Be Responsive to Clients' Diverse Cultures

2009 ◽  
pp. 33-48
Keyword(s):  
Diverse Cultures

A Religious State (A Study of Hasyim Asyari and Muhammad Iqbal's Thought on the Relation of Religion, State and Nationalism)

2020 ◽  
Vol 3 (2) ◽  
pp. 226
Author(s):  
Arik Dwijayanto ◽  
Yusmicha Ulya Afif
Keyword(s):  
Intellectual History ◽  
British Empire ◽  
Political Identity ◽  
British Imperialism ◽  
Early Generation ◽  
North West ◽  
The North ◽  
Religion And State ◽  
The Relationship ◽  
Diverse Cultures

<p><em>This article explores the concept of a religious state proposed by two Muslim leaders: Hasyim Asyari (1871-1947), an Indonesian Muslim leader and Muhammad Iqbal (1873-1938), an Indian Muslim leader. Both of them represented the early generation when the emerging revolution for the independence of Indonesia (1945) from the Dutch colonialism and India-Pakistan (1947) from the British Imperialism. In doing so, they argued that the religious state is compatible with the plural nation that has diverse cultures, faiths, and ethnicities. They also argued that Islam as religion should involve the establishment of a nation-state. But under certain circumstances, they changed their thinking. Hasyim changed his thought that Islam in Indonesia should not be dominated by a single religion and state ideology. Hasyim regarded religiosity in Indonesia as vital in nation-building within a multi-religious society. While Iqbal changed from Indian loyalist to Islamist loyalist after he studied and lived in the West. The desire of Iqbal to establish the own state for the Indian Muslims separated from Hindus was first promulgated in 1930 when he was a President of the Muslim League. Iqbal expressed the hope of seeing Punjab, the North West province, Sind and Balukhistan being one in a single state, having self-government outside the British empire. In particular, the two Muslim leaders used religious legitimacy to establish political identity. By using historical approach (intellectual history), the relationship between religion, state, and nationalism based on the thinking of the two Muslim leaders can be concluded that Hasyim Asyari more prioritizes Islam as the ethical value to build state ideology and nationalism otherwise Muhammad Iqbal tends to make Islam as the main principle in establishment of state ideology and nationalism.</em></p><em>Keywords: Hasyim Asyari, Muhammad Iqbal, religion, state, nationalism.</em>

Using the sandtray as an expressive arts intervention with adult clients

2015 ◽  
Vol 1 ◽  
Author(s):  
Marta Garrett
Keyword(s):  
Play Therapy ◽  
Expressive Arts ◽  
Counseling Intervention ◽  
Theoretical Perspectives ◽  
Adolescents And Adults ◽  
Counseling Adolescents ◽  
Therapy Clients ◽  
Diverse Cultures ◽  
Therapy Intervention ◽  
Adult Counseling

When counselors and therapists think of using the sandtray as a counseling intervention, they often think sandtray work only as a play-therapy intervention for children (Hunter, 1998). However, over the last several decades, sandtrays have been included in counseling adolescents and adults more and more frequently (Homeyer & Sweeney, 2011). When sandtrays are used from a Jungian perspective, this work is often referred to as “sandplay” but today, sandtray work with adults from a variety of theoretical perspectives is growing in popularity (Boik & Godwin, 2000; DeDomenico, 1995). This article discusses the use of the sandtray as an expressive intervention with adult therapy clients acknowledging there are many theoretical options available to the therapist and outlines how sandtray work (ST) is uniquely suited for a variety of adult counseling populations from diverse cultures and ethnic backgrounds.

Northeast India as an Indigenous Centre for the Domestication of Plants and Animals

2017 ◽  
Author(s):  
Manjil Hazarika
Keyword(s):  
South Asian ◽  
Close Association ◽  
Northeast India ◽  
Indian Culture ◽  
Rice Agriculture ◽  
Animal Domestication ◽  
History Of ◽  
The Relationship ◽  
Diverse Cultures

Northeast India is situated at the nexus of the South Asian, Southeast Asian, and East Asian biogeographical realms and harbours diverse biota, providing a unique opportunity to archaeologists and anthropologists for the study of the relationship between humans and their environment over the ages. Moreover, this region, the abode of diverse ethnic groups with diverse cultures and customs, hints at a long history of continuous and close association between humans and nature, which is important in the understanding of plant and animal domestication. Genetic analysis of present-day domesticates with their wild counterparts provides valuable insights into their differentiation, time of domestication, and changes in their morphological traits through control by humans. The chapter also elucidates the role played by rice in Northeast Indian culture and highlights the long-term history of rice agriculture in the region.

Expanding a Conversation: Is How We Live as a Culturally Diverse Society Congruent With Our Underlying Assumptions, Methodologies, and Theories Regarding Change?

2010 ◽  
Vol 46 (1) ◽  
pp. 55-72 ◽  
Author(s):  
Christopher Anne Easley
Keyword(s):  
Culturally Diverse ◽  
Ethnically Diverse ◽  
Intervention Strategies ◽  
Theory And Practice ◽  
Change Processes ◽  
Diverse Populations ◽  
Contextual Framework ◽  
Diverse Society ◽  
Discourse Strategies ◽  
Diverse Cultures

Our world is very culturally and ethnically diverse. Although there is so much beauty in the diversity of our world, the multiplicity of cultures can be very challenging when working to evoke change. Therefore, in an effort to better serve the realities of our environment, this article examines the question, “Is there a need for a different awareness on the part of researchers and/or intervention strategists when working to evoke change within diverse cultures, organizations, and/or communities?” And, equally important, how do we gain this awareness as we engage in change processes? Within the contextual framework of this question, this article also discusses the consequences that can and do emerge when one uses intervention strategies that may be grounded in generalized theory and practice when working within culturally and ethnically diverse populations. It concludes with a posit that suggests the need to evoke a more culturally sensitive approach to change, which is built on the use of discourse strategies that address the individualities of the environments, giving privilege to the diversity and culture.

Diurnal and Seasonal Mood Vary with Work, Sleep, and Daylength Across Diverse Cultures

Science ◽  
2011 ◽  
Vol 333 (6051) ◽  
pp. 1878-1881 ◽  
Author(s):  
S. A. Golder ◽  
M. W. Macy
Keyword(s):  
Diverse Cultures

scholarly journals Academic resilience: underlying norms and validity of definitions

2021 ◽  
Vol 33 (1) ◽  
pp. 169-202
Author(s):  
Wangqiong Ye ◽  
Rolf Strietholt ◽  
Sigrid Blömeke
Keyword(s):  
Hong Kong ◽  
Large Scale ◽  
Developmental State ◽  
Academic Resilience ◽  
Economic Capital ◽  
Student Background ◽  
Large Scale Assessment ◽  
And Performance ◽  
Diverse Cultures ◽  
Country Specific

AbstractAcademic resilience refers to students’ capacity to perform highly despite a disadvantaged background. Although most studies using international large-scale assessment (ILSA) data defined academic resilience with two criteria, student background and achievement, their conceptualizations and operationalizations varied substantially. In a systematic review, we identified 20 ILSA studies applying different criteria, different approaches to setting thresholds (the same fixed ones across countries or relative country-specific ones), and different threshold levels. Our study on the validity of these differences and how they affected the composition of academically resilient students revealed that the classification depended heavily on the threshold applied. When a fixed background threshold was applied, the classification was likely to be affected by the developmental state of a country. This could result in an overestimation of the proportions of academically resilient students in some countries while an underestimation in others. Furthermore, compared to the application of a social or economic capital indication, applying a cultural capital indicator may lead to lower shares of disadvantaged students classified as academically resilient. The composition of academically resilient students varied significantly by gender and language depending on which indicator of human capital or which thresholds were applied reflecting underlying societal characteristics. Conclusions drawn from such different results depending on the specific conceptualizations and operationalizations would vary greatly. Finally, our study utilizing PISA 2015 data from three countries representing diverse cultures and performance levels revealed that a stronger sense of belonging to a school significantly increased the chances to be classified as academically resilient in Peru, but not in Norway or Hong Kong. In contrast, absence from school was significantly associated with academic resilience in Norway and Hong Kong, but not in Peru.

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