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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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Gondongwe, Sharon. "The leadership competencies subordinates value : an exploratory study across gender and national culture." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015673.
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The effectiveness of leadership is largely dependent on whether the leadership competencies exhibited by leaders are congruent with the value system endorsed by subordinates. One of the ways in which leaders can influence subordinates is by understanding the leadership competencies valued by subordinates. Gender and national culture are two of the many factors that have an influence on the leadership competencies valued by subordinates. A large amount of research has been conducted to determine if, indeed, gender and national culture influence the leadership competencies subordinates' value. However, most of this research has been conducted in Europe and North America, places in which national cultures differ significantly from those prevailing in African countries. This study, from a South African and Zimbabwean perspective, attempted to ascertain if gender and national culture influence the leadership competencies they value in their leaders. Existing studies have indicated that gender and national culture do not influence the leadership competencies valued in a leader. The findings of this study are in accordance with previous research and agree that gender and national culture do not influence the leadership competencies valued in a leader. The results of this study indicated that male and female subordinates value similar leadership competencies. With respect to national culture, both South African and Zimbabwean subordinates value similar leadership competencies. Based on the findings of this study, regardless of gender and national culture, all subordinates value a leader who is loyal, visionary, openly embodies integrity, and is a leader who empowers subordinates.
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Soenarso, Lany Idawati, and n/a. "Developing social competence in complimenting behaviour among Indonesian learners of English." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061108.165724.
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The study consists of five chapters. The first chapter
gives a brief description of how English as a foreign language is taught in Indonesia and the need to improve the
social competence of Indonesian speakers of English so that
they will be regarded as competent speakers in social
interaction. Language competence, including the notion of
linguistic competence, together with the notions of
communicative competence and social competence, is discussed
in the second chapter, since it underlies the language
learner's knowledge and ability to create and maintain a
harmonious atmosphere in social interaction. Furthermore,
the theory of communicative competence will include
competency in sociocultural rules of use which will specify
the ways in which utterances are produced and understood
appropriately with respect to the components of
communicative events outlined by Hymes. Speech act theory,
particularly as it relates to complimenting behaviour is
discussed.
Chapter three reviews research on complimenting behaviour
and considers some possible reasons why Indonesians do not
pay as many compliments as Australians do. Ways of
perceiving face - threatening acts and politeness are
related to different cultures with different social values
because of their different traditions, experience, ways of
development and ways of thinking. Developing from these
considerations of theory and research, the fourth chapter
describes the study project which deals with what counts as
a compliment in Indonesian and Australian English, what to
compliment about and how people compliment as well as how
people accept and respond to compliments. Analysis of some
problems caused by lack of awareness of the differences
between cultures and the effects of applying ones own
strategy in complimenting behaviour, leading to
misunderstanding, are also discussed. In the final chapter,
the results of the project suggest what Indonesian learners
of English need to be taught to help students develop social
competence in complimenting behaviour. Suggestions for
improving the social competence of Indonesian speakers of
English are made.
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Polaha, J. P., and Robert P. Public Health Pack. "Substance Use Disorder in Appalachia: Challenges for Cultural Competency." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1341.
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Wray, Jane. "Perceptions of culturally competent practice behaviour by newly qualified nurses." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/16040.
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Background: The nursing workforce needs to be adequately prepared to deliver care to an increasingly diverse patient population in the United Kingdom (UK). The Nursing and Midwifery Council (NMC) expects newly qualified nurses (NQNs) to deliver culturally sensitive and respectful care. Aim: The study aimed to explore NQNs’ perceptions of culturally competent practice during the first 9 months post qualification. Methods: A qualitative longitudinal study was conducted with a volunteer sample of 14 NQNs recruited from 3 Higher Education Institutions in the north of England. Data was collected using directed reflections (at 2-3 and 5-6 months) and semi-structured interviews (at 8-9 months) and analysed using a phenomenological approach informed by symbolic interactionism. Results: Perceptions of culturally competent nursing practice were associated with core concepts such as individualised patient care, compassionate and respectful care, respecting individual differences, professionalism and patient trust. Specific behaviours were associated with verbal and non-verbal communication, care planning and diversity-specific adjustments. Discussion: Self-perceived competence and confidence in caring for, and interacting with, patients from diverse backgrounds developed and changed throughout the transition period with experience and interaction opportunities. An ability to reflect upon and learn from novel experiences, plus an enabling ward culture and environment which responded positively to nurses seeking advice and support was important. Conclusion: Educational preparation may have enabled NQNs’ opportunities to develop some but not necessarily all of the skills and behaviours required to demonstrate culturally competent practice. During transition, supported development and professional socialisation can assist in enhancing competence and confidence.
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Luft, Stephen. "Language classroom risk-taking behavior in a performed culture-based program." Connect to resource, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1229701363.
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Pack, Robert P., and Samantha A. Mathis. "Substance Use Disorder in Central Appalachia: Challenges for Cultural Competency." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1344.
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Dr. Robert Pack is Professor of Community and Behavioral Health, Associate Dean for Academic Affairs in the College of Public Health at East Tennessee State University, and Director of the new ETSU Center for Prescription Drug Abuse Prevention and Treatment. The Center grew out of a university and community collaborative that was started in 2012 to address the regional problem of prescription opioid abuse. At least five funded projects and dozens of other academic products have grown out of the Working Group. Dr. Pack is currently PI of the NIH/NIDA-funded Diversity Promoting Institutions Drug Abuse Research Program at ETSU, the research component of which is the five-year set of three studies titled Inter-professional Communication to Prevent Prescription Drug Abuse and Misuse. He was trained in health education/health promotion at the UAB Royals School of Public Health and is experienced in designing, running and disseminating theory-based intervention studies. In 2014, he was trained at the NIH-funded Training Institute for Dissemination and Implementation Research in Health (TIDIRH, Boston, 2014).
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Ruder, Romney. "Competencies and the Changing World of Work| The Need to Add Cultural Adaptability and Cultural Intelligence to the Mix When Working with Urban Missionary Candidates." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607009.
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As more people gravitated to the city, urban areas in the United States became increasingly diverse, yet the Church missed the opportunity to reach these multicultural cities. Though there were efforts at designing a core curriculum for cultural adaptability training, there was a lack of data supporting its effectiveness.
Much of the Church’s response to the urbanization focused on cross-culturalism with the view of urban communities as mission fields. Literature revealed that cultural adaptability and cultural intelligence were needed skill sets for the workplace. Faith organizations that routinely worked among cross-cultural populations needed to ensure that their staff received proper training in cultural skills before leaving for the field.
This research centered on a small study of urban missionary candidates from World Impact. The quantitative approach followed a methodology that was exploratory, rather than hypothesis, driven. The design used a survey tool called the Cross Cultural Adaptability Inventory. The tool utilized a Likert scale and rating scale questions, as opposed to open or closed question surveys.
In determining acceptable levels of cultural adaptability in missionary candidates, this study found evidence of notable increases in adaptability as a result of training. Additionally, cultural adaptability in relation to demographics was validated. However, the linear combination of demographics predicting cultural adaptability was not found.
Literature supported the lack of consensus on the direction of cultural adaptability studies. The expectation of this study was that organizations would take a deeper look at how they were conducting cultural adaptability training. The data gathered from this research project led to the recommendation for continued study on the individual components of cultural adaptability, including additional occupations and pretesting as a best practice prior to post-testing.
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Anderson, Nancy Lynn. "Teaching ESL/EFL: The Role of Cultural and Intercultural Knowledge, Skills, and Competence." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/727.
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In this ever-changing world of 201 0, we are more closely interconnected than ever before. English plays a key role in this world's communication as a global or international language- making intercultural connections and bridging differences in the process. It is critically important and challenging for people to learn skills for interacting in this global society. ESL/EFL teachers, educators, and administrators become key resources for learning and transmitting the knowledge, skills, and strategies for using English in a variety of social, business, or academic interactions. Immigrants, refugees, and international students need to learn more than the linguistic structure of the English language. To communicate effectively and competently, they need to learn cultural and intercultural knowledge, skills, and attitudes for navigating those intercultural situations.
This exploratory study examined the roles of cultural and intercultural knowledge, skills, and competency of ESLIEFL teachers and educators in the teaching of language. An electronic survey was used to explore how ESL/EFL teachers and educators were defining the terms cultural and intercultural, how and to what extent were cultural and intercultural concepts being taught, where educators were receiving their information, and if, and how, were they assessing students' learning.
Results indicated that many teachers and educators were not receiving primary cultural and intercultural information from courses connected to MA TESOL programs, that confusion exists over the definitions of cultural and intercultural, and that in many cases intercultural concepts and competency were not being integrated into class curricula. It appears clear that the designers and teachers in foreign language programs would be well served by adopting a more interdisciplinary approach to foreign language teaching and by collaborating with those who could provide information, clarity, and freshness for the integration of cultural and intercultural competency into current programs.
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Ume-Nwagbo, Pearl Ngozika. "Relationship Between Nurse Educators' Cultural Competence and Ethnic Minority Nursing Students' Recruitment and Graduation." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/2018.
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The purpose of this exploratory study was to measure the cultural competence of nurse educators in accredited baccalaureate (BSN) nursing programs in Tennessee (TN) and investigate the relationship, if any, between nurse educators' cultural competence and the percentage of minority nursing students recruited into and graduated from these schools in the previous 5 years.
With the rapid rise of the minority population in the United States, more minority healthcare providers, including nurses, are needed to provide culturally congruent care in underserved communities. Literature has implied that nurse educators' lack of cultural competence and sensitivity regarding minority nursing students' educational needs could be a contributing factor to minority nurses' underrepresentation.
Nurse educators in 9 accredited colleges of nursing in TN completed the "Cultural Diversity Questionnaire for Nurse Educators." Some of the participating schools and the American Association of Colleges of Nursing Research Data Center provided the percentage of students recruited and graduated in each school by ethnicity.
The findings revealed that the majority of respondents were at least moderately culturally competent. There was no correlation between Tennessee schools' mean cultural competence scores and their percentages of minority students recruited into BSN programs in the past 5 years. But there was a significant statistical correlation between Tennessee schools' mean cultural competence scores and their percentages of minority students graduated from BSN programs in the past 5 years (p = .015). There was a statistically significant difference between the mean cultural competence score of respondents who had lived in a culture different from the United States and those who had not (p = .01). There was also a statistically significant difference between the mean cultural competence score of respondents who had attended multicultural education seminars in the past 5 years and those who had not (p = .0005).
The researcher recommended that nursing faculty engage in activities that would increase their cultural competence, enabling them assist students from diverse cultural backgrounds stay in school and graduate.
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Gandy, Megan E. "Assessing LGBTQ youth cultural competency in direct-care behavioral health workers: Development and validation of a measure." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3741.
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Direct-care workers can provide an array of service types to children, adolescents, and their families in behavioral health treatment. They may also work in a variety of settings (e.g., group homes, inpatient units/hospitals, residential treatment, treatment foster care, day treatment, in-home treatment, etc.). Direct-care workers typically are involved in the supervision of youth and in the implementation of a treatment plan developed by the youth’s treatment team. For youth who are lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) and are receiving behavioral health services, such workers form a critical part of their therapeutic experience. However, little is known about these workers’ competencies related to working with LGBTQ youth. This study begins to fill that gap by developing and testing a measure that assessed LGBTQ cultural competencies related to behavioral health practice with youth and a measure that was relevant to the roles and responsibilities of direct-care (e.g., paraprofessional, front-line) workers.
In order for direct-care workers to use LGBTQ cultural competency in their practice, more understanding is needed about their current level of LGBTQ-related cultural competency. The LGBTQ Youth Cultural Competency scale (abbreviated as LGBTQY-CC) provides a means to measure those competencies. An exploratory factor analysis found that the new scale consists of one primary factor which represents knowledge, attitudes, skill, and awareness of LGBTQ cultural competency. Cronbach’s alpha, correlations with other measures for concurrent validity, and correlation with a measure of social desirability all resulted in evidence that the LGBTQY-CC has good validity.
Analyses examined how the new measure was related to constructs associated with training and competency in direct-care workers. Multiple regression analyses showed that higher levels of LGBTQ cultural competency (as measured by the LGBTQY-CC) were significantly related to age (younger), political ideology (more liberal), more social contact with LGBTQ individuals, and degree of religious belief about LGBTQ being a sin. A model including these factors explained 60% of the variance in LGBTQY-CC scores.
The LGBTQY-CC was created with the long-term goal of creating training interventions for direct-care workers to improve their practice with LGBTQ youth. The measure could be used to assess training participants’ knowledge, attitudes, skills, and awareness and to evaluate the effectiveness of varying types and styles of training programs. Federal and state regulatory bodies have begun to require service providers to identify how they will address disparities faced by LGBTQ individuals, so service providers need to demonstrate how they are improving access to and quality of care for LGBTQ individuals. Therefore, the LGBTQY-CC may provide a means to gather data on efforts made by service providers to improve their behavioral health workforce’s capacity to serve LGBTQ youth.
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Dixon, Jason M. "Attitudes toward Acculturative Behavior Scale development, reliability and validity /." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210546951.
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Tremel, Karen M. "Creating an Instrument to Measure and Develop Global Leadership Competencies and Cognition." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117040.
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Given economic and societal shifts towards globalization, the need to develop effective global leaders is well documented. This thesis explored the development of a prototype instrument for use in global leadership classes or training to assess and/or develop the competencies and decision-making abilities associated with effective global leadership. The format of the instrument was a hybrid of situational judgment tests (SJTs) and culture assimilators and its content was drawn from a real life critical incident as recounted by an expert global leader during an interview using cognitive task analysis techniques. The interview was part of qualitative research that investigated expert cognition displayed by exceptional global leaders.
The thesis included a literature review of global leadership research to identify the general competencies, intercultural competencies, and cognitive proficiency of effective global leaders that would serve as a foundation for the domains to be assessed and developed. SJTs and culture assimilators were discussed as format examples for constructing the instrument. The process of creating and refining the tool was then reviewed, which included developing the questions and answers, conducting pre-tests, gathering feedback from subject matter experts, and conducting a content analysis to ensure global leadership and intercultural competencies were addressed. Data collected during the course of development were presented and discussed.
Step-by-step instructions (that included potential improvements to the process experimented with to date) were included to guide others in future development. An abridged sample of the instrument was provided.
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Halla, Amanda Leigh Fry. "Assessment of the need for cultural competency training within crisis negotiation training in the State of Arizona." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/251.
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Crisis negotiators in Arizona work with very diverse populations. In addition to large populations of Whites, Hispanics, Native-Americans, and Asians, there are growing refugee populations from over twenty nations. Considering this, there is a surprising lack of information on negotiating with people from different cultures in the literature written for the field. The purpose of this thesis is to determine the attitudes of crisis negotiators in Arizona on the role of culture in negotiating with people who are different from themselves. It seeks to answer this by interviewing crisis negotiators from diverse law enforcement agencies in Arizona. The following questions will be answered: 1) Do crisis negotiators perceive that culture effects their negotiations? 2) Do they currently receive cultural competency training? 3) Do they have a desire for/ or need for cultural competency training? 4) What kind of cultural competency training would be beneficial for them? Based on the responses from the negotiators, I will make recommendations on future training or research that meets their needs and desires in the area of negotiating with those who are culturally different from themselves.
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Funani, Simphiwe Vincent. "Organisational culture and leadership competencies in ABSA Business Bank: Enterprise Business, Gauteng." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011286.
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From Integrative summary: This document consists of three sections namely, an evaluation report (section 1), literature review (section 2), and research methodology (section 3). The evaluation report sets out the terms of reference for the research as well as identifying the objectives of the research. It also contains a summary of the literature review section, as well as a research methodology section summary. The literature review section contains a detailed review of the literature used in this study. This section sets out by reviewing existing literature on the topic of leadership, discussing the key elements of organisational culture and includes a short discussion on the typologies of culture. The Competing Values Framework as an organisational culture typology is discussed in greater detail, since it forms the foundation upon which the measurement and data collection tools for this research are founded. The research methodology section explains the research methodology and design employed in this study. This section also addresses some of the ethical considerations for this research, as well as how the researcher addressed them. There is also a brief discussion on the limitations of the research and the application of the results. This research focused on a business unit within Absa Business Bank, named Enterprise Business Gauteng Region, with the aim of investigating the “current organisational culture” in the business unit and the leadership competencies profile of its 11 Sales Managers. This was to provide the basis and departure point for the strategic organisational culture change that the new business unit head would have wanted to effect as the business has a history of non-performance, which the new business unit head aims to change. In order to diagnose the “current organisational culture” type, an organisational culture measurement tool based on the Competing Values Framework was used. The Competing Values Framework is a four-category organisational culture typology developed by Cameron and Quinn. The framework is based on two dimensions, how stable or flexible the organisation is, and how externally or internally focused it is. This framework was also employed to establish the leadership competencies profile of Sales Managers, as observed and experienced by the frontline staff, as well as the “desired organisational culture”, as intended by the new business unit head. Through hypotheses testing, the research revealed a statistically significant difference in perceptions of culture between males and females in the business unit. The perceptions of the female frontline staff about the “current” business unit culture indicated that they find it not to be empowering and less allowing for individuality and risk taking when compared to the male staff. The research also concluded that there is no statistically significant difference between leadership competencies associated with the four categories of the Competing Values Framework in the business unit. Comparisons between the “current” and the “desired” organisational culture revealed a misalignment. The main recommendations to the new business unit head were to get the leadership competencies of the Sales Managers aligned with the “desired organisational culture” state, and drive a purposive organisational culture change effort. To support this culture change, the espoused values of the business unit would need to be aligned to the desired culture state. To address the differences in perceptions of culture between males and females the business unit head would need to be mindful of the greater need to empower women either in their current roles, or by way of promotions to senior roles.
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Baker, Katie, Megan Quinn, Kathleen Collins, Gabrielle Caldara, Heather Owens, Ifeoma Ozodiegwu, Elaine Loudermilk, and Jill Stinson. "Modification of the Adverse Childhood Experiences International Questionnaire for Cultural Competency: Methods for Understanding Childhood Trauma in Low-Resource Settings." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6792.
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Piedra, Alexandra Nicole. "THE ASSOCIATIONS BETWEEN LATINX TRADITIONAL VALUES ON MENTAL HEALTH CARE SEEKING BEHAVIORS AND ATTITUDES FOR ONE’S CHILD AND FOR ONESELF." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1604301207356666.
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Pringle, Cynthia Charlwood. "Communication as a context of organizational behavior." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1520.
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Zegley, Linda A. "An Investigation of the Relationship Between Self-reported Multicultural Counseling Competence and Middle School Counselors' Efforts to Broach Racial, Ethnic, and Cultural Factors with Students." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26005.
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Despite several decades of theoretical support and empirical validation concerning Multicultural Counseling Competence (MCC), the mental health field has been criticized for a lack of measurable constructs that embody multicultural counseling skills (Sanchez-Hucles & Jones, 2005; Weinrach & Thomas, 1998). In an effort to contribute to the knowledge and understanding of observable multicultural counseling interventions, web-based survey research was used to examine the relationship between the counselor’s broaching behavior and multicultural counseling competence in a sample of middle school counselors. Broaching has been conceptualized as a measurable multicultural counseling skill and refers to a counselor’s effort to initiate and process discussions of race, ethnicity, and culture in the counseling relationship (Day-Vines, et al., 2007).
Results revealed a statistically significant relationship between broaching and multicultural counseling competence. Most notably, advanced attitudes toward broaching as conceptualized in the broaching construct are predictive of multicultural counseling competence. Additionally, the relationship between broaching skills and MCC seems to indicate that even rudimentary attempts at broaching may also be predictive of multicultural counseling competence. Equally as important, the study supported the conclusion that avoiding discussions of race, ethnicity, and culture has a negative impact on the counseling relationship. Results need to be interpreted with caution due to the small sample size (N = 65) and the continued validation of the Broaching Attitudes and Behavior Scale.Ph. D.
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Johnson, Steven D. "Assessing Self-Efficacy of Cultural Competence with Lesbian, Gay, and Bisexual Clients: A Comparison of Training Methods with Graduate Social Work Students." UKnowledge, 2013. http://uknowledge.uky.edu/csw_etds/4.
Full textAbstract:
Graduate social work students are mandated to be cultural competent to work with lesbian, gay, and bisexual (LGB) clients. This exploratory study examined how best to teach graduate social work students to be culturally competent in working with LGB clients by assessing their perceived competence of attitudes, knowledge and skills as well as their demonstrated competence through case vignettes.
The study compared a current pedagogical method of infusing LGB material across the curricula with two types of brief trainings (didactic lecture and experiential) . This mixed methods study utilized a pretest/posttest design to examine the effects of the trainings as well as qualitative responses from the participants. Results offer suggestions as to which pedagogical approach might be most effective in helping social work students gain competence for working with LGB individuals.
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Vengrin, Courtney Ahren. "Examining the Evaluation Capacity, Evaluation Behaviors, and the Culture of Evaluation in Cooperative Extension." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/64513.
Full textAbstract:
Evaluation is a burgeoning field and remains fairly young by most standards. Within Cooperative Extension, evaluation practices have been implemented at a variety of levels given that evaluation is mandatory for much of the funding Cooperative Extension receives. With evaluation in high demand, it is expected that most Extension educators are performing some levels of evaluation as a routine part of their jobs. In order to perform the required evaluations, an Extension educator must exhibit some level of knowledge and skill regarding evaluation. While much research to date has been done on the level of evaluation within the organization, there is a lack of understanding regarding the evaluation competencies that Extension educators must possess and the culture of evaluation within the organization. This study set out to examine the evaluation competencies, culture, and evaluation behaviors within Cooperative Extension. Utilizing an online survey format and quantitative methodology, a widely accepted set of evaluation competencies were examined for their importance within Cooperative Extension. A panel of 13 experts was selected to examine the competencies and it was determined than all competencies in the list were necessary for Extension educators to exhibit in their jobs. The list of competencies was then combined with a subscale regarding culture and a subscale based on the Theory of Planned Behavior (Ajzen, 1991). A total of 419 Extension educators in four Extension systems participated in the study, with 222 generating usable data for a response rate of 13%. The highest and lowest skill level for the competencies were determined by Extension educators self-reporting. Perception of importance of each competency was examined and the highest and lowest importance rankings were determined. These were compared to the rankings of importance by the expert panel. A path analysis was conducted by modifying the Theory of Planned Behavior model and multiple regression analysis. Mean weighted discrepancy scores were calculated to determine the differences in skill level and perception for each of the competencies. The subscale of culture was examined for potential areas of Evaluation Capacity Building (ECB) within the organization. Results show that while there was much agreement between the expert panel and Extension educators regarding the importance of competencies, experts ranked all competencies as important while Extension educators did not. The results of the path analysis determined intention and perceived behavioral control explained 3.9% of the variance in the evaluation behavior exhibited by skill. Subjective norm and attitude explained 11.8% of the variance within intention. Perceived behavioral control, attitude and culture accounted for 13.1% of the variance in subjective norm. Culture and perception accounted for 7.1% of the variance in attitude. Perception, program area, college major, location, training in evaluation, degree level and years of experience explained 28% of the variance within evaluation culture. Finally, recommendations for practice and future research were made based on these findings.Ph. D.
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Sawyer, Jason. "Crossing Boundaries: Building a Model to Effectively Address Difference in Community Practice." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3455.
Full textAbstract:
Community organizing has a rich tradition within the field of social work. Prevailing community practice models, approaches, and frameworks remain primarily based on practice wisdom, experience, and intuition. Difference, pervasive in various contemporary contexts of practice, largely mediates interactions at the community level. Although difference is addressed at various levels of the practice continuum and within the IFSW and NASW codes of ethics, few methodologically driven tools exist within the literature to guide practitioners. This grounded theory study initiates early development of a community practice model based on forging alliances across boundaries of difference. The Critical Difference Engagement model is based on local community leaders’ and organizers’ experiences working across dimensions of power, race, gender, age, sexual orientation, and socio-economic status, it provides practitioners with a framework for social change and building solidarity across difference in multiple contexts.
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Zhu, Danhua. "Independent and interdependent self-construals as moderators of links between parents' beliefs about emotions and their emotion socialization behaviors in Chinese families." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90900.
Full textAbstract:
To identify potential determinants of emotion socialization (ES) in the socio-cultural context, the current study examined a moderated mediation model whereby parents’ independent and interdependent self-construals were proposed to moderate associations of parents’ beliefs about children’s emotions with parents’ ES, which in turn relate to children’s social competence.
Seventy-five Chinese parents (65 mothers, 10 fathers) with children in middle childhood (43 girls, 32 boys; Mage=9.18, SD=1.26) completed translated Chinese versions of the Parents’ Beliefs about Children’s Emotions Questionnaire, the Coping with Children’s Negative Emotions Scale, the Parental Reactions to Children’s Positive Emotions Scale, the Strengths and Difficulties Questionnaire, the Self-Construal Scale, and a demographic questionnaire. Measurements were modified to include ego-focused and other-focused positive and negative emotions (i.e., pride, warmth, anger, and shame/guilt). Bivariate correlations, hierarchical multiple regressions, and exploratory analyses using the PROCESS macro were conducted.
Parents endorsed both independent and interdependent self-construals, and on average reported significantly higher interdependent than independent self-construals. Chinese parents’ endorsement of independent self-construal may make their beliefs about ego-focused emotions more salient, thereby inducing ES responses aligned with their beliefs. Parents’ interdependent self-construal was related to their ES to other-focused emotions. Chinese parents’ nonsupportive reactions to children’s anger and pride were related to children’s social competence, which suggests that the inhibition of emotions may have some adaptive functions in Chinese society.
Overall, findings contributed to the understanding of parental ES in Chinese families and emphasized the role of parents’ self-construal as an individual-level indicator of cultural values in the ES process.M.S.
Centered around the process through which parents socialize children’s social and emotional competence (emotion socialization, ES), the current study examined how parents’ beliefs about children’s emotions associated with their ES reactions, how their beliefs together with their perceptions of self (self-construal) related to their ES reactions, and how their ES reactions associated with their children’s behaviors in a Chinese sample. Seventy-five Chinese parents (65 mothers, 10 fathers) with children from 7- to 11-year-old (43 girls, 32 boys) completed Chinese versions of questionnaires about their beliefs about children’s emotions, their ES reactions, their self-construal, their perceptions of children’s behaviors, and some demographic information. The associations aforementioned were tested. Chinese parents perceived themselves as both unique entities (independent self-construal) and connected with others (interdependent self-construal), with a higher level of interdependent self-construal. Parents’ endorsement of independent self-construal may spotlight their beliefs about children’s pride and anger, which in turn induce more ES reactions that are consistent with their beliefs. Parents’ interdependent self-construal was related to their ES reactions to children’s feelings of love and shame/guilt. Parents’ nonsupportive reactions to children’s anger and pride were related to children’s higher competence, which suggests that Chinese society may endorse the inhibition of emotions. Overall, findings contributed to the understanding of cross-cultural differences of parental ES between American and Chinese families and the impact of their perceptions of self on their ES reactions.
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Svensson, Susan Lynn. "A contextualized instructional design approach : integrating intercultural competence development into email computer training." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/819.
Full textAbstract:
Email communication within a diverse workplace poses intercultural communication challenges (Martin & Nakayama, 2007). This study aims to make a contribution to the literature by examining how these challenges can be addressed through email computer training. For this study, I set out to understand and demonstrate how, within the instructional design process, contextualized curriculum can be created that integrates intercultural competency and email proficiency. This thesis includes a draft of an instructional plan and course outline for an email computer class that focuses on developing intercultural awareness and skills in the context of an email training course. First, I examined email computer curricula, specifically the topics, course goals, and course objectives common to the curricula. As a result of this examination, I discovered that email training is limited to the technical aspects of email communication. Additionally, I surveyed intercultural communication professionals about intercultural topics applicable to email communication. Their survey responses indicated cultural differences account for some, but not all email workplace challenges. For example, they believed it is important to address intercultural elements like low vs. high context when writing an email message, and power distance and levels of formality when writing greetings and closings. Additionally, their feedback indicated that it is important to address direct vs. indirect communication styles when writing the main point and linear vs. circular cognitive styles when organizing text within an email. I incorporated their perspectives in my course outline. Finally, experts from the fields of instructional design, intercultural communication, and computer training reviewed a draft of the plan and outline. Although their feedback indicated that the premise and approach were sound and achievable, they differed in their evaluation of specific elements of the course. In general, their perspectives reflected their professional focus. For example, they either recommended a stronger focus on the technical aspects or a stronger focus on the intercultural aspects of the course design. Detailed comments pertained to the fine-tuning of the objectives, timing of the individual lessons, and other instructional elements needed for any polished professional course outline
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Leisey, Robert. "Globally competent leadership : comparison between U.S. American and mainland Chinese conceptualization of effective leadership." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/760.
Full textAbstract:
This project was conducted with the objective of measuring differences between U.S. American and Chinese preferences for specific leadership characteristics and behaviors. An online survey was administered to U.S. American and Chinese nationals working in U.S.-based multinational corporations (MNCs). Respondents were asked to indicate the extent to which they considered 112 characteristics or behaviors to contribute to or inhibit effective leadership. The data were statistically analyzed to measure variances in how the two samples responded to each item, and to provide insight into what characteristics or behaviors contribute to or inhibit effective leadership in China and in the U.S. The research findings were compared with cross-cultural/intercultural leadership literature, in particular the global leadership and organizational behavior effectiveness project (GLOBE).
Several of the findings of this study are similar to those previous research projects conducted on U.S. and Chinese people. Specifically, charismatic and team oriented leadership, which previous research suggests are universal facilitators of effective leadership, were found to facilitate effective leadership. Additionally, many of the individual leader attributes found to facilitate effective leadership in the U.S and China respectively, were also reported to do so in this study. However, the findings also suggest that Chinese orientation towards uncertainty may be weakening, whereas the U.S. data provide a moderate level of support that suggests that the U.S. orientation along the in-group collectivism dimension is strengthening. Unfortunately, due to an unexpectedly small sample size, the findings of this project are limited in their utility. This project did, however, provide invaluable insight into the process of leadership research in China that will inform the design and further define the scope of the second phase of the research.
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Hill, Crystal Renee. "Effects of family routines and family stress on child competencies." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4142.
Full textAbstract:
The current study had two purposes. The first purpose was to examine the
association between family rules and routines and first grade children's teacher-rated and
peer-rated behavioral competencies (e.g., emotional symptoms, conduct problems, peer
problems, hyperactivity, and prosocial behavior) after controlling for both family
stressors (i.e., single parent home, mobility, socioeconomic status, property ownership)
and child ethnicity (African American, Caucasian, Hispanic). The second purpose was to
determine if child regulatory control abilities mediates the effects of family rules and
routines and children's behavioral competencies.
The parents of 215 ethnically diverse children (38%, Caucasian, 22% African
American, 33% Hispanic, 7% Other) were interviewed in their homes with a modified
and shortened version of Family Routines Inventory (FRI; Jensen, James, Boyce, &
Hartnett, 1983). Teachers completed the Strengths and Difficulties Questionnaire (SDQ;
Goodman, 1997), and peers completed a modified version of the Class Play (Masten,
Morison & Pelligrini, 1985). Scores from the SDQ were standardized and combined
with the standardized scores obtained from the peer nominations to create composites of the behavioral competencies. Additionally, teachers completed a modified version of the
California Child Q-set (CCQ) (Block & Block, 1980) as a measure of these children's
regulatory control abilities.
African American parents' ratings of their family's rules and routines were
higher than those of Hispanic and Caucasian parents' ratings. Additionally, family
stressors were positively associated with higher teacher and peer ratings of conduct
problems and lower ratings of prosocial behavior. Neither ethnicity nor family rules and
routines predicted child competencies. A statistically significant curvilinear relationship
was found between family rules and routines and conduct problems such that children of
parents reporting the highest and lowest levels of family rules and routines have more
conduct problems. No associations were found between family rules and routines and
child competencies or children's regulatory control abilities. Limitations of the study are
discussed in terms of inadequate measurement of family rules and routines, a defensive
response set, self-selection on the part of the parents to participate in the interview, and a
sample that is not representative of the community of parents and children in the
participating schools.
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Smith, Marquita Marie. "THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: SOCIAL WORKER PERCEPTION." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/539.
Full textAbstract:
This study explored social workers perceptions of disproportionality of African American children in the child welfare system, with a particular focus how they felt child welfare agencies, and organization address the specific needs of African American children and families. Along with the types of services social workers felt could be implemented in order to address the concerns amongst African American families. Major findings in the research under represent the perspective of the social workers who work closely with these children and their families. The overall research method that was utilized in this study was qualitative by design. The data collection consisted of 11 face to face interviews with different types of social workers with current and past experiences working with African American children and families, in the child welfare agency. This research called for opinions, experience and personal beliefs from social workers. The survey consist of 13 open/close ended question and demographical questions that were personally asked to each social worker on a one on one bases. The results of this study identified African American children entering and staying in the system at longer rates, poverty, lack of resources in the community, distrust in the government and cultural competency as major contributing factors to disproportionality in the child welfare system. This study displayed a need for social workers to take on more of a strength based approach and remembering to model the NASW code of ethics when working with African American families. Recommendations for future studies include but are not limited to: exploring options to have preventative services for African American families to be offered in their homes or alternatives to easy accessible services and to explore different strategies, tool and techniques in efforts to increase the relationships between the African American families and the social workers.
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Roy, Brandy L. "An exploration of the role of intercultural training in developing intercultural competency among exchange students : a case study of rotary youth exchange." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/815.
Full textAbstract:
This study works with Rotary Youth Exchange to investigate the role of predeparture intercultural training in preparing students to study abroad so that they 5 positively integrate their experience to become interculturally competent people. The Intercultural Effectiveness Scale (IES) along with an intercultural background survey were administered to each student during the first one to four months of his or her exchange to measure his or her intercultural competency development and to learn li about the student's intercultural background. Developing explicit evidence for the role of intercultural training through this study proved unsuccessful because of the students' Jack of knowledge about the subject. However, through analysis of students' answers to decipher the quality of training received and comparing that information to the students' IES scores, the vital role of intercultural training in predeparture orientation is implied.
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Khoury, Dalia. "Considerations in the provision of mental health services toward Arabs." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4110.
Full textAbstract:
Existing evidence suggests that disparities exist in the use of mental health services by Arabs in the U.S. While there are likely many factors that contribute, lack of cultural competence of mental health providers is one potentially important barrier for mental health service use among racial/ethnic minorities, including Arabs. The primary purpose of this study was to identify and examine factors related to the development and existence of cultural competence toward Arabs. Variables measuring demographics, professional characteristics, familiarity with Arabs, prior experience and knowledge of Arabs, and readiness for change were tested with a randomly selected sample of mental health providers in Northern Virginia.
In order to assess baseline levels of cultural competence toward Arabs, as well as further define the potential relationships of these variables to cultural competence, a new measure of cultural competence toward Arabs [CC-A] was developed and initially validated through a focus group and pilot test. It was subsequently administered to a group of mental health providers in Northern Virginia to further assess the validity of the underlying constructs being tested and to explore relationships between this measure and other key factors. Factor analyses revealed that a unidimensional construct of cultural competence toward Arabs was being measured.
Bivariate and multivariate analyses examined the way this measure related to these constructs. Regression analyses revealed that higher levels of cultural competence were significantly related to higher readiness for change, higher prior levels of knowledge toward Arabs, a greater degree of familiarity with Arabs, and utilizing books as a source of knowledge about Arabs. A model inclusive of these factors explained 19% of the variance in mean scores on the CC-A.
Implications of these findings for research, clinical practice, and graduate training are discussed. These include consideration of alternative models for cultural competence, an assessment of additional methodologies to measure cultural competence, and the development and implementation of cultural competence interventions.
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Chama, Samson. "Program Approach for Childheaded Households in Zambia." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1614.
Full textAbstract:
Using an emergent design, this study developed a program approach for young people in the child headed households of Zambia. Phase I dealt with prior ethnography, Phase II focused on independent living services, and Phase III concerned translation to Zambia. A total of 36 participants from Richmond, consisting of 20 Richmond Department of Social Services workers and youth and 16 Africans, were recruited. Three major themes emerged: feasibility, content, and quality. Lessons learned about translational research highlight the need for uniformity in a cultural screen’s composition. This might enhance the richness of perspectives on young people. Lessons for the Department of Social Services include a need to focus on tracking young people exiting services. This might involve exit interviews with young people and guidance with life decisions. There were lessons about decisions regarding local and expert knowledge in the translation process. This often becomes difficult when there are no assurances of participant uniformity. Paying attention to issues of local and expert knowledge would eliminate decision barriers that might arise during the translational process. Implications for social work education suggest that an emphasis on cultural competency might help students at the BSW and MSW levels to become better managers of adolescents. Implications for practice and policy include enhancing access to education and health for all young people. This process might be facilitated by the enactment of polices that highlight education and health for all young people at national and state levels. The following are crucial considerations for practice with young people: recruiting and training appropriate staff, promoting civic education, collaborating with young people, strengthening community involvement, strengthening agency collaboration, and developing targeted services. Implications for further research include: exploring what areas to consider when making a paradigm jump, considering cultural principles as bridges for making that jump, examining the implications for translational research as opposed to diffusion of innovation, determining what types of research samples would eliminate some of the gender issues that emerge with focus groups, recruiting more young people as participants, and conducting a study that focuses on lived experiences of young people.
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Watkins, Tawanda M. "Will "Hallelujah" Help Me? Exploring the Relationship Between Spirituality and Emotional Intelligence Among Black Women in Higher Education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/176.
Full textAbstract:
This research examined the relationship between spirituality and emotional intelligence among Black women in higher education. The hypotheses state that spirituality has a positive effect on emotional intelligence.Twenty-nine questions were administered to 110 participants of various demographics. The survey was used to gather data and examined three areas: level of spirituality, level of emotional intelligence, and academic satisfaction. A specific conclusion drawn from the findings suggest that Black women who identify as spiritual and frequently participate in spiritual activities will also have high emotional intelligence.
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Hicks, Vernae Elaine. "MINORITIES' PERCEPTIONS OF CHILD PROTECTIVE SERVICES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/347.
Full textAbstract:
The study examined minority persons’ views and experiences with Child Protective Services (CPS) in the community. This study used a qualitative design with face‑to‑face interviews with 12 participants in the community. This study used the “Post‑Positivist” data analysis, which is qualitative in evaluation and explained each participant’s subjective reality.
The study found that most participants were satisfied with the results and were dissatisfied with the process in and of itself. Overall the study found that most participants felt that there was some sort of a disconnect with social workers in reference to cultural competency. Miscommunication between the social workers at agencies and parents could have played a significant role in why participants had these experiences. However, most participants felt that the agency helped with services that ultimately left the participants feeling a sense of awareness about the purpose of the agency. The study suggests that implementing a program that would allow the community to be informed of all the programs that Child Protective Services can provide be critical in aiding and empowering the members of the community and in helping reduce CPS caseloads significantly.
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Hayward, Ian C. "Evaluation of a leadership development programme : developing a 'fit for purpose' model to evaluate a leadership development programme at the individual, departmental and organisational levels within the BBC." Doctoral thesis, University of Bradford, 2009. http://hdl.handle.net/10454/4284.
Full textAbstract:
The research was aimed at addressing the challenge of evaluating a large scale
change intervention in a large organisation and in a complex environment. Finding
robust, meaningful yet realistic methodologies from among the array of possible
approaches, methods and techniques has proved problematic, for both
organisational practitioners and academics alike. The research explored this issue of
choice from the perspective of ¿fit for purpose¿ and suggests a multi-faceted
approach, using a range of evaluation methods and techniques, which were applied
to an ongoing example at the BBC. It was also planned to use structural equation
modelling (SEM) techniques to examine the relationships between variables critical
to the study. The approach described represents a ¿pilot¿ evaluation exercise, which
drew on data collected from early cohorts going through the BBC Leadership
Programme, a key element of the ¿Making it Happen¿ change strategy initiated by
the then Director General, Mr. Greg Dyke. As a second level of research, an
evaluation of the primary evaluation itself, i.e. of the BBC Leadership Programme,
was also undertaken to assess the effectiveness of the primary evaluation strategy
and its implementation.
Three hypotheses were examined in terms of programme impact: It was proposed
that participation in the programme would bring about collective improvements in
individual leadership behaviour (Ho1), leading to improved departmental
performance across the business (Ho2), in turn, resulting in improved organisational
performance (Ho3). Due to limitations in the application of the methodology it was
not possible to use SEM analyses on the data collected. Alternative analyses failed
to demonstrate conclusive support for all three hypotheses and, while other factors
besides programme attendance appear to influence leadership performance the
afore-mentioned limitations restrict the ability to draw firm conclusions. Following
evaluation of the primary evaluation it was evident that, as a pilot exercise, important
outcomes from the programme evaluation give rise to ¿lessons learned¿ and changes
are suggested for any future evaluation exercise of this kind.
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Chappelle, Noelle M. "The Impact of Trauma Upon the Self-Esteem of African American Adolescents and the Moderating Effect of Boundaries in the Parent-Adolescent Relationship." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1563974973123567.
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Федулова, О. В., and O. V. Fedulova. "Исследование конфликтологической компетентности у студентов-психологов : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100011.
Full textAbstract:
Объектом исследования явилась конфликтологическая компетентность студентов-психологов. Предметом исследования стали представления о конфликте, стратегии поведения в конфликте и конфликтность как свойство личности – составляющие конфликтологической компетентности студентов-психологов. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (88 источников) и приложений, включающих в себя бланки применявшихся методик и полученные результаты. Объем магистерской диссертации 102 листа, на которых размещены 20 рисунков и 9 таблиц. Во введении раскрывается актуальность проблемы исследования, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методы и эмпирическая база, теоретическая и практическая значимость работы. Первая глава включает в себя исследование научных подходов к представлениям о конфликте, разведены понятия «конфликтологическая компетентность» и «конфликтологическая культура». Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: методике исследования семантического поля понятия «конфликт» А.И. Тащевой, методике оценки поведения личности в конфликте К.Н. Томаса, методике диагностики ведущего типа реагирования в конфликте М.М. Кашапова, методике «конфликтная личность» Н.А. Литвинцевой, методике «самооценка конфликтности—2» С.М. Емельянова. Также в главе представлены результаты контент-анализа, сравнительного анализа средних значений, корреляционного анализа результатов исследования. Выводы по главе 2 включают в себя выводы по выдвинутым гипотезам. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.The object matter of the study is the conflictological competence among psychology students. The subject of the study is the notions of conflict, strategies of behavior in conflict and conflictiness as the components of conflictological competence of students of psychology. The master's thesis consists of an introduction, two chapters, a conclusion, a list of literature (88 sources) and an appendix, which includes the forms of the applied methodologies and results. The volume of the master's thesis is 102 pages, on which are placed 20 figures and 9 tables. The introduction reveals the relevance of the research problem, the purpose and objectives of the research are set, the object and the subject of research are determined, the hypotheses are formulated, the methods and the empirical base are specified, the theoretical and practical significance of the work. The first chapter includes the overview of scientific approaches to the notions of conflict, the concepts of «conflictological competence» and «conflictological culture» are separated. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It provides a description of the organization and methods of the study and the results obtained using all the methods used: method of research of a semantic field of concept «conflict» of A.I. Tascheva, a technique of an estimation of behavior of the person in the conflict of K.N. Thomas, a technique of diagnostics of leading type of reaction in the conflict of M.M. Kashapov, a technique «the conflictual person» of N.A. Litvintseva, a technique «self-esteem of conflictiness-2» of S.M. Emelyanov. Also, the chapter presents a comparative, correlation analysis of the results of the study. The findings of Chapter 2 are the conclusions on the hypotheses. In conclusion, brief results of the theoretical and empirical parts of the work are presented. The practical significance of the study is substantiated and possible prospects for further development of the problematics are described.
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"A Worldview MAP Approach to Intercultural Competence in a Multinational Organization in Europe and Japan." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.54854.
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abstract: The field of intercultural communication emerged from demonstrated need in the public sector and has roots in cultural anthropology. There is continued need in academic and practitioner domains for improved ways to effectively engage across cultures. To do so, it is necessary to develop approaches that enable a person to take the emic perspective of an intercultural Other. Worldview is a promising concept in several fields, such as anthropology and cross-cultural psychology, but remains undeveloped in the field of intercultural competence. In addition, existing conceptualizations and approaches to identify worldviews are too comprehensive or ambiguous to be useful. The purpose of this project was to propose a novel worldview framework synthesizing existing literature. The resulting construct is constituted by the composite universals, morality, agency, and positionality (MAP). Worldview MAP was applied to intercultural interactions between members of two distinct sociocultural groups working together on a two-week global management project in a multinational organization in Japan. Three research questions focused on identifying intercultural difficulties, worldview assumptions of each party, and relationships between the difficulties and worldviews. Inter-rater reliability was calculated for three morality subdimensions most underdeveloped in the literature. Findings include worldview descriptions for both culture groups across MAP and ways in which worldviews are interconnected with and illuminate three complex intercultural difficulties. Further, five meta-level worldview findings show how implicit worldviews were indirectly revealed in narrative data. Limitations of the study and implications for future work are discussed.Dissertation/Thesis
Doctoral Dissertation Communication 2019
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Dotson, Laura Elizabeth. "Organizational Cultural Competence of Post-Secondary Health-Related Academic Units." 2010. http://trace.tennessee.edu/utk_gradthes/790.
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Each year, the United States is becoming more racially and ethnically diverse and creating many challenges for healthcare professionals. Extensive literature has documented a gap between minority and majority populations’ health outcomes. According to the Institute of Medicine, one way to eliminate health disparities is by providing cross-cultural training to future and current healthcare professionals. A few models in healthcare delivery systems have assessed their own organizational cultural competence. However, due to the unique differences between health care delivery systems and post-secondary health-related academic units, there exists a need to develop and validate a model for organizational cultural competence of post-secondary health-related academic units. This literature review builds the foundation for this research project, which is to provide initial construct validity of a model for organizational cultural competence of postsecondary health related academic units.
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Chambers, Melany. "Exploring the Obesity-Related Lifestyle Attitudes and Behaviors of African-American Women and Afro-Caribbean Immigrant Women in Metro Atlanta, Georgia." 2016. http://scholarworks.gsu.edu/communication_diss/72.
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Background. Obesity has been associated with a number of negative health consequences (e.g., hypertension/heart disease, type-2 diabetes, osteoarthritis, and respiratory illnesses). Despite health communication campaigns to reduce overweight/obesity by encouraging lifestyle changes (e.g., eating healthier foods and exercising), the rates of overweight and obesity levels have continued to rise. Studies indicate that the rate of overweight and obesity in the U.S. is highest among Blacks. Messages targeted toward “Blacks” (African-Americans) in the United States treat this segment of the population as a homogenous group and fail to account for within-group cultural differences. Cultural values and beliefs related to food, physical activity, and ideal body size may contribute to overweight and obesity.
Objective. This study was designed to gain a deeper understanding of the similarities and differences between African-American and Afro-Caribbean immigrant women living in the Metro Atlanta, Georgia, in terms of the role that culture and social environments play in forming obesity-related—food, physical activity, and body image—attitudes, values, and behaviors.
Method. A social cognitive theory (SCT) framework informed the design of semi-structured interview guides. Study participants were comprised of 13 African-American women and 12 Afro-Caribbean women who recently immigrated to the United States from English-speaking countries. All participants were living in Atlanta, Georgia at the time of the study. They were recruited through convenience and snowball sampling and interviewed between October 5 and December 26, 2014. Data from audio-recorded in-depth interviews were transcribed and analyzed using textual analysis software package NVivo9.
Results. African-American and Afro-Caribbean participants were similar in terms of some food-, physical activity- and body-image related attitudes and behaviors. Health-related concerns and matrilineal influence affected the food-related behaviors of both groups of participants. Physical activity and body image-related attitudes and behaviors of women in both groups were affected by the norms of their childhood and current social environments. Although a healthy physical activity lifestyle was important to women in both groups, not all women were consistently physically active.
The study also revealed some differences between African-American and Afro-Caribbean participants. In general, the African-American women described the food-related norms of their childhood environments in negative terms and were more likely to have changed their food-related behaviors for health reasons. The Afro-Caribbean women described their childhood food-related norms in positive terms, and thus, strove to maintain healthy behaviors from their childhood. The norms of the current social environments of African-Americans, but the childhood social environments of Afro-Caribbean participants, influenced them more toward healthier food-, physical activity- and body image-related attitudes and behaviors. In terms of body ideals, Afro-Caribbean women typically identified a smaller “ideal body size” than African-American women. African-Americans from the South, or those with parents from the South tended to choose larger figures than women from the North.
Conclusion. Consistent with other SCT studies, this study found attitudes and behaviors that were consistent with those modeled within the participants’ social environments. There are more cultural differences than similarities between African-American and Afro-Caribbean women. The similarities and differences revealed in this study have implications for the design of culturally relevant obesity-related messages.
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FANG-YU, LIU, and 劉芳瑜. "The Study of Cultural Competency and Its Related Factors among the Nursing Staffs: Examples of Dying Patients Care Behavior." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/dq35g7.
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碩士國立臺北護理健康大學
醫護教育研究所
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Toward good death for the patient and families good grief is important in end-of-life care. Cultural, religious beliefs, and values, due to the customs and traditions in Taiwan, should be taken into consideration while nursing staffs doing dying care. The purposes of this study was to explore the current situation and relevance of nursing staffs’ cultural competency and dying care behavior, to explore the differences in the cultural competency and dying care behavior of nursing staffs with different demographic variables, and especially in investigating the predictors of nursing staffs’ dying care behavior. This research adopted a cross-sectional approach, by the purposive sampling, selecting internal medicine, oncology and intensive care unit nurses of one medical center from northern Taiwan, using a structured questionnaire. There were 263 questionnaires issued and 234 were returned and validated (89.0%). The result was analyzed by the descriptive statistical analysis, t-test, one-way ANOVA analysis, Pearson product-moment correlation coefficient and the multiple linear regression conclusive statistical. Study results showed: (1) The highest-scoring questionnaire item were cultural awareness and cultural sensitivity of nursing staffs’ cultural caring competence; The highest-scoring questionnaire item was physical caring behavior of nursing staffs’ dying patients care behavior. (2) In the different variables of demography, the total years of work for current division, the specialist expertise, having discussed about the end-of-life care feeling with colleagues, the times taken the cultural curriculum showed significant difference to the nursing staffs’ cultural competence. (3) In the different variables of demography, the total years of clinical nursing experience, the total years of work for current division, clinical ladder of nursing, serving division, specialist expertise, having discussed about the end-of-life care feeling with colleagues, the times of taking the hospice care curriculums, the times of taking the cultural curriculums, the experience of taking care of dying patient in past two years, and having the experience of nursing foreign patient including mainland China’s patient showed significant difference to the nursing staffs’ dying care behavior. (4) Cultural awareness, cultural knowledge, cultural sensitivity, cultural skills, and overall cultural ability have the positive correlation with physical care behavior, spiritual care behavior, and overall dying care behavior. (5) The predictors of nursing staffs’ dying care behavior were cultural skills, clinical ladder of nursing, the experience of nursing dying patient in the past two years, cultural sensitivity, the total years of work for current division, and the times of taking the hospice care curriculums, its’ multivariate linear regression accounted for 42.1%. The results of this study would give as a reference of planning the nursing staffs’ in-service training curriculums and improve the quality of the nursing staffs’ dying care.
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"A Journey: American Indian Behavioral Health Programs Building Culturally Competent Clinical Skills and Adapting Evidence-Based Treatments." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.63028.
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abstract: There are federal mandates attached to funding for behavioral health programs that require the use of evidence-based treatments (EBTs) to treat mental health disorders in order to improve clinical outcomes. However, these EBTs have not been constructed with American Indian/Alaskan Native (AI/AN) populations. There are over 340 EBTs, and only two outcome controlled studies have demonstrated effectiveness with AI/AN populations to treat mental health disorders. AI/AN communities often have to select an EBT that is not reflective of their culture, language, and traditions. Although EBTs are frequently used in AI/AN communities, little is known about the adaptation process of these interventions with the AI/AN population. For this study, a qualitative design was used to explore how American Indian behavioral health (AIBH) organizations in the Southwest adapted EBTs for cultural relevancy and cultural appropriateness. One urban and two tribal AIBH programs were recruited for the study. Over a six-week period, 24 respondents (practitioners and cultural experts) participated in a semi-structured interview. Transcripts were analyzed using the constant comparative analysis approach. As a result, four themes emerged: 1) attitudes towards EBTs, 2) how to build culturally competent clinical skills, 3) steps to adapt EBTs, and 4) internal and external organizational factors required to adopt EBTs. The four themes identify how to build a culturally responsive behavioral health program in Indian country and are the purview of this dissertation.Dissertation/Thesis
Doctoral Dissertation Social Work 2020
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Sandlin, M'Randa Ruth. "Desired Competencies of Employees on International Agricultural Development Projects as Indicated by Project Managers: A Qualitative Study." Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7794.
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International agricultural development institutions previously hired employees based on their technical expertise, and, with little to no formal training in development, were sent to live abroad with one goal: implement the project. Since the development of the Millennium Development Goals in 2000, a spotlight has been placed on the development industry as a whole, and calls for world-wide accountability. The purpose of this study was to identify the desired competencies of project employees on international agricultural development projects as determined by experienced project managers. The population (N=8) for this study were all current or past project managers of international agricultural development projects. The participants engaged in an interview with the researcher, or chose to complete a questionnaire via email or standard mail. The same questions were presented in both situations. The researcher analyzed the data using the constant comparative qualitative method.
The finding of this study identified competencies and categorized them into the following domains: cultural awareness, technical training, communication and interpersonal skills, attitudes and behaviors, experience, and organizational skills. The implications this study affect the curriculum development and content of higher education institutions, the hiring and evaluation process of international agricultural development institutions, and self-competency evaluation of potential employees of international agricultural development projects. It is the recommendation of the researcher that further studies be conducted to determine if the value of these competencies differ as per the location of the development project. It is also recommended that institutions of higher education, development institutions, and beneficiaries collaborate to provide opportunities for practical application of knowledge to future and current employees of international agricultural development.