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Books on the topic 'Cultural competence behavior'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

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

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2

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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3

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

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4

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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5

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

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6

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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7

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

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8

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

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9

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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10

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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11

Hester, Rebecca J. Culture in Medicine: An Argument Against Competence. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474400046.003.0031.

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For the last few decades cultural competence has been celebrated as the curricular response to a variety of political and social challenges in healthcare. These challenges include the persistence of race- and ethnicity-based health disparities, breakdowns in communication between the patient and provider, and issues of cultural difference around delivery and acceptance of healthcare. Commonly defined as ‘a set of congruent behaviors, attitudes, and policies that come together in a system, agency or among professionals and enable that system, agency or those professions to work effectively in cross-cultural situations’, cultural competence is meant to engender increased sensitivity, humility and awareness with regard to cultural diversity in the clinical context.

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12

Teaching Urban Learners: Culturally Responsive Strategies for Developing Academic And Behavioral Competence. Research Press, 2006.

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13

Bhugra, Dinesh, Antonio Ventriglio, and Kamaldeep S. Bhui. Cultures and their roles: An overview. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198723196.003.0001.

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Cultures are an integral part of our being. We are born in cultures, which mould our behaviours, attitudes, and cognitions. Culture is a system of meanings and knowledge, belief systems, and morals as well as laws. Culture is acquired, and people change in response to culture and, in return, individuals change culture. Culture informs our world view and offers symbols with specific meanings, not only for individuals in that particular culture but also for others looking in. Culture needs to be differentiated from race and ethnicity. Furthermore, for migrants there are stages in the process of migration that affect their processes of acculturation, which can result in different types of adjustment in the new country, including assimilation, biculturalism, and deculturation. The response of the new country is also important in welcoming or rejecting migrants whatever their reason for migration. Cultural competence is a part of good clinical practice.

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14

Williams, Monnica T. Managing Microaggressions. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190875237.001.0001.

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Abstract: This book is intended to provide clinicians and trainees with a better understanding of racial microaggressions as they relate to therapy. This book provides thorough information on the research surrounding microaggressions as well as practical skills to use in session with clients. Microaggressions can be hard to spot and hard to understand. This book provides needed tools to identify microagressive behavior. It also outlines the research on how microaggressions can be damaging to people of color, causes of microaggressions, how to prevent them from happening, and how to help clients suffering as a result of experiencing them. Furthermore, it provides support for therapists of color on how to navigate microaggressions within their professional sphere. The book also describes validated measures and clinical interviews that may be used to better understand microaggressions and other cultural concepts relevant to clients. This book is a road map readers can use to begin their journey toward culturally competence to avoid microaggressive behavior in their profession and in their life in general. Case examples, therapeutic interactions, and discussion scenarios supplement the information provided. Finally, it outlines controversies regarding microaggressions and future directions related to this concept.

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15

Joyce-Beaulieu, Diana, and Brian A. Zaboski. Applied Cognitive Behavioral Therapy in Schools. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197581384.001.0001.

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One-quarter of students will experience mental health needs during their education, and many schoolchildren will never receive professional help at all. Because youth spend most of their time in school, school-based practitioners are in a unique position to remediate these needs. In this text, readers will learn the theoretical and practical applications of cognitive behavioral therapy (CBT), a scientifically based intervention for problems like behavioral dysregulation, anxiousness, emotional disturbances, trauma, family conflict, and the typical trials and tribulations of growing up. After offering practitioners invaluable micro skills (e.g., rapport building, relaxation techniques) and establishing a foundation of cultural competence, this text presents core CBT skills—behavioral activation, cognitive restructuring, and exposure and response prevention—essential for new and veteran practitioners alike. The text thoroughly addresses technological advancements in CBT, including therapy apps, e-readers, and virtual games. Rounding out the intervention process, it concludes by describing therapeutic closure and offering additional treatment options for more severe case presentations. With numerous school-based examples, detailed case presentations, and printable resources, this text provides both a thorough introduction and an excellent review of contemporary school-based CBT.

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16

Beck, Andrew. Transcultural Cognitive Behaviour Therapy for Anxiety and Depression: A Practical Guide. Taylor & Francis Group, 2016.

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17

Transcultural Cognitive Behaviour Therapy for Anxiety and Depression: A Practical Guide. Taylor & Francis Group, 2016.

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18

Nason-Clark, Nancy, Barbara Fisher-Townsend, Catherine Holtmann, and Stephen McMullin. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190607210.003.0001.

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Intimate partner violence is a complex, ugly, fear-inducing reality for large numbers of women throughout the world. When violence exists in a relationship, safety is compromised, shame abounds, and peace evaporates. Violence is learned behavior, and it flourishes most when it is ignored, minimized, or misunderstood. This chapter outlines the authors’ program of research and their intellectual indebtedness to diverse bodies of literature on domestic violence and on lived religion. It is organized around a series of pertinent questions that enable the exploration of concepts such as vulnerability, resiliency, cultural competency, and accountability in the lives of families impacted by abuse.

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19

When Culture Impacts Health: Global Lessons for Effective Health Research. Elsevier Science & Technology Books, 2013.

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20

Holloway, Ian D., and Daniel Ansari. Numerical Symbols. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.56.

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Human culture is founded upon an understanding of mathematics. Mathematics, in turn, is built upon a basic competency for abstracting and symbolizing numerical information. Although cognitive science has made great strides in the characterization of human knowledge, the understanding and use of numerical symbols remains largely unexplored. In this chapter we synthesize the current scientific understanding of numerical symbol processing using a synthesis of behavioral and neuroscientific findings. In particular, the chapter focuses on two interrelated topics: the processing of the semantics of numerical symbols and the processing of numerical symbols as audio-visual percepts. We conclude by proposing several avenues of inquiry about numerical symbols that can be traversed by future researchers.

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21

Berk, Laura E. Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.001.0001.

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Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.

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22

Sanders, Matthew R., and Trevor G. Mazzucchelli, eds. The Power of Positive Parenting. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190629069.001.0001.

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The single most important thing we can do as a society to positively transform the lives of children and prevent social, emotional, and behavioral problems and child maltreatment is to increase the knowledge, skills, and confidence of parents in the task of raising children at a whole-of-population level. This book provides an in-depth description of a comprehensive population-based approach to enhancing competent parenting known as the Triple P—Positive Parenting Program. Delivered as a multilevel system of intervention within a public health framework, Triple P represents a paradigm shift in how parenting support is provided. The Power of Positive Parenting is structured in eight sections that address every aspect of the Triple P system, including (a) the foundations and an overview of the approach; (b) how the system can be applied to a diverse range of child presentations; (c) the theoretical and practical issues involved in working with different types of parents and caregivers; (d) the importance of, and how parenting support can be provided in, a range of delivery contexts; (e) how the system can respond to and embrace cultural diversity of families everywhere; (f) the strategies needed to make large-scale, population-level implementation of the system succeed; (g) lessons learned from real-world applications of the full multilevel approach to parenting support at a population level; and (h) future directions and how further program development and innovation can be supported for this approach to reach its full potential in positively transforming the lives of all children, parents, and communities.

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