Mengelola Batas dalam Konseling: Standar Menerima Hadiah

The purpose of this study was to describe the explanation of gifts in counseling based on ethical and cultural considerations. The method in this research is a literature study, namely by collecting reading material from various scientific articles and then comparing theories and research results, which are then analyzed descriptively. Based on the results of a literature study conducted that counselors can receive gifts from counselees by considering aspects of culture, time of giving, and types of gifts given.

Rigor and Relevance

The term ‘differentiate' is often used in the field of education to signify the modification of learning based on student readiness, learning profile, and academic skills, with changes being made to the depth, pace, and breath of the process (instruction), content (curriculum), and product (students' work and assessments). This chapter will focus on differentiation as it relates to gifted culturally different students, with an emphasis on the inclusion of cultural considerations within learning profiles discuss the necessity of both rigor and cultural relevance in lessons, while also being affirmed by what is taught. The curricula and program challenges within general and gifted classrooms will also be discussed. A brief overview of Bloom's taxonomy and James Banks's multicultural curriculum model will be shared in addition to an overview of Ford's Bloom-Banks matrix along with a revised layout of Trotman Scott's color-coded layout of Ford's matrix with pros and cons for each matrix quadrant.

Cultural Considerations in the Management of Chronic Pain

Cultural competency within health care helps eliminate racial and ethnic health disparities. When assessing and treating patients with chronic pain, practitioners should feel confident in using information regarding a patient’s individual cultural beliefs due to their significant impact on the pain experience. Culture impacts perception, outlook, and communication of pain, as well as coping mechanisms. These are aspects of subjective history that influence important decisions regarding the management of chronic pain. Becoming more aware of what to look for and which questions to ask can allow naturopathic doctors and other health-care providers to continue improving therapeutic relationships and patient outcomes.

Intergenerational Trauma: A Scoping Review of Cross-Cultural Applications from 1999 to 2019

It has been over 20 years since the publication of Danieli’s (1998) International Handbook of Multigenerational Legacies of Trauma, a seminal cross-cultural compilation examining the generational effects of mass trauma and intergenerational trauma (IGT). In the years since this book appeared, research on IGT has continued to be applied to many cultural groups, including those who have survived the Indian Residential Schools, the Khmer Rouge regime, or the Rwandan genocide. Previous reviews of IGT research have focused mainly on survivors of the Holocaust, which limits the cross-cultural application of this field of study. The purpose of this article is to provide a scoping review of scholarship published between 1999 and 2019 that aims to understand how IGT has been studied in cross-cultural applications. Overall, 29 articles were identified and reviewed. In light of the fact that cross-cultural perspectives on IGT are still emerging (Sirikantraporn & Green, 2016), the methodology and the cultural considerations described in this review can inform future cross-cultural IGT research.

The African Immigrant Dementia Education Project: A Community-University Partnership

The African Immigrant Dementia Education project is a community-university partnership with the goal of developing a culturally tailored dementia education program with African immigrants in Minnesota. In collaboration with our community partner (African Career, Education & Resource, Inc.), a project advisory board that features professionals and family members from the African immigrant community was assembled and its first meeting was held in February 2021. Preliminary discussions about content, mode of delivery and cultural considerations of an eventual dementia education intervention have begun. This presentation will offer details on the process of working with an advisory board and community partner to identify and culturally tailor an evidenced-based dementia education curriculum for a unique cultural group. Also, we will present challenges encountered during this process and offer suggestions and strategies to promote successful researcher-community partnerships.

Lessons Learned From Focus Groups and Community Education Provision in the African American Community

The present symposium will synthesize themes derived from eight different projects designed to better understand dementia in Minnesota (MN) within the African American community (where individuals are disproportionately susceptible to dementia and the tolls of dementia care). These projects included focus groups, community outreach, community education, networking with aging service providers, and community forums. Projects were funded by and conducted in partnership with the MN Department of Human Services, the Alzheimer’s Association, the MN Board on Aging, and the MN Leadership Council on Aging’s Diverse Elders Coalition. Themes included the unique ways that African American elders share their viewpoints and the importance of faith-based outreach. Another major theme, which connects to the other symposium talks, was the importance of three S’s: Stigma, Shame, and Silence as cultural considerations in the African American, West African, and Latino/a/x/e communities as they apply to access to information and training to better understand AD/ADRD.