Positive behaviour support training: developing skills in community services

Dr Ruth Richards; Jacquie Shenton; Felicity Watkin; Shaun Crank

doi:10.7748/ldp.2021.2148

Positive behaviour support training: developing skills in community services

Learning Disability Practice ◽

10.7748/ldp.2021.2148 ◽

2021 ◽

Vol 24 (6) ◽

pp. 14-21

Author(s):

Dr Ruth Richards ◽

Jacquie Shenton ◽

Felicity Watkin ◽

Shaun Crank

Keyword(s):

Community Services ◽

Positive Behaviour Support

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Development of dental specialists for patient and community services: consensus report, Group C

Journal of Dental Education ◽

10.1002/j.0022-0337.1969.33.1.tb00146.x ◽

1969 ◽

Vol 33 (1) ◽

pp. 24-27

Author(s):

HB Robinson ◽

FJ Orland

Keyword(s):

Community Services ◽

Consensus Report

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

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.

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Preventing Suicide in Prisons, Part II

Crisis ◽

10.1027/0227-5910.28.3.122 ◽

2007 ◽

Vol 28 (3) ◽

pp. 122-130 ◽

Cited By ~ 27

Author(s):

Marc S. Daigle ◽

Anasseril E. Daniel ◽

Greg E. Dear ◽

Patrick Frottier ◽

Lindsay M. Hayes ◽

...

Keyword(s):

Mental Health ◽

Suicide Prevention ◽

Mental Health Professionals ◽

Task Force ◽

International Association ◽

Correctional Officers ◽

Community Services ◽

Correctional Systems ◽

Prevention Activities ◽

Prison Systems

Abstract. The International Association for Suicide Prevention created a Task Force on Suicide in Prisons to better disseminate the information in this domain. One of its objectives was to summarize suicide-prevention activities in the prison systems. This study of the Task Force uncovered many differences between countries, although mental health professionals remain central in all suicide prevention activities. Inmate peer-support and correctional officers also play critical roles in suicide prevention but there is great variation in the involvement of outside community workers. These differences could be explained by the availability of resources, by the structure of the correctional and community services, but mainly by the different paradigms about suicide prevention. While there is a common and traditional paradigm that suicide prevention services are mainly offered to individuals by mental health services, correctional systems differ in the way they include (or not) other partners of suicide prevention: correctional officers, other employees, peer inmates, chaplains/priests, and community workers. Circumstances, history, and national cultures may explain such diversity but they might also depend on the basic way we think about suicide prevention at both individual and environmental levels.

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