Relevant bibliographies by topics / Relational Cultural Theory (RCT)

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

Academic literature on the topic 'Relational Cultural Theory (RCT)'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Relational Cultural Theory (RCT)"

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Ticknor, Anne Swenson, and Paige Averett. "Using relational cultural theory in education research design." Qualitative Research Journal 17, no. 4 (2017): 373–84. http://dx.doi.org/10.1108/qrj-03-2017-0011.

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Purpose The purpose of this paper is to provide an emic view of how one researcher negotiated complex relationships in teacher education research and learned to employ the principles of the relational cultural theory (RCT) to create a research design aimed at building and sustaining relationships with participants. Design/methodology/approach The authors offer illustrative qualitative data examples from teacher education research to highlight complexities in research relationships, essential elements of the RCT, and the affordances RCT can offer qualitative researchers invested in similar work
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Tucker, Catherine, Sondra Smith-Adcock, and Heather C. Trepal. "Relational-Cultural Theory for Middle School Counselors." Professional School Counseling 14, no. 5 (2011): 2156759X1101400. http://dx.doi.org/10.1177/2156759x1101400503.

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Young adolescents (ages 11–14), typically in the middle school grades, face life tasks involving connections and belonging with their peer group along with the development of their individual identity (Henderson & Thompson, 2010). Learning to negotiate through these developmental tasks, they face myriad relational challenges. This article explores the application of Relational-Cultural Theory (RCT) with early adolescents. It provides implications and recommendations for school counselors.
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Duffey, Thelma, and Catherine Somody. "The Role of Relational-Cultural Theory in Mental Health Counseling." Journal of Mental Health Counseling 33, no. 3 (2011): 223–42. http://dx.doi.org/10.17744/mehc.33.3.c10410226u275647.

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One feature that distinguishes professional counseling from other mental health and illness disciplines is its developmental, strength-based, contextually-focused, and wellness perspective. Given the multicultural paradigm that the counseling field emphasizes, it is increasingly important to identify models like relational-cultural theory (RCT) that support these principles. This article includes an overview of the basic tenets of RCT and applications to mental health counseling
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Simola, Sheldene. "Mentoring the morally courageous: a relational cultural perspective." Career Development International 21, no. 4 (2016): 340–54. http://dx.doi.org/10.1108/cdi-01-2016-0010.

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Purpose The purpose of this paper is to elucidate the implications of relational cultural theory (RCT) for mentoring individuals who have enacted moral courage. Design/methodology/approach Overviews of the construct of moral courage, the nature of work-related mentoring and RCT are provided. Subsequently, the relevance and implications of RCT for understanding moral courage-related suffering, and for supporting the growth, resilience and vitality of those who have enacted moral courage are discussed. Findings Within RCT, moral courage-related suffering is located in disconnection, invalidation
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Lértora, Ian M., and Jesse Starkey. "Tracking Thought Squirrels: A Relational Cultural Theoretical Approach to Counseling Couples." Family Journal 29, no. 2 (2021): 175–81. http://dx.doi.org/10.1177/1066480720986110.

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Relational-Cultural Theory (RCT) describes the process of connection and disconnection that is inevitable in relationship. Understanding how we can navigate and recover from connection and disconnection in our relationships with loved ones serves to develop relational resilience. In this article, the author will share an approach to couples communication, grounded in RCT, which may help increase the ability for couples to communicate their moments of connection and disconnection to one another to foster relational resilience. Two case examples are shared that exemplify the step by step process
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Rector-Aranda, Amy. "Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational–Cultural Theory." Journal of Teacher Education 70, no. 4 (2018): 388–400. http://dx.doi.org/10.1177/0022487118786714.

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Cammarota and Romero describe how they utilized a framework they call critically compassionate intellectualism (CCI)—a trilogy of critical pedagogy, authentic caring, and social justice–oriented curriculum—to lift up previously disempowered Latinx youth. CCI can also serve as an appropriate framework for emancipatory pedagogy and curriculum in teacher education and other settings, especially those committed to a mission of educational justice for our most disadvantaged students. Because the compassion element in CCI is understudied in teacher education, yet crucial to the success of the framew
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Irvine, Taylor, Adriana Labarta, and Kelly Emelianchik-Key. "Using a Relational-Cultural and Adlerian Framework to Enhance Multicultural Pedagogy." Professional Counselor 11, no. 2 (2021): 233–47. http://dx.doi.org/10.15241/ti.11.2.233.

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Counselor education (CE) programs are expected to provide counselors-in-training (CITs) with a diversity-infused curriculum. Throughout the CE literature, there are many available methods to accomplish this goal, yet trainees have reported a lack of self-efficacy in essential multicultural competencies before entering clinical work. Graduates of CE programs have also noted feeling unprepared when working with culturally diverse clients. The integration of culturally responsive models in CE programs is limited, and methods to decolonize current educational practices remain sparse. To address th
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이은진 and Lee Jee Yon. "Understanding of Relational-Cultural Theory (RCT) and its Applicability to Counseling in Korea." Korea Journal of Counseling 14, no. 4 (2013): 2585–620. http://dx.doi.org/10.15703/kjc.14.4.201308.2585.

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Simi, Demi, and Jonathan Matusitz. "Positive Race Relations through Cuban Music: A Perspective from the Relational-Cultural Theory (RCT)." Dance, Movement & Spiritualities 2, no. 3 (2015): 287–307. http://dx.doi.org/10.1386/dmas.2.3.287_1.

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Cowin, Kathleen M., Gordon S. Gates, and Kathleen Luckett. "The relevance and promise of relational mentoring for school leadership: a conversation." International Journal of Mentoring and Coaching in Education 5, no. 3 (2016): 187–202. http://dx.doi.org/10.1108/ijmce-03-2016-0034.

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Purpose – Studies uniformly portray the assistant principal (AP) position as challenging given a number of systemic issues that negatively impact job satisfaction and performance. Mentoring has been proposed as a way to redress these problems. The purpose of this paper is to illuminate an alternative to traditional mentoring and make recommendations for how to utilize this approach in supporting APs and principal interns. Design/methodology/approach – The authors employ a retrospective and conversational approach, sharing incidents and interactions from their professional experience and making
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Dissertations / Theses on the topic "Relational Cultural Theory (RCT)"

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Maitland, Alison. "Organisational culture and coach-athlete relationships : an ethnographic study of an elite rowing club." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7192.

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This thesis explores how coach-athlete relationships are influenced within the organisational culture of a rowing club. Relational Cultural Theory and the work of Weber are used to examine how the concept of organisational culture informs understanding of coach and athlete relating. The study, covering a complete competitive season, involved an eleven month long ethnography of an elite rowing club in Great Britain. The findings demonstrate the visceral, enculturated and complex nature of coach-athlete relationships in elite sport. Relational disconnection occurred in the disenchanted organisat
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Bolar, Eleanor A. "African American Clergy: Fostering Supportive Relationships with Survivors of Childhood Sexual Abuse." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1314114117.

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Ransone, Carol Locher. "The Nature and Influence of Relationship on Success in a Virtual Work Environment." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1393331576.

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Bergstedt, Levi. "Relational Theory of Contract och företagsförsäkringsavtal." Thesis, Uppsala universitet, Juridiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-207462.

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Kennedy, James Ryan. "Social determinants underlying the secure base| How Miller's relational-cultural theory interacts with Bowlby's attachment theory." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182245.

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<p> This applied theoretical paper explores the underlying capacity for caregivers to raise emotionally intelligent, well-adjusted children who grow up able to respond effectively to the demands of a complex world. A guiding supposition of the research is that diminished access to institutional privilege, especially when unrecognized and unprocessed by caregivers, is likely a risk factor connected to a variety of deleterious outcomes associated with the social determinants of health as defined by the U.S. Department of Health and Human Services. This connection resulted from asking the questio
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Mereish, Ethan. "Resilience Through Relational Connection: A Relational Model to Sexual Minority Mental and Physical Health." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3794.

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Thesis advisor: Paul Poteat<br>Sexual minorities (e.g., lesbian, gay, and bisexual individuals) are at higher risk for mental and physical health disparities than heterosexuals, and research has related some of these disparities to minority stressors such as institutional heterosexism, sexual prejudice, and discrimination. Yet, there is a dearth of research elucidating factors that predict the development of these health risks, and factors that protect and promote resiliency against them. Building on the minority stress model, the present study utilized relational cultural theory to situate se
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Dalgar, Ilker. "Relational Models Theory And Their Associations With Cultural Orientations And Personal Value Priorities In The Turkish Cultural Context." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614770/index.pdf.

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This study aims to investigate elementary models of social relations in Turkish cultural context and to link these models with horizontal and vertical individualism and collectivism and personal value priorities. Fiske (1992) suggested that four elementary relationship models: communal sharing, authority ranking, equality matching, and market pricing motivate, organize, generate, coordinate, and evaluate almost all social relations. First, the Modes of Relationship Questionnaire (MORQ) asessing the four relational models was adopted to Turkish. Second, systematical associations of relational m
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Stevens, Douglas M. "Relational Culture among Staff in an Emerging Urban STEM High School." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880932.

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Schwartz, Harriet L. "Thankful Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338.

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Kawamoto, Judy A. "Exploring the Impact of Mentoring Relationships for Asian American Senior Women Administrators at a Critical Career Juncture." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2456.

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Thesis advisor: Karen Arnold<br>Despite an increasing number of Asian American women earning the advanced degrees necessary to qualify them for senior administrative positions such as dean, vice president, provost and president, this group remains severely underrepresented in the upper administrative ranks in American higher education. The purpose of this qualitative study was to determine if mentoring relationships, which research has shown to be vital to the success of other women administrators of color, would prove important to Asian American women administrators at critical career junctur
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Books on the topic "Relational Cultural Theory (RCT)"

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Nakash, Ora. Relational-cultural theory, body image and physical health: Relational-cultural theory and embodied processes. Wellesley Centers for Women, 2004.

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Nakash, Ora. Relational-cultural theory, body image and physical health: Relational-cultural theory and embodied processes. Wellesley Centers for Women, 2004.

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Nicotera, Anne Maydan. Understanding organizations through culture and structure: Relational and other lessons from the African-American organization. Lawrence Erlbaum, 2003.

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Corsi, Daniele, and Cèlia Nadal Pasqual. Studi Iberici. Dialoghi dall’Italia. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-505-6.

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Iberian Studies have developed in the last quarter of a century to the point of making one speak of a real Iberian Turn. Starting from the rejection of the classic scheme that places the two states (Portugal and Spain) as privileged agents of the representation of the Iberian space, the proposal of the Iberian Studies is to work on the system of historical exchanges and interferences that have shaped the cultural fabric of the peninsula, investigating both the points of connection as much as those of the fracture between its different realities (such as the Basque, Catalan and Galician ones, a
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Jordan, Judith V. Power of Connection: Recent Developments in Relational-Cultural Theory. Taylor & Francis Group, 2013.

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Jordan, Judith V. Power of Connection: Recent Developments in Relational-Cultural Theory. Taylor & Francis Group, 2009.

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V, Jordan Judith, ed. The power of connection: Recent developments in relational-cultural theory. Haworth Press, 2008.

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Gunderson, Connie, Dorothy Graff, and Karen Craddock. Transforming Community: Stories of Connection Through the Lens of Relational-Cultural Theory. Whole Person Associates, 2017.

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Tomaskovic-Devey, Donald, and Dustin Avent-Holt. Relational Inequalities. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624422.001.0001.

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Relational Inequalities focuses on the organizational production of categorical inequalities, in the context of the intersectional complexity and institutional fluidity that characterize social life. Three generic inequality-generating mechanisms—exploitation, social closure, and claims-making—distribute organizational resources, rewards, and respect. The actual levels and contours of the inequalities produced by these three mechanisms are, however, profoundly contingent on the historical moments and institutional fields in which organizations operate. Organizational inequality regimes are com
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Understanding Organization Through Culture and Structure: Relational and Other Lessons From the African American Organization (Volume in Lea's Communication Series). Lawrence Erlbaum, 2003.

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Book chapters on the topic "Relational Cultural Theory (RCT)"

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Davis, Ashley, and Nina Aronoff. "Relational Cultural Theory: The Case of Monica." In Discovering Theory in Clinical Practice. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57310-2_11.

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Duffey, Thelma, and Shane Haberstroh. "Female Counselors Working With Male Clients Using Relational-Cultural Theory." In A Counselor's Guide to Working with Men. American Counseling Association, 2015. http://dx.doi.org/10.1002/9781119221593.ch15.

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Tomaskovic-Devey, Donald, and Dustin Avent-Holt. "Relational Inequality Theory." In Relational Inequalities. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624422.003.0003.

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This chapter is an introduction to relational inequality theory (RIT). In RIT resources are generated and pool in organizations. Actors with legitimated claims gain access to those resources. Some people and potential trading partners are denied access to organizational resources through processes of social closure. Others appropriate organizational resources based on their ability to exploit weaker actors in production and exchange relationships. Actors are more or less powerful in these claims-making processes to the extent that they have cultural, status, and material advantages in resource-distributing relationships. These power-generating resources tend to be associated with categorical distinctions such as ownership, occupation, gender, education, citizenship, and race. Which categorical distinctions are the basis for claims-making are institutionally and organizationally variable. Markets as well as institutional fields influence, but do not determine, action and opportunities. Rather, actors use cultural and other tools to invent local strategies of action.
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Dietz, Syntia Santos, and Christy M. Rhodes. "Culturally Responsive Practices in Educational Environments." In Creating Caring and Supportive Educational Environments for Meaningful Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5748-7.ch004.

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The current political climate, changes in demographics, and a globalized world call for culturally responsive practices that strengthen the education and development of the future generation of global citizens. The chapter will unfold the meaning of cultural responsive practices in education through the lens of the relational cultural theory (RCT). The discussion will center on the importance of having critical conversations, promoting relationship building, developing cultural competence, and taking social justice and advocacy actions in all educational environments. At the end of this chapter, readers will 1) have a better understanding of cultural responsive practices in education, 2) identify strategies that support meaningful learning environments, 3) reflect on their own cultural competence development, 4) recognize their responsibility in promoting social justice, and 5) identify their opportunities for taking advocacy actions towards more caring and equitable educational environments.
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Dietz, Syntia Santos, and Christy M. Rhodes. "Culturally Responsive Practices in Educational Environments." In Research Anthology on Instilling Social Justice in the Classroom. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch038.

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The current political climate, changes in demographics, and a globalized world call for culturally responsive practices that strengthen the education and development of the future generation of global citizens. The chapter will unfold the meaning of cultural responsive practices in education through the lens of the relational cultural theory (RCT). The discussion will center on the importance of having critical conversations, promoting relationship building, developing cultural competence, and taking social justice and advocacy actions in all educational environments. At the end of this chapter, readers will 1) have a better understanding of cultural responsive practices in education, 2) identify strategies that support meaningful learning environments, 3) reflect on their own cultural competence development, 4) recognize their responsibility in promoting social justice, and 5) identify their opportunities for taking advocacy actions towards more caring and equitable educational environments.
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Sandoval-Lucero, Elena, Tamara D. White, and Judi Diaz Bonacquisti. "Mentoring and Supervision for Women of Color Leaders in North American Higher Education." In Research Anthology on Challenges for Women in Leadership Roles. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8592-4.ch021.

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Reflecting on their mentoring and supervision experiences as Latina and Black women leaders in higher education, this article proposes that Women of Color employees are more effective when supervisors give them space to draw upon their own rich histories and cultural wealth in their professional lives. Viewed through the lens of Relational Cultural Theory, which grew out of the work of Jean Baker Miller and colleagues providing culturally relevant, affirmative supervision is a growth-fostering experience for both employee and supervisor. The tenants of RCT include authenticity, growth-fostering relationships, mutual empathy, and mutual empowerment as aspects of supervision that are particularly effective for employees with multiple intersected identities working in higher education spaces. The authors make recommendations for supervisor training that would allow supervisors to draw upon the cultural capital of their diverse employees to provide healing from oppression and build resilience through validation of cultural assets and approaches to leadership.
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Tomaskovic-Devey, Donald, and Dustin Avent-Holt. "Expanding the Moral Circle." In Relational Inequalities. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624422.003.0009.

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Relational inequality theory (RIT) is summarized, and its implications for social science practice, data collection, and causal attributions are outlined. To advance equality and justice agendas RIT also implies a series of global goals including moving from tribalism to universalism, from hierarchy to citizenship rights, and from markets to human dignity. Robotic recipes, particularly the religious reliance on market solutions, economic growth, and expanding education, will not solve the problems associated with rising inequality and the denial of human dignity. At the center of all three goals is the leveling of categorical distinctions and their associated status and power differentials and simultaneously making human dignity the central cultural framework through which organizational decisions should be made and policy goals identified.
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Pompeo-Fargnoli, Alyson M. "Women and Relationships: Introduction to Relational-Cultural Theory." In Counseling Women Across the Life Span. Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826129178.0004.

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"8. Toward a Relational Pragmatic Theory of Cultural Agency." In Reason to Believe. University of California Press, 2019. http://dx.doi.org/10.1525/9780520940147-010.

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L’Abate, Luciano. "Of Paradigms, Theories, and Models." In Handbook of Research on Technoself. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2211-1.ch005.

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This chapter attempts to define and clarify differences among paradigms, theories, and models in communication science according to a hierarchical conceptual structure or pyramidal flowchart. A paradigm is an overarching, speculative world-view that represents the value system of researchers and scholars who claim to follow it loyally. A theory is a conceptual framework that is amenable to indirect empirical evaluation through interrelated models. A model is a construct defined and evidenced by one or more dimensions that are amenable to empirical verification. Examples of such structure are provided from a general example, from Family Communication, from Communication Science in general, and more specifically from Relational Competence Theory (RCT). Models from RCT are then related to models from Communication Science, including also written communication. Writing allows to link models of RCT to specific workbooks or interactive practice exercises that permit evaluation of models in a more dynamic manner than inert psychological tests. Communications based on distance writing are becoming an important component of techno-self in their multifarious applications to mental health, including promotion of health and prevention and treatment of mental illnesses. From a past auditory/ verbal self, these applications imply a present/digital/visual self.
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Conference papers on the topic "Relational Cultural Theory (RCT)"

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Williams, LaShawn. "Diverse Women Faculty Experiences Using Identity and Relational Concepts to teach Cultural Competence." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8238.

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This article reviews and engages a qualitative section of Williams’ 2017 research study that aimed to explore faculty experiences using relational teaching concepts when delivering cultural competence content. Multiple experiences were common to respondents from the results obtained at completion of the survey. Implications for social work education, faculty mentorship and support are discussed. It was concluded that there is an express need for early intervention on behalf of doctoral students being mentored for junior faculty teaching appointments, the use of identity is a healthy and connec
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Sabados, Dawn M., Lisa X. Xu, and Jay P. Gore. "Study of Cell Metabolic Activities Using Fluorescence Microscopy." In ASME 2003 Heat Transfer Summer Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/ht2003-47186.

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In the present study, cultured normal rat microvessel endothelial cells are first used to explore the feasibility of studying the cell metabolic activities by detecting autofluorescence intensities. A mercury lamp is used to induce autofluorescence emissions in cells. Under an excitation wavelength of 360nm, the emissions peak at 470 nm corresponds with the autofluorescence signature of NAD(P)H, the concentration of which has been linked to the metabolic rate of the cell. A relation between the emission intensity and the NAD(P)H concentration is established. Based upon the results and observat
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