Relevant bibliographies by topics / Cultural competence behavior

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cultural competence behavior'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Cultural competence behavior"

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Lekas, Helen-Maria, Kerstin Pahl, and Crystal Fuller Lewis. "Rethinking Cultural Competence: Shifting to Cultural Humility." Health Services Insights 13 (January 2020): 117863292097058. http://dx.doi.org/10.1177/1178632920970580.

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Healthcare and social services providers are deemed culturally competent when they offer culturally appropriate care to the populations they serve. While a review of the literature highlights the limited effectiveness of cultural competence training, its value remains largely unchallenged and it is institutionally mandated as a means of decreasing health disparities and improving quality of care. A plethora of trainings are designed to expose providers to different cultures and expand their understanding of the beliefs, values and behavior thus, achieving competence. Although this intention is commendable, training providers in becoming competent in various cultures presents the risk of stereotyping, stigmatizing, and othering patients and can foster implicit racist attitudes and behaviors. Further, by disregarding intersectionality, cultural competence trainings tend to undermine provider recognition that patients inhabit multiple social statuses that potentially shape their beliefs, values and behavior. To address these risks, we propose training providers in cultural humility, that is, an orientation to care that is based on self-reflexivity, appreciation of patients’ lay expertise, openness to sharing power with patients, and to continue learning from one’s patients. We also briefly discuss our own cultural humility training. Training providers in cultural humility and abandoning the term cultural competence is a long-awaited paradigm shift that must be advanced.
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Lee, Seung Eun, Meen Hye Lee, Anya Bostian Peters, and Seok Hyun Gwon. "Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students." International Journal of Environmental Research and Public Health 17, no. 12 (June 13, 2020): 4225. http://dx.doi.org/10.3390/ijerph17124225.

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This descriptive, correlational, cross-sectional study examined nursing students’ educational experiences on self-reported perceptions of patient safety and cultural competence in terms of curriculum content and learning venues. We performed descriptive analyses and a one-way analysis of variance with a sample of senior-year nursing students (N = 249) attending three state universities in the United States. We used the Nurse of the Future Nursing Core Competency Model, the Patient Safety Competency Self-Evaluation Tool for Nursing Students, and The Cultural Competence Assessment Instrument. Overall, participants reported that patient safety and cultural competencies were addressed in their curricula primarily through classroom activities as opposed to laboratory/simulation or clinical settings. Among the required patient safety knowledge topics, elements of highly reliable organizations were covered the least. For patient safety competency, participants reported higher scores for attitude and lower scores for skill and knowledge. For cultural competency, participants scored much higher for cultural awareness and sensitivity than behavior. There was no statistically significant difference between scores for patient safety and cultural competencies by nursing school. The results support the need for curriculum development to include all important aspects of patient safety and cultural competencies in various teaching/learning venues.
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Park, Jung-Ha. "CULTURAL COMPETENCE LEVEL, ITS IMPORTANCE, AND EDUCATIONAL NEEDS FOR CULTURAL COMPETENCE AMONG NURSES CARING FOR FOREIGNERS IN KOREA." Humanities & Social Sciences Reviews 7, no. 5 (September 28, 2019): 286–95. http://dx.doi.org/10.18510/hssr.2019.7534.

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Purpose: This study aimed to identify cultural competency, importance, and educational requirements by analyzing nurses who were experienced in nursing foreigners in secondary hospitals and hospitals all over Korea. Methodology: A cross-sectional survey was conducted with 210 nurses from 39 hospitals in Korea. The collected data were analyzed by t-test, ANOVA, and Scheffe test. Main Findings: Satisfaction with nursing care averaged 2.48 ± 0.45. Perceived level of cultural competence averaged 2.69 ± 0.45. Cultural nursing behavior was at the highest level with 3.05±0.62; otherwise, cultural knowledge was the lowest among the subcategories (2.27±0.55). The level of importance of cultural competency was 3.69 ± 0.53. For the subcategories, cultural nursing behavior was at the highest level (3.77±0.63) and cultural awareness was at the lowest level (3.58±0.62). Training requirements had 6.83 ± 1.32, followed by cultural communication (7.34±1.50), attitudes and skills (7.04±1.50), knowledge of basics (6.83±1.33), knowledge of key concepts (6.73±1.53), and knowledge of theory and research (6.28±1.54). Implications/Applications: We suggest developing educational programs for clinical nurses to provide high-quality care to the subjects from various cultural backgrounds by strengthening cultural competency. In addition, the active support of the medical and health care institutions in improving cultural competency of nursing nurses should be emphasized.
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Herbert MBE, Angela. "Cultural competence in criminal justice." Human Resource Management International Digest 23, no. 5 (July 13, 2015): 39–42. http://dx.doi.org/10.1108/hrmid-05-2015-0080.

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Purpose – Considers the role of cultural competence in the criminal-justice system and the crucial role that can be played by the right kind of training. Design/methodology/approach – Argues that there are no quick solutions to disproportionality of black and minority ethnic people in the criminal-justice system but advances the view that while individuals are incarcerated, it is important for the organization and its staff to make provisions that will make a difference. Findings – Suggests that any training provision should be made subject to those industries that are likely to employ black minority ethnic (BME) people, and that offering skills in prison that do not reflect cultural attainment in industry would be setting individuals up to fail. Practical implications – Urges that awareness and training should be embraced throughout all organizations from government policymakers, chief executive officers, management board, operational staff and partners, voluntary organizations and the client or user. Social implications – Argues that commitment from the government and the prison service can result in the provision of the kinds of cultural-competence learning and skills training that can more appropriately meet the needs of, in particular, BME individuals who are frequently ill-equipped when they leave the judiciary system. Originality/value – Concludes that this support would also help to communicate and promote awareness of other people’s cultures, provide insight into their understanding of the organization’s culture while also enabling the public to understand the importance of implementing positive change.
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Wu, Zhongling, Bi Ying Hu, and Xitao Fan. "Cross-Cultural Validity of Preschool Learning Behavior Scale in Chinese Cultural Context." Journal of Psychoeducational Assessment 37, no. 1 (May 25, 2016): 125–30. http://dx.doi.org/10.1177/0734282916651538.

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This study investigated the cross-cultural validity of the Preschool Learning Behavior Scale (PLBS) in the Chinese cultural context. Multiple approaches were used for this purpose, including exploratory factor analysis, confirmatory factor analysis, criterion-related validity evidence, and internal consistency reliability estimates. The findings generally supported the PLBS’ three-factor structure (Competence Motivation, Learning Strategy, and Attention/Persistence) as used in the Chinese cultural context, and with minor adaptations, PLBS could be a psychometrically sound measure for assessing the learning behaviors of Chinese children.
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Fong, Elizabeth Hughes, and Sakurako Tanaka. "Multicultural alliance of behavior analysis standards for cultural competence in behavior analysis." International Journal of Behavioral Consultation and Therapy 8, no. 2 (2013): 17–19. http://dx.doi.org/10.1037/h0100970.

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Parshuk, Svitlana, and Viktoriya Stasyuk. "Formation of general cultural literacy of future elementary school teachers." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 228–32. http://dx.doi.org/10.33310/2518-7813-2019-65-2-228-232.

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In modern conditions it becomes necessary to strengthen the role of culture education, as there arises a new ideal of human in culture, who possesses the general cultural competence, which determines its vitality, ability to navigate in different areas of social and professional life, harmonizes inner world and its relationship with society. The concept of New Ukrainian School provides knowledge of basic competences, which every individual needs for personal realization, inner development, being active citizen, for social inclusion and future employment. Due to these competences students are able to provide personal realization and achieve success throughout life. One of the ten basic competencies is knowledge and self-expressions in culture – the ability to understand art, to form own artistic tastes, independently express ideas, experience and feelings through different forms of art. Building awareness and self-expression in the sphere of culture is realized through mastering the general cultural competences by future teachers. General cultural competences are defined as a student’s ability to analyze and evaluate the achievements of representatives of national and worldwide culture; freely orient in the cultural and spiritual context of modern society, apply methods of self-education focused on general human values. The developed general cultural competence indicates that a person has certain moral and personal qualities, priorities and opinions that help her/him to properly define the role of culture, orient in pieces of cultural heritage, coordinate own behavior with generally accepted moral norms and both national and accepted foreign cultural values. Therefore, the preparation of future teachers of primary school aims not only on gaining perfect knowledge in academic subjects, but also on acquiring valuable skills of general cultural awareness and other competences formation by means of academic disciplines.
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Mainous, Arch G., Zhigang Xie, Sandhya Yadav, Maribeth Williams, Amy V. Blue, and Young-Rock Hong. "Physician Cultural Competency Training and Impact on Behavior: Evidence From the 2016 National Ambulatory Medical Care Survey." Family Medicine 52, no. 8 (September 2, 2020): 562–69. http://dx.doi.org/10.22454/fammed.2020.163135.

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Background and Objectives: The number of racially and culturally diverse patients in the medical practices of US physicians is increasing. It is unclear how well culturally and linguistically appropriate services (CLAS) standards have been integrated into physician practice. The objective of this study was to determine the prevalence of US-based physicians who received training in cultural competency and describe their behavior. Methods: This survey study utilized data from a supplement of the 2016 National Ambulatory Medical Care Survey (NAMCS). The NAMCS Supplement on CLAS for Office-based Physicians (National CLAS Physician Survey) is a nationally representative survey of ambulatory physicians. We determined the proportion and characteristics of physicians who reported receiving cultural competency training in medical school or in practice. Results: The unweighted sample of 363 yielded a weighted sample of 290,109 physicians, 66.3% of whom reported that they had received cultural competence training at some point. Only 35.5% of the sample had ever heard of the CLAS standards, suggesting a low level of awareness of the standards. Further, only 18.7% reported that training in cultural competency is required for newly hired physicians who join their practice. There were no statistically significant differences between those who had been trained and those who had not in terms of self-reported consideration of race/ethnicity or culture in assessing patient needs, diagnosis, treatment and patient education (P>.05). Conclusions: Fewer than half of practicing physicians reported receiving cultural and linguistic competency training in medical school or residency. It is possible that cultural competence training is being seamlessly integrated into medical education.
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Prette, Zilda A. P. Del, and Almir Del Prette. "Social skills and behavior analysis:." Perspectivas em Análise do Comportamento 1, no. 2 (August 23, 2017): 4–15. http://dx.doi.org/10.18761/perspectivas.v1i2.35.

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This paper focuses on issues that have been relatively neglected or scarcely emphasized in available literature regarding the interface between the areas of Social Skills and Behavior Analysis: (a) the contribution of the functional perspective of behavior analysis in the definition of social skills and in social competence criteria; (b) the understanding of social skills and social competence as resulting from the ontogenetic, phylogenetic and cultural selection of social behavioral patterns; and (c) the implications and potential contribution of social skills programs in the planning of cultural practices committed to survival and to quality of life in the complex contemporary society.
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Losieva, Yu V. "DEVELOPMENT OF SOCIO-CULTURAL COMPETENCE OF STUDENTS STUDING ENGLISH LANGUAGE IN PROFESSIONAL PRE-HIGHER EDUCATIONAL INSTITUTIONS." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 1(17) (2020): 3–12. http://dx.doi.org/10.51707/2618-0529-2020-17-01.

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In the article essence of the concept “sociocultural competense”, certain theoretical principles of its forming and development are analysed and described; the developing system of sociocultural competense is studied; also the complex of tasks for students of pre-higher education is worked out. The linguistic, unlinguistic and country-specific components of sociocultural competence are characterized. It is proved that students should know about the geographical location and economic condition, historical development and features of cultural values of the country, the language they are studying in order to have a foreign socio-cultural competence. In our research we conclude that the structure of socio-cultural competence consists of communicative (balancing existing language forms, which are determined based on the linguistic competence of the communicant on the background of certain social functions), country-specific (set of knowledge about the country whose language is studied), linguistics (to carry out intercultural communication based on knowledge of lexical units with the national-cultural component of semantics and skills of their adequate application in situations of intercultural communication) and sociolinguistic competence (ability to use the rules of delicate speech in communication). Thus, students expand their outlook and work on adequate perception of cultural features of native speakers, their habits, traditions, norms of behavior, etiquette and the ability to understand and use them in intercultural communication. It is proved that for the formation of socio-cultural competence in English classes in pre-higher education institutions students must learn about the achievements of national culture in the development of universal culture and thus enter into a dialogue of cultures, teachers should use certain exercises to develop such skills.
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Dissertations / Theses on the topic "Cultural competence behavior"

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Moreland, Janice M. "THE EFFECTS OF SERVICE-LEARNING ON CULTURAL SENSITIVITY, CULTURAL AWARENESS, AND CULTURAL COMPETENCE BEHAVIOR OF NURSING STUDENTS." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1437582500.

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Garcia, Anna Rosio. "A Cultural Adaptation of Functional Communication Training." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7623.

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Disparities in the use, quality, and outcomes of treatments, and the barriers that deter Hispanics from receiving healthcare services have been widely studied. Yet, similar efforts have been slow in the field of Applied Behavior Analysis (ABA). A way to decrease treatment disparities is to assess the influence of cultural variables in behavior analytic interventions, and to evaluate whether manipulations to these variables improve the overall results of the interventions among Hispanic families. During this study, we adapted functional communication training (FCT) to Hispanic parent’s cultural values, we assessed the preference for culturally adapted and non-culturally adapted functional communication responses (FCR), and we evaluated the social validity of both FCRs. We achieved this by creating the Culturally-Adapted Response Evaluation Survey (CARES) for behavior analysts to use as a guide when interviewing parents to identify an FCR that adheres to the families’ cultural values. We evaluated parents’ preference for each FCR using a multiple-baseline design in which parents were trained to implement procedures to maintain the FCR that was taught and we provided parents an opportunity to choose the FCR they wanted to reinforce. The results of the study and their implications for ABA services are discussed.
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Morgan, Michelle S. "Beliefs and behavior of nurses providing healthcare services for gay and lesbian individuals." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1459169522.

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Seabrook, Dorothy Ann. "Relationship Between Socialization Tactics, Military Cultural Competence, and Self-Efficacy of Service Providers Serving Veterans." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7507.

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Military cultural competence has gained attention due to the past 15 years of military conflict and ongoing deployment of troops around the globe. Returning veterans, particularly those who go on to experience homelessness, have reported negative experiences and adverse treatment from programs that were designed to support them. Those experiences have resulted in perceived barriers to access or use of such services. Researchers have established the need for increased levels of military cultural competence to develop rapport with veterans and their families when delivering community-based social and healthcare services. Bandura's self-efficacy theory was the theoretical framework of this study. This study examined the relationship between military cultural competence, socialization tactics, and perceived self-efficacy of service providers employed with Continuum of Care Program member organizations that served veterans experiencing homelessness. Data were collected utilizing a cross-sectional web-based survey. After conducting a bivariate correlation, a statistically significant relationship was found between military cultural competence levels, socialization tactics, and self-efficacy levels. After conducting multiple linear regression, it was found that socialization tactics did not moderate the relationship between military cultural competence levels on self-efficacy levels. Though moderation was not found, leadership of organizations that support veterans may want to consider these factors to inform onboarding and training decisions. Addressing behaviors and attitudes of service providers may support social change by reducing adverse treatment that creates barriers to access and use of programs and services.
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Litchmore, Monique R. "Evaluating the Effectiveness, Feasibility, and Treatment Acceptability of a Culturally Adapted Version of Discriminated Functional Communication with Afro-Caribbean Families." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7636.

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The majority of behavioral analytic interventions reflect European-American values. One useful intervention is discriminated functional communication training (DFCT), which may be implemented to increase the generalizability of functional communication training (FCT). However, the discriminative stimuli used during DFCT may not adequately reflect what is commonly used in various cultures. Thus, the purpose of the current study was to evaluate the effectiveness, feasibility (in the form of training parents to implement), and treatment acceptability of a culturally adapted version of DFCT with Afro-Caribbean families. Three children with ASD along with their mothers participated in the study. Results showed that culturally adapting DFCT was as effective as the traditional procedure in obtaining discriminated manding for 2 of 3 participants. An alternate DFCT procedure used with the third participant was also effective. Also, it was feasible to train parents to implement the intervention. Social validity measures indicated the study incorporated cultural values, and beliefs, and produced favorable effects on replacing problem behavior with discriminated manding that was culturally relevant.
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Newton, Eric. "Building rapport in mediation| A study of the application of intercultural competencies in a Midwestern mediation center." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140628.

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In today’s world, people from various cultures interact on a daily basis on a number of occasions. During these intercultural encounters, conflicts often arise. Intercessors are needed to help people navigate these types of disagreements. Mediators are considered some of these peacekeepers. This thesis engaged with mediators at a mediation center in the Midwestern United States in order to understand what strategies seemed most effective.

I examined the research that scholars have conducted regarding building rapport through utilizing respect and face issues, as well as nonverbal behavior. In addition, I explored the connection between the understanding of these factors and intercultural competence and intercultural conflict competence.

The purpose of this thesis was to see how these mediators understood and valued respect and face issues, including nonverbal behavior, when building rapport with parties in mediations. These mediators were engaged in two manners, via survey and interview questions. The intercultural competence of the mediators in these domains was also explored.

The results of the research in this thesis showed how the mediators were skilled in some areas, such as in rapport building and respect issues. It further revealed that they were in need of some skills for their toolbox, such as training on face issues and nonverbal behavior, including silence, tone of voice, and eye contact. Detailed recommendations for the mediators are provided. Future research is encouraged: A group of mediators that have exhibited intercultural competence should be selected in order to test their intercultural conflict competence.

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Jones, Willie Brad. "Exploring a combined quantitative and qualitative research approach in developing a culturally competent dietary behavior assessment instrument." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/29718.

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Thesis (Ph.D)--Industrial and Systems Engineering, Georgia Institute of Technology, 2009.
Committee Chair: Vidakovic, Branislav; Committee Member: Edwards, Paula; Committee Member: Griffin, Paul; Committee Member: Grinter, Rebecca; Committee Member: Mullis, Rebecca. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Githiora, Rosa Muthoni. "Attitudes And Perceptions Of Female Circumcision Among African Immigrant Women In The United States: A Cultural And Legal Dilemma." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1278553618.

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Lee, Youn Mi. "Assess Intersectionality & Cultural Competence: Attitude toward Elderly Immigrants." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/39.

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Considering the geographical setting of the Southern region of the U.S., which is mostly divided into two races, Black and White, this study is to examine human science-related major undergraduates’ cultural competence and attitude toward the intersectionality group, elderly immigrants. The data, a total of 444 human science related major undergraduates in Mississippi, were collected. Through the principal factor analysis, attitudes toward elderly immigrants were divided into three factors: discrimination, avoidance, and tolerance, and cultural competence was into attitude, awareness, and sensitivity factors. The further related data analysis is to be completed by spring 2020. Through the study, it is expected to increase awareness of the need for culturally competent programs to educate the students on diversity and help to prepare undergraduate students to meet societal demands related to the intersectional minority population in the future.
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Gifford, Valerie, Britton Niles, Inna Rivkin, Catherine Koverola, and Jodi Polaha. "Continuing Education Training Focused on the Development of Behavioral Telehealth Competencies in Behavioral Healthcare Providers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/6744.

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Introduction: Telehealth allows behavioral health care and specialty services to be extended to rural residents. Telehealth is an important resource for the Alaskan healthcare system, which is tasked with providing services to culturally diverse populations living in remote areas. Training competent providers to deliver telehealth services is vital for the implementation of successful telehealth programs. Yet, the literature is lacking in the area of provider behavioral telehealth competency training. Methods: This study assessed the impact of a Behavioral Telehealth Ethical Competencies Training program on 16 behavioral health providers' development of behavioral telehealth competency. A total of 14 competencies were developed, which required participants to understand the roles and responsibilities of a behavioral telehealth coordinator working at the distal site as well as the roles and responsibilities of the therapist. Video vignettes evaluating the 14 competencies, self-reported competence surveys and follow-up surveys of progress on telehealth goals were utilized to assess effects of the training. Results: Results indicated participants' behavioral telehealth competencies increased following training. Participants reported positive perceptions regarding their competency, and achieved progress on the majority of behavioral telehealth goals set during the training. Conclusions: This study provides a baseline for developing a best practice model for behavioral telehealth service delivery by identifying specific provider competencies for administering effective behavioral telehealth services. A unique continuing education training model, led by content experts including university professors and Alaska Native Elders, incorporating behavioral telehealth, rural ethics, cultural competency and vicarious trauma training is described. Lastly, this study details the use of an innovative video vignette assessment instrument for evaluating the effectiveness of continuing education training.
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Books on the topic "Cultural competence behavior"

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Cross-cultural competence. Abingdon, Oxon [England]: Routledge, 2005.

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Four skills of cultural diversity competence: A process for understanding and practice. 4th ed. Belmont, CA: Brooks/Cole, Cengage Learning, 2013.

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Barney, Jay B. Does management matter?: On competencies and competitive advange. Lund: Institute of Economic Research, Lund University, 1994.

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M, Blau Gary, and Poirier Jeffrey M, eds. Improving emotional and behavioral outcomes for LGBT youth: A guide for professionals. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.

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Patient practitioner interaction: An experiential manual for developing the art of health care. 5th ed. Thorofare, NJ: SLACK, 2011.

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A, Moodian Michael, ed. Contemporary leadership and intercultural competence: Exploring the cross-cultural dynamics within organizations. Thousand Oaks: SAGE Publications, 2009.

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Brinkmann, U., and O. van Weerdenburg. Intercultural Readiness: Four Competences for Working Across Cultures. Springer, 2014.

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Jackson, Vivian H. Cultural Competency in Managed Behavioral Healthcare. Manisses Communications Group, 1999.

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French, Doran C., and Hoi Shan Cheung. Peer Relationships. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190847128.003.0007.

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This chapter examines how adolescents’ peer relations are contextualized within cultural norms and values. Across cultures, differences in demography, time use, and activity settings are identified as contributors to the varying patterns observed in adolescent social networks, friendships, and romantic relationships. This chapter also reviews status hierarchies related to peer acceptance and rejection, popularity, and bullying in different cultures and discusses the contributions of peers to adolescents’ academic success and engagement in deviant behaviors. We conclude with a recommendation to conduct more research on peer relationships outside of North America, especially focusing on time use and peer activities, cultural norms and values, neurological development and the impact of these on adolescent social competence and risk-taking behavior.
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Strada, E. Alessandra. The Sixth Domain of Palliative Care. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199798551.003.0007.

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This chapter proposes and describes palliative psychology competencies in the cultural domain of palliative care. It focuses on the importance of providing care that is consistent with the patient and family culture, including values, beliefs systems, and meaning-making processes. The construct culture is explored in its different applications pertaining to the health-care system. Cultural barriers to adequate palliative care are explored, identifying challenges and pitfalls that clinicians should avoid to provide culturally competent palliative care. Biases inherent in medical and psychological culture are also explored to promote palliative psychologists’ ability to recognize countertransference reactions that may negatively affect patient care. The essential components of multicultural psychotherapy are also described. Finally, the construct of microaggression is adapted to the palliative care setting through a series of case vignettes that exemplify culturally insensitive behaviors.
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Book chapters on the topic "Cultural competence behavior"

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Spencer-Oatey, Helen, and Vladimir Žegarac. "Conceptualizing Culture and Its Impact on Behavior." In Cultural Competence in Applied Psychology, 211–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78997-2_10.

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Arredondo, Elva. "Cultural Competence." In Encyclopedia of Behavioral Medicine, 527–29. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_172.

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Arredondo, Elva. "Cultural Competence." In Encyclopedia of Behavioral Medicine, 582–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_172.

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Hunter, Christopher L., Jeffrey L. Goodie, Mark S. Oordt, and Anne C. Dobmeyer. "Cultural competence." In Integrated behavioral health in primary care: Step-by-step guidance for assessment and intervention., 55–62. Washington: American Psychological Association, 2009. http://dx.doi.org/10.1037/11871-004.

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Bedoya, C. Andres, Sannisha K. Dale, and Peter P. Ehlinger. "Cultural Competence Within Behavioral Medicine: Culturally Competent CBT with Diverse Medical Populations." In The Massachusetts General Hospital Handbook of Behavioral Medicine, 321–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29294-6_15.

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Sue, Derald Wing. "Cultural Competence in Behavioral Health Care." In The Health Behavioral Change Imperative, 41–50. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0731-4_3.

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Tehee, Melissa, Devon Isaacs, and Melanie M. Domenech Rodríguez. "The Elusive Construct of Cultural Competence." In Handbook of Cultural Factors in Behavioral Health, 11–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32229-8_2.

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Mostofi, Mandana, and Lisa M. Brown. "Cultural Competence and Disaster Mental Health." In The Intersection of Trauma and Disaster Behavioral Health, 105–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51525-6_7.

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Rassool, G. Hussein, and C. Sange. "Health Behaviours in Islam." In Cultural Competence in Caring for Muslim Patients, 72–87. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-35841-7_6.

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Litvak, Sara Gershfeld, and Hanna Rue. "Creating a Culturally Competent Clinical Practice." In Multiculturalism and Diversity in Applied Behavior Analysis, 123–36. New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263873-11.

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Conference papers on the topic "Cultural competence behavior"

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"The Benefits and Challenges of Living, Teaching and Working in Today’s Diverse World." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4355.

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Aim/Purpose: The purpose of this report is to provide an understanding of cultural diversity in today’s global economy and to understand what shapes our identities and what influences our behavior. Background: Culture is the way of functioning in today’s world and it refers to the shared language, beliefs, values, norms, behaviors, and material objects that are passed down from one generation to the next. Cultural diversity helps individuals recognize and respect the stewpot of today’s world and promoting cultural diversity and cultural competency helps individuals define and respect the diversity that encompasses today. Cultural competence also helps individuals embrace values and cultural nuances that are not necessarily akin to the one’s the individual possesses. Individuals interact with others to build bridges to trust, respect, and understanding across cultures. Furthermore, diversity makes the world a more interesting place to live, as people from diverse backgrounds contribute language, new ways of thinking, new knowledge, and different experiences. Methodology: A non-systematic literature review by way of reviewing articles that were found in many of major databases under the terms “Diversity in the workplace” since the year 2010 was conducted. Findings: This study identified major findings that would help individuals shape the diversity encountered and provides an avenue toward unity.
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Plugina, Maria, and Inga Rodionova. "The Formation of Multi-Culturalness as a Prerequisite for the Efficient Performance of Lecturers in Situations of Inter-Ethnic Communication." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-44.

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A characteristic trait of the global society is the introduction of the idea of multi-culturalness into all areas of human life. Therefore, general cultural competencies shall include such a constituent as multi-cultural competency of personality to enable efficient performance in situations of inter-ethnic communication. The set problem has been tackled by all social institutions, however, the central role in that regard is the teaching community, which has a strong influence on the content of young people’s consciousness and behaviour. In this regard, it is important to update the problem of shaping the multicultural competence of university lecturers, which is the purpose of this study. To achieve the set objective, several intercomplementary research methods and techniques were applied: the theoretical analysis of scientific literature, observations, questionnaires, a content-analysis method, testing. A study of 200 teachers showed that in the minds of teachers, knowledge regarding the specifics of a multicultural environment, the image of a representative of another culture and inter-ethnic interactions are presented at the everyday level, are formed spontaneously based on their own experience, which requires the creation of special conditions for their further development. The content-analysis has yielded that markers used during defining a multi-cultural environment often include such semantic constructions as ‘various cultures’ and ‘several cultures’. A study of the characteristics of communicative tolerance showed that most teachers have a high level of tolerance manifested in various situations of interpersonal relations, whereas a low level was not detected.
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Ahmed, Aicha Abdallah Mohamed. "Cultural Competence in the Eyes of Health Cluster Faculty Members at Qatar University: Perception and Application-a Mixed Methods study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0229.

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Background: Globalization impacts several aspects of life including education. Medical education in Qatar is progressing and developing by the effort of multicultural teams that ensure the emergence of future healthcare providers that are patient-centered, well educated and well knowledgeable. Although having this multicultural teaching can be beneficial in some area, it can represent a challenge. This study aims to investigate the perception of Medical colleges’ faculty members at Qatar University (QU) about the impact of this diversity on the health education in specific and Qatar’s cultures and values in general. Methods: A mixed-methods design was followed, where two types of data were collected in a parallel manner; quantitative and qualitative data. A survey link (Quantitative) was sent to the health clusters faculty members at QU. The questions in the survey were based on a validated tool known as ‘’Multicultural Teaching Competence Scale’’. A focus group was conducted with the faculty members to access in depth their perception. Results: The total score of Multicultural Teaching Competence of all the participants was between 39 and 77 (The maximum in the tool is 80 and the minimum is 16), which is divided into total score of Multicultural Teaching Competence Skill of all the participants, where the higher score was 48 and the lowest score was 19 (The maximum is 60 and the minimum is 10), and total score of Multicultural Teaching knowledge, where the higher score was 30 and the lowest was 9 (The maximum is 36 and the minimum 9). The focus group was transcribed and divided into themes based on the interview with faculty members. Conclusion: In conclusion, both the qualitative and quantitative data showed a positive behavior toward the multicultural teaching. Therefore, this study shows that the faculty members in health cluster colleges at Qatar University are generally knowledgeable and skilled in relation to the multicultural teaching
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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk, and Solomiia Chopyk. "Paradigms in Modern Higher Education Development." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on becoming holistic personality, ensure his organic and unique (personal and cultural paradigms). It has been substantiated that at the theoretical level there is a sharp narrowing of the semantic field of scientific and pedagogical reflection: attention is paid to the production of the amount of knowledge, given social behavior, technologies of activity of the future specialist. Therefore, education in its humanitarian sense suffers first of all and the quality of education is often reduced to the level of acquisition of special knowledge and mastery of professional skills. It has been shown that higher education institutions are more and more inclined to a pragmatic education, training professionals, and functionaries. In this case, information overload blocks the affective-emotional sphere of the individual, prevents adequate, holistic perception of reality, actualization of creative potential. It is determined that the reform of modern education should be based on the idea of the integrity, which actualizes the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.
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Adam, Bariituu I., Thomas Ten Have, Sabrina Geer, Rodalyn Gonzalez, Heather Black, Chantel Priolo, and Andrea J. Apter. "How Motivation Affects Culturally Competent Behavior And Knowledge In Providers." In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a2939.

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Jednak, Sandra. "Adapting Business to Sustainable Development and New Technology." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.81.

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Different internal and external causes make differences in doing business. Changes within an organization may be caused by mergers and acquisitions, crises, organizational culture, and application of new technology, but also by external changes such as sustainable development, digitalization, and COVID19. Changes in business environment affect the change in behaviour, competencies and values as well as in business activities, all in order to achieve organizational goals. Sustainable development brings sustainable practice into business. Each organization considers economic, social, and environmental dimensions of their business and implementation of ESG (environment, social, and governance) criteria. Digitalization affects business by adapting and combining different technologies that provide the creation of new products/services, processes, decisions, relations between companies, employees and customers, and business performance. There are also relations between the causes. Digitalization impacts sustainability and vice versa. Moreover, sustainable development and digitalization influence how an organization adapts and runs its business.
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Makeeva, Vera, and Evgeniya Shirokova. "Student Professional and Personal Maturity Formation via Techniques and Methods of Physical Culture." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-70.

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In terms of professional and personal maturity, it’s critical for a future specialist to consciously join health and fitness activities, awakening ‘subjectivity’ towards physical activity and physical exercises, since only then will it be possible to maintain health conditions at a level necessary for ensuring the adequate functioning in social and professional areas. The need to generate this competence in the process of learning in higher education served to form the need for the present study, the main objective of which was the following: to characterise the conditions necessary for the formation of the student’s personality, capable of conscious, responsible, competent behaviour in physical education and recreational activities. The main research methods were the theoretical analysis and synthesis of scientific and methodological literature, psychological testing, pedagogical experiments and methods of mathematical statistics. Conditions deemed as prerequisites for awaking ‘subjectivity’ in health and fitness activities are as follows: substitution of a methodologicalfunctional approach by a personally significant one; integrated use of fitness technologies in the process of physical education; the reorientation of students from passive exercise to active participation in the educational process; the organisation of subject-subject interaction between the participants of the educational process. The implementation of these conditions results in the transformation of students’ attitudes in educational and professional activity, the recognition of physical culture as a personally significant prerequisite for successful educational and professional activity.
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Gallimore, Jennie J., Blake Ward, Adrian Johnson, Bobbie Leard, Jeremy Lewis, Kyle Preuss, and Julie Skipper. "Human Perceptions of Nonverbal Behavior Presented Using Synthetic Humans." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82641.

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Synthetic humans are computer-generated characters that are designed to behave like humans for the purpose of training or entertainment. The purpose of this study was to evaluate the perceptions of subjects interacting with synthetic humans to determine their responses to nonverbal behaviors, realism, and character personality. This study was part of a research program to develop a virtual game to train awareness of nonverbal communication for cross-cultural competency (3C). Three synthetic humans were created with different levels of realism with respect to their facial movements and skin textures. Low realism characters were defined as models purchased from the company Evolver, with additional facial action units (FAU) added to the character’s face. High realism characters were created based on a model of a real person’s head using 3D imaging cameras and a digital video camera. The same FAUs available in the Evolver characters were also coded into the high realism character as well as more realistic skin texture. During a virtual scenario the subject was asked to interview three characters in the U.S. Army. The subject interviewed each character one-on-one. The three computer characters included two white males, and one black female. The results of this study showed that it is possible to create synthetic humans that include nonverbal behaviors and personalities that are perceived by subjects, and that the subject’s own personal lens affected how they perceive the character. For example, the character Brent was rated similarly by most subjects with respect to personality traits as defined by the Big Five Factor Model. However, half the subjects indicated they liked him (friendly and confident), while about half the subjects did not like him (too confident as to be arrogant).
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Zaharia (Ştefănescu), Diana Elena, and Bogdan Ştefănescu. "Leadership and Motivation, Determinants of Sustainability." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/10.

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This article pays more attention to the analysis of the direct relationship between staff motivation and applied leadership, with the final result - the sustainability of the organization's activity. Organizational culture and the environment are characterized by mutual adaptation, by the way in which human practices and organizations are led to a cohabiting relationship. Their adaptation is defined as a learning process, rather than an activity in itself, guided by material forces. Through this article we aim to highlight the importance of the interdependent relationship between staff motivation, leadership and sustainability. A big obstacle is the lack of awareness of this triangular relationship, at the level of the organization's management. Starting from the theory of self-motivation and from the research of psychologists Edward Deci and Richard Ryan, we deduce that each individual has three basic psychological needs: the need for connection, the need for competence and the need for control, which must be met. If, at the level of the organization's management, there is a real concern about these needs, employees will feel motivated to maximize their involvement in achieving proposed objectives. The need to connect refers to the desire to be visible, valued, respected, unique, self-confident, connected, belonging to a group. The need for competence implies the need to be able, to succeed. The need for control is the power to make decisions, to make choices, to be the source of your own behaviors. Satisfying these needs of the team members must be a real concern of the leader, if the sustainability of the organization's activity is desired.
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Dominici, Laura, and Pier Paolo Peruccio. "Systemic Education and Awareness: the role of project-based-learning in the systemic view." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3712.

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Through the critical analysis of some case studies, this paper intends to investigate different tools useful to the ecological education,to analyse didactic activities which have more influence in the development of an individual and collective awareness and which of them can get closer students to the systemic approach. The systemic design is one of many actors that takes place inside a well-structured social network that presents always more frequently complex problems, which are difficult to solve by the application of linear approach. Always more it's clear that the way applied by the actual system to solve problems around not only ecological area, but also economic and cultural, it's not enough to answer to real needs. It's necessary a change of paradigm, from an approach based on the competition and on the logic of continuous growth, to a systemic vision, based on the collaboration, on the awareness and on the rediscovery of qualitative values. The ecological emergency demands more and more the development of sustainable and resilient communities; for this reason we have to change the way of thinking processes and relations, in other words we have to become ecoliterate: we have to be able to understand the organizational principles of ecosystems and the way of manage complexity. So ecoliteracy represent the starting point of innovative processes: it gives importance to the relations and to the multidisciplinary team-work. It's clear that next to the cultural change we have to rearrange the schooling system which now represents the official institution appointed of knowledge communication. The current academic system has been defined by the same linear and competitive approach used to delineate our economic systems, in this way, inside its structure, it usually reproduces the same social hierarchy and inequality that we can observe in our society. In practice, to achieve some important changes, it is necessary to extend precepts of systemic view to a huge group of people (starting from students of primary school to college students and over). Others two key points are the discussion around the strict hierarchy between teacher and student and the support of collaborative behaviour. Different experiences, academic and not, are compared, considering actors involved, activities, team-working and final outcome. For this reason the role of project-based-learning and practical academic activities is considered inside an education whose aim is to train people eco-competent and who are able to enhance their active role available to the community.DOI: http://dx.doi.org/10.4995/IFDP.2016.3712
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