Openness domains. However, all of the personality scores had large ranges. Therefore, a dog handler’s personality may not be as influential on their success as their training or their dog–handler bond. Further research would be beneficial regarding the direct impact that the dog–handler bond and the handler’s knowledge have on working team outcomes.


Author(s):  
Ashley M. Frazier

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.


Author(s):  
Ying-Chiao Tsao

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.


Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.


ASHA Leader ◽  
2012 ◽  
Vol 17 (1) ◽  
pp. 2-38
Author(s):  
Leah Lando
Keyword(s):  

ASHA Leader ◽  
2014 ◽  
Vol 19 (11) ◽  
pp. 26-27 ◽  
Author(s):  
Deborah Dixon
Keyword(s):  

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