Relevant bibliographies by topics / Social and cultural competence

Contents

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

Academic literature on the topic 'Social and cultural competence'

Author: Grafiati
Published: 11 September 2021
Last updated: 6 February 2022

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Journal articles on the topic "Social and cultural competence"

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Sutrisno, Edy, and Tinawati Simangunsong. "Model Pengembangan Kompetensi Sosial Kultural Aparatur Sipil Negara (ASN) Pada Unit Pelaksana Pelayanan Terpadu Satu Pintu (UPPTSP) Di Kecamatan Kembangan Jakarta Barat." Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik 24, no. 1 (July 12, 2021): 80. http://dx.doi.org/10.31845/jwk.v24i1.688.

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This study aims to determine how the socio-cultural competence of apparatus resources in the One-Stop Integrated Service Implementation Unit of Kembangan District. Each Apparatus Resource is required to have three competencies, technical competence, managerial competence and social cultural competency. As a service provider who is directly dealing with the community, socio-cultural competence is needed by every service provider officer. Competency development carried out at this time more development of technical competencies and managerial competencies, so in this study the author tries to develop a model for developing the socio-cultural competence of apparatus resources in the PTSP Implementation Unit of Kembangan District. In this study a Social Cultural Competency Development Model was formed which can be implemented internally (implemented by UP PTSP Kembangan District and carried out externally (implemented by BPSDM DKI Jakarta Province) .The internal development model is in the form of personal approach, coaching, briefing, gathering, benchmarking, personnel development (self-development), while external development is carried out in the form of service orientation, education and training services for persons with disabilities, communication education, ASN exchanges with private employees, competency tests and competency test feedback.
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Sousa, Paula, and José Luís Almeida. "Culturally sensitive social work: promoting cultural competence." European Journal of Social Work 19, no. 3-4 (February 5, 2016): 537–55. http://dx.doi.org/10.1080/13691457.2015.1126559.

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Syahrial, Syahrial, Asrial Asrial, Dwi Agus Kurniawan, Faizal Chan, Ahmad Hariandi, Reza Aditya Pratama, Putut Nugroho, and Retno Septiasari. "The impact of etnocontructivism in social affairs on pedagogic competencies." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 409. http://dx.doi.org/10.11591/ijere.v8i3.20242.

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<span>Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's <br /> pedagogical competence. The age of a teacher also has an impact on <br /> pedagogical competence, but gender does not affect the teacher's <br /> pedagogical competency.</span>
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Whitley, Rob. "Religious competence as cultural competence." Transcultural Psychiatry 49, no. 2 (March 15, 2012): 245–60. http://dx.doi.org/10.1177/1363461512439088.

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Definitions of cultural competence often refer to the need to be aware and attentive to the religious and spiritual needs and orientations of patients. However, the institution of psychiatry maintains an ambivalent attitude to the incorporation of religion and spirituality into psychiatric practice. This is despite the fact that many patients, especially those from underserved and underprivileged minority backgrounds, are devotedly religious and find much solace and support in their religiosity. I use the case of mental health of African Americans as an extended example to support the argument that psychiatric services must become more closely attuned to religious matters. I suggest ways in which this can be achieved. Attention to religion can aid in the development of culturally competent and accessible services, which in turn, may increase engagement and service satisfaction among religious populations.
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Garran, Ann Marie, and Lisa Werkmeister Rozas. "Cultural Competence Revisited." Journal of Ethnic And Cultural Diversity in Social Work 22, no. 2 (April 2013): 97–111. http://dx.doi.org/10.1080/15313204.2013.785337.

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Ronnau, John P. "Teaching Cultural Competence:." Journal of Multicultural Social Work 3, no. 1 (January 1994): 29–42. http://dx.doi.org/10.1300/j285v03n01_04.

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Chiu, Chi-Yue, Walter J. Lonner, David Matsumoto, and Colleen Ward. "Cross-Cultural Competence." Journal of Cross-Cultural Psychology 44, no. 6 (July 15, 2013): 843–48. http://dx.doi.org/10.1177/0022022113493716.

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Chen, Xinyin, and Doran C. French. "Children's Social Competence in Cultural Context." Annual Review of Psychology 59, no. 1 (January 2008): 591–616. http://dx.doi.org/10.1146/annurev.psych.59.103006.093606.

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Hines, Deborah. "Cultural Competence." Home Healthcare Nurse 32 (May 2014): S4—S11. http://dx.doi.org/10.1097/nhh.0000000000000080.

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Hines, Deborah. "Cultural Competence." Home Healthcare Nurse 30, no. 1 (January 2012): 38–45. http://dx.doi.org/10.1097/nhh.0b013e31823aa85f.

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Dissertations / Theses on the topic "Social and cultural competence"

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Swartz, Jordan L. "TRANSRACIAL FOSTER FAMILIES: SOCIAL WORKERS PERSPECTIVE ON CULTURAL COMPETENCE." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/475.

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The following research proposal was meant to identify concerns and desired resources for transracial foster families based on the perspective of social workers. This study utilized a qualitative design and included face-to-face interviews with social workers currently working at Ark Homes Foster Family Agency. Interviews included nine social workers who had clients who were transracial foster families. Data analysis included audio recordings and written documentation. Transcription of all interviews followed after data collection was received. Findings from this study showed that social workers working with transracial foster families felt culturally competent to provide information to their clients. This study also found that the majority of social workers did not feel a need for their agency to provide additional trainings in cultural competence and that bringing the topic up to their supervisor on a need-be basis was suitable. Policy implementation surrounding social workers and transracial foster families could include foster care placement stability. If policy was implemented that required foster parents to support their foster child’s racial identity on a weekly basis, then that could increase the bond between foster child and foster parent. Policy implementation in this way could minimize the disagreements between the foster child and foster parent and have an increased likelihood of placement stability.
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Sedig, Sheila Marie Dolan. "Public Health Perspectives of Cultural Competence." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/594537.

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Racial health disparities and social injustices in health care continue in the United States (US) despite decades of research, policies, and programs dedicated to their elimination (Feagin & Bennefield, 2014). Cultural competency education of health care providers has been one way purported to help sensitize professionals to these inequities, thus seeking to address racial bias, unequal treatment, and misunderstandings of minority populations (Office of Minority Health, 2001). Such education can begin when students enter academia to commence their health care education, and certainly occurs as a student moves on through their academic career, particularly as they enter their post-graduate level studies. Investigating the required cultural competency course of a Master of Public Health (MPH) program through the perspectives of faculty, current students, and alumni for its ability to develop culturally sensitive health care practitioners was the aim of this case study. Document analysis and direct observation of the one cultural competency course required for all concentrations in one MPH program was undertaken. This was a semester-long course and was offered face-to-face and online; both were observed. In-depth interviews of faculty, current students, and alumni of the same program were also conducted. Using the public health critical race (PHCR) praxis theoretical framework (Ford & Airhihenbuwa, 2010b), data was analyzed to determine how, and to what extent, faculty teach cultural competency, students internalize this instruction, and alumni put this education into practice. By using a critical theoretical framework designed for public health program development, this study found that such a framework has effective utility as a curriculum – this framework could be used to increase students understanding of racial issues that impact health and health care. Data also revealed a schematic believed, by faculty, students, and alumni, to be important for the development of cultural competence. The findings also point to the importance of creating space in the classroom for both minority and majority voices to feel free to express difficult issues without repercussions of stereo-typing and name-calling; and for faculty to be able to effectively deal with such discourse. Curriculum that addresses issues of health disparities and social justice, classroom praxis, and faculty role-modeling can be combined to create the institutional environment where culturally sensitive and socially just health care practitioners may emerge.
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Gemarino, Junelle F. "Cultural Competence Among Oncology Health Care Providers." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/76.

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The purpose of the study was to examine cultural competence among oncology health care providers. Specifically, the study assessed how career type, presence of previous diversity training, and education affected overall cultural competence of oncology health care providers. The study used a quantitative survey design with self-administered questionnaires. A total of 36 voluntary oncology health care providers completed the cultural competence assessment survey. Participants were asked of their cultural awareness/sensitivity, cultural behaviors, previous experiences of diversity trainings, and some demographics questions. Descriptive (e.g. mean, frequency distributions) and inferential (e.g. t-test, one-way analysis of variance) statistics were used to analyze the data. Findings of the study showed that the levels of cultural competence among oncology health care providers were low to moderate. Oncology health care providers who were social workers and registered nurses tended to report more frequent culturally competent behaviors, compared to other career types of health care providers. The study also found that those who had specific previous diversity training tended to report higher levels of cultural competence compared to those who did not have those diversity trainings. Findings of the study suggest that there be a need for improvement in the cultural competency practice among oncology health care providers. The results of this study could serve as a reference in the initial evaluation of exploring cultural competency health care practice in the specialization of oncology.
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Harju, Linda. "Communicating Culture : Can cultural studies, from a social constructivist perspective, enhance students' communicative competence?" Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77721.

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Denna uppsats har som syfte att undersöka om kulturstudier kan öka den kommunikativa förmågan, sett ur ett social konstruktivistiskt perspektiv. Frågeställningarna är som följer: Är kulturstudier integrerat i engelska 5 kursen? Finns det en relation mellan kunskap om kultur i engelsktalande områden och länder och kommunikativ kompetens? Anser eleverna själva att kunskap om kultur ökar deras kommunikativa kompetens? Vald metod är kvalitativ intervju samt innehållsanalys av ämnesplanen för engelska 5. Resultatet visar att kulturstudier inte är integrerat i engelska 5 kursen, samtidigt som elever ända har erfarenheter i form av kunskap om kultur i engelsktalande områden och länder. Dock kan endast i två av fallen en tydlig relation mellan kunskap om kultur och elevernas kommunikativa kunskap härledas. Fyra av fem elever anser att deras kommunikativa förmåga ökar tack vare kunskap om kultur.
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Williams, Wesley. "CULTURAL COMPETENCE TRAINING FROM A MASTER OF SOCIAL WORK STUDENT’S PERSPECTIVE." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/710.

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The Masters in Social Work (MSW) program at California State University of San Bernardino utilizes a substantial portion of lecture hours bringing attention to areas in which racial disparities exist, as well as the negative impact that these racial disparities have on certain cultures and communities. This project focuses on the disparities involving African-American families in the public child welfare system and how cultural competence trainings may impact this overrepresentation. This research project consists of the exploration of past research relevant to this project, which pertains to cultural competence, the overrepresentation of African-American, and trainings on cultural competence. In addition, a 5-point Likert-scale survey focused on the need and effectiveness of cultural competency trainings from a student’s perspective, was completed by CSUSB MSW students. The data was then analyzed using SPSS statistics software employing tests that included frequencies, ANOVA, and a t-test. This project hypothesized that perspectives on cultural competence and cultural competence trainings differed along racial lines, and that there was no significant difference in response based on year in MSW program. Only the latter was support according to the data. This could also be interpreted to mean that students are not receiving much curriculum on cultural competence, which the curriculum is not meaningful enough to change their perceptions, or that students enter the program with fairly favorable perceptions of the importance of cultural competency.
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Lennerman, Carl. "Cross Cultural Competence : Ett sätt att förstå vår värld." Thesis, Swedish National Defence College, Swedish National Defence College, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-851.

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Vi strävar alltid efter att förstå det som sker i den värld vi lever i. Till vår hjälp har vi olika referenser och kunskaper som vi har lärt oss under våra liv. Dessa referenser och kunskaper förenklar och förklarar våra upplevelser och sätter in dem i ett sammanhang. Utan detta sammanhang blir enskilda händelser omöjliga att förstå och vi tvingas navigera oss fram med förbundna ögon. Kultur är ett av de verktyg vi människor använder för att förklara den verklighet vi lever i. Vi omges ständigt av en mängd olika kulturella kontexter med sina egna koder och sammanhang. För att kunna interagera med dessa kulturer måste vi ha en förståelse för vad kultur är och hur det påverkar våra handlingar och tankar. För en soldat eller officer som skall operera i en internationell miljö blir denna kunskap ännu viktigare, då det kulturella avståndet mellan människor tenderar att växa exponentiellt i förhållande till det geografiska avståndet. Detta är en av de viktigaste erfarenheter som man dragit under 2000-talets internationella konflikter. Till följd av detta så har institutioner över hela världen startat projekt i syfte att utveckla utbildningar och träningsprogram som skall öka förmågan att hantera kultur och kulturell problematik vid militära insatser. Denna uppsats huvudsyfte är att med hjälp av Brian A. Selmeskis 3C koncept undersöka hur den svenska Försvarsmakten och Försvarshögskolan hanterar kultur och kulturell problematik i sin utbildning. Målet med uppsatsen är att identifiera områden som kan utvecklas i syfte att utveckla Cross Cultural Competence.


We always try to make sense of the things that happens in the world we live in. To our help we have different references and knowledge that we have learned during our life. These references and knowledge simplifies and explains our experiences and put them in to context. Without this context single events becomes impossible to understand and we are forced to navigate with our eyes bound. Culture is one of the tools, we humans use to explain the reality we live in. We are constantly surrounded by a wide range of different cultural contexts with there own codes and conducts. To be able to interact with these cultures we must have a understanding for what culture is and how it affect our actions. For soldier or an officer that will operate in an international environment, this knowledge becomes even more important cause the cultural distance between people tend to grow exponentially in relations to the geographical distance. This is one of the most important experiences from the 21 st century’s international conflicts. As a result of this, institutions all over the world have started projects with the purpose to develop educations and training programs that will increase the ability to manage culture and cultural problems. This essays main purpose it to with the help of Brian A. Selmeskis 3C concept study how the Swedish Defence and the Swedish National Defence Collage handles culture and cultural problems in their education. The goal with the essay is to identify areas that can be developed with the purpose to evolve Cross Cultural Competence.

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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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Nilsson, Sanna. "A research study on cultural competence at HVB homes in Sweden." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81716.

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In autumn 2015 the largest refugee crisis occurred in Europe since world war two (Myndigheten för samhällsskydd och beredskap, MSB 2018). Sweden experienced a migrant flow from various countries because of wars and conflicts in the world (Swedish migration agency, 2016).Many unaccompanied minors, mainly from Afghanistan, needed to be taken care of in different family homes or HVB homes. To provide nursing and basic needs for the unaccompanied refugee children, the personnel must be able to handle and understand cultural differences and situations that may arise from this. Cultural competence can be crucial to provide good care for these minors. Purpose; The purpose of this study is chosen in order to understand if adequate training is available for the staff at HVB homes, if the staff feels informed about cultural diversities and if the education given helps in order to detect problems and thus be aware of them. With the help of this research, the author hopes that problems such as untrained personnel and lack of knowledge regarding cultural sensitivity can be highlighted in order to develop fitful education to give optimal care for the unaccompanied refugee minors. Knowledge is one of the pillars for the development of a well-functioning society. Method: The study was performed as a qualitative interview study in which three interviews were made with personnel working at different HVB homes. As a complement to deepen the study online surveys were used. Result: The information collected in this paper states that personnel at HVB homes lack adequate cultural competence and have seen negatively affecting cultural practices. The personnel do not have tools and knowledge to deal with problems that may arise, which limits the safety of the unaccompanied refugee minors.
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Gilligan, Philip A. "Exploring neglected elements of cultural competence in social work practice. Promoting and developing understanding of religion, belief and culture." Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/6313.

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This PhD by published work consists of: five single authored articles in refereed journals; two main author articles in refereed journals; four jointly authored articles in refereed journals; a single authored article in a non-refereed journal; one jointly authored book, including five single authored chapters; two single authored chapters in edited books. They were published in the period 2003-2013. None has been submitted for any other degree or diploma by me or any other person. The theme running through these publications is the need for social workers to pay significant attention to issues arising from religion, belief and culture. The research reported highlights the impact of such issues on the lives, experiences, resources and responses of individuals, groups and communities for whom they are important. The work emphasises the importance of developing such understanding and of enhancing knowledge of different ways in which religion, belief and culture impact on the issues that social workers deal with. I suggest that these are essential aspects of culturally competent social work practice which have too often been neglected in both research and professional training. The publications are listed in Appendix 1 (pp 56 - 59). They demonstrate how my thinking has developed over the past decade. They reflect and are, in part, a response to the developing professional, theoretical and political ii context within which I have operated as a social work practitioner, manager and academic over a longer period. The majority are solo-authored. However, I remain committed to collaborative work and recognise that discussions with those researched, my collaborators, and others remain invaluable to the ongoing development of my thinking. Joint authorship declaration forms have been completed, in respect of all relevant publications, and are appended. Eight publications (Art.12, Art.11, Art.10, Art.9, Art.8, Art.6, Art.5 and Art.3) are based on findings from primary research, while Art.1 and Art.2 explore published data or data supplied by others to provide original analyses of particular issues. The remaining publications, notably book chapters, are primarily conceptual in their approach. They are underpinned by findings from both the primary research reported elsewhere and the use of case examples collected from semi-structured interviews with social work practitioners.
PhD by published work. The published articles are not displayed in full text with the online version of the PhD due to publisher copyright restristrictions.
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Levi, Genoveva, and Eduardo Ramos. "THE INFLUENCE OF GEOGRAPHICAL, SOCIAL AND CULTURAL FACTORS IN THE MATHEMATICAL COMPETENCE LEVEL." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82677.

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Books on the topic "Social and cultural competence"

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Communicating for cultural competence. Boston: Allyn and Bacon, 1998.

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

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Garcia, Betty. Social work practice for social justice: Cultural competence in action. Alexandria, Va: Council on Social Work Education, 2006.

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V, Diller Jerry, ed. Cultural competence: A primer for educators. 2nd ed. Belmont, CA: Wadsworth, 2012.

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Navigating power: Cross-cultural competence in Navajoland. Lanham: Lexington Books, 2012.

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Cultural competence: A guide for human service agencies. Washington, DC: CWLA Press, 1999.

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The ethics of cultural competence in higher education. Waretown, NJ: Apple Academic Press, 2014.

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Bi-cultural competence and academic resilience among immigrants. New York: LFB Scholarly Pub., 2005.

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Belanger, Kathleen. Guidelines for cultural competence in rural child welfare. Arlington, Va: CWLA Press, 2009.

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Belanger, Kathleen. Guidelines for cultural competence in rural child welfare. Arlington, Va: CWLA Press, 2009.

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Book chapters on the topic "Social and cultural competence"

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Del Prette, Zilda A. P., and Almir Del Prette. "Interpersonal Tasks and Cultural Practices." In Social Competence and Social Skills, 39–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70127-7_3.

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Witkin, Stanley L. "Difference, Noticing, and Cultural Competence." In Transforming Social Work, 73–92. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-34643-8_5.

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Talwar, Savneet K. "Beyond Multiculturalism and Cultural Competence." In Art Therapy for Social Justice, 3–16. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315694184-1.

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Allen, Karen M. "Cultural Competence in Healthcare Social Work." In Social Work Practice in Healthcare: Advanced Approaches and Emerging Trends, 413–38. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2016. http://dx.doi.org/10.4135/9781483398532.n16.

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Tummala-Narra, Pratyusha. "Addressing social oppression and traumatic stress." In Psychoanalytic theory and cultural competence in psychotherapy., 139–69. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14800-007.

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Nelson, Regena Fails, Moi Mooi Lew, and Yuqian Shen. "A Social Justice Model for Improving Teacher Effectiveness." In Early Childhood Teacher Education on Cultural Competence, 15–26. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315165035-2.

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Capobianco, Nicole B., Caitlin D. Bush, and Deborah L. Best. "Emotional Development: Cultural Influences on Young Children’s Emotional Competence." In Children’s Social Worlds in Cultural Context, 55–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27033-9_5.

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Brown, Laura S. "The great divide: Trauma and social class." In Cultural competence in trauma therapy: Beyond the flashback., 197–213. Washington: American Psychological Association, 2008. http://dx.doi.org/10.1037/11752-010.

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Sherwood, Juanita, and Janine Mohamed. "Racism a Social Determinant of Indigenous Health: Yarning About Cultural Safety and Cultural Competence Strategies to Improve Indigenous Health." In Cultural Competence and the Higher Education Sector, 159–74. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5362-2_9.

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Kruse, Sharon D., and Shannon Calderone. "Cultural Competency and Higher Education." In Handbook of Social Justice Interventions in Education, 1–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29553-0_116-1.

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Conference papers on the topic "Social and cultural competence"

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Novikova, Anzhelika. "CROSS-CULTURAL ASPECTS OF 'SOCIAL COMPETENCE' CONSTRUCT." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/33/s12.020.

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Romanova, G. A. "Inclusive Educational Environment in Students’ Social-Cultural Competence Development." In Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.200114.131.

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Минакова, Полина Сергеевна. "ENGINEERING STUDENTS PROFESSIONAL CROSS-CULTURAL COMMUNICATION COMPETENCE FORMATION." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Февраль 2021). Crossref, 2021. http://dx.doi.org/10.37539/ecs295.2021.21.54.002.

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В современном экономическом и социокультурном контексте есть все основания рассматривать владение английским языком будущими инженерами, потенциальными участниками межкультурного профессионального общения, как необходимое условие их будущей профессиональной деятельности. Несмотря на существующие проблемы подготовки специалистов в вузе, необходимо модернизировать и совершенствовать технологии обучения иностранному языку, руководствуясь требованиями социального заказа. In the modern socio-political, economic and socio-cultural context of the world development, there is every reason to consider the proficiency of English by future engineers, potential participants in intercultural professional communication, as a necessary condition for their future professional activities. Despite the existing problems of foreign language training of technical specialists at the university, it is necessary to modernize and improve the teaching technologies of a foreign language, guided by the requirements of the social order.
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Zhdanko, T. A. "Creative Competence And Reflexive Competence As Required Characteristics Of A Modern Student." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.206.

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Plugina, Maria, and Inga Rodionova. "The Formation of Multi-Culturalness as a Prerequisite for the Efficient Performance of Lecturers in Situations of Inter-Ethnic Communication." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-44.

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A characteristic trait of the global society is the introduction of the idea of multi-culturalness into all areas of human life. Therefore, general cultural competencies shall include such a constituent as multi-cultural competency of personality to enable efficient performance in situations of inter-ethnic communication. The set problem has been tackled by all social institutions, however, the central role in that regard is the teaching community, which has a strong influence on the content of young people’s consciousness and behaviour. In this regard, it is important to update the problem of shaping the multicultural competence of university lecturers, which is the purpose of this study. To achieve the set objective, several intercomplementary research methods and techniques were applied: the theoretical analysis of scientific literature, observations, questionnaires, a content-analysis method, testing. A study of 200 teachers showed that in the minds of teachers, knowledge regarding the specifics of a multicultural environment, the image of a representative of another culture and inter-ethnic interactions are presented at the everyday level, are formed spontaneously based on their own experience, which requires the creation of special conditions for their further development. The content-analysis has yielded that markers used during defining a multi-cultural environment often include such semantic constructions as ‘various cultures’ and ‘several cultures’. A study of the characteristics of communicative tolerance showed that most teachers have a high level of tolerance manifested in various situations of interpersonal relations, whereas a low level was not detected.
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"Autoethnography of the Cultural Competence Exhibited at an African American Weekly Newspaper Organization." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4187.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. Background: I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve? Methodology: Autoethnography using both flashbacks and article artifacts applied to the leadership of an early 1990s African American weekly newspaper. Contribution: Since a literature gap of minority newspaper cultural competence examples is apparent, this observation can serve as a benchmark to springboard off older studies like that of Barbarin (1978) and that by examining the leadership styles and editorial authenticity as noted by The Chicago School of Media Theory (2018), these results can be used for comparison to other such minority owned publications. Findings: By bringing people together, mixing them up, and conducting business any other way than routine helped the Afro-American Gazette, Grand Rapids, proudly display a confidence sense of cultural competence. The result was a potentiating leadership style, and this style positively changed the perception of culture, a social theory change example. Recommendations for Practitioners: For the minority leaders of such publications, this example demonstrates effective use of potentiating leadership to positively change the perception of the quality of such minority owned newspapers. Recommendations for Researchers: Such an autoethnography could be used by others to help document other examples of cultural competence in other minority owned newspapers. Impact on Society: The overall impact shows that leadership at such minority owned publications can influence the community into a positive social change example. Future Research: Research in the areas of culture competence, leadership, within minority owned newspapers as well as other minority alternative publications and websites can be observed with a focus on what works right as well as examples that might show little social change model influence. The suggestion is to conduct the research while employed if possible, instead of relying on flashbacks.
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Wandansari, Yettie, Dewi Retno Suminar, and Tina Afiatin. "The Cultural Role on Emotional Competence Development in Early Childhood." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008585600820090.

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LAZARO, ANTONETTE, JENNIFER OCAMPO, LUZELLE ANNE, and ROMMEL PILAPIL. "Emotional Competence on Work Family Conflict A Cross Cultural Study." In Second International Conference on Advances in Management, Economics and Social Science - MES 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-046-0-47.

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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. Valencia: 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 connecting touchstone in social work education classrooms and ongoing work is needed to further engage the work of deconstructing privilege by using professional and personal identities to connect students to content for effective knowledge transfer. Keywords: Social Work; Diversity; Relational-Cultural Theory; Cultural Competence; Relational Teaching.
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Monaco, Tatyana. "Development Of Professional Competence In Students Of Economics." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.311.

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Reports on the topic "Social and cultural competence"

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Toropov, P. B. Competence in social assistance: features high level social competence. Ljournal, 2020. http://dx.doi.org/10.18411/2071-5331-2017-2-40-172-179.

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Ross, K. G., and C. A. Thornson. Identification of Measures Related to Cross-Cultural Competence. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada488007.

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McCloskey, Michael J., Kyle J. Behymer, Elizabeth L. Papautsky, and Aniko Grandjean. Measuring Learning and Development in Cross-Cultural Competence. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada568555.

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McCloskey, Michael J., Aniko Grandjean, Kyle J. Behymer, and Karol Ross. Assessing the Development of Cross-Cultural Competence in Soldiers. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada533959.

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Toropov, P. B. AGE DYNAMICS FORMING COMPETENCE IN SOCIAL ASSISTANCE. Bulletin of the Baltic Federal University I. Kant, 2020. http://dx.doi.org/10.18411/2500-039x-2018-1-91-96.

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Rasmussen, Louise J., Winston R. Sieck, Beth W. Crandall, Benjamin G. Simpkins, and Jennifer L. Smith. Data Collection and Analysis for a Cross-Cultural Competence Model. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada588188.

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Caligiuri, Paula, Raymond Noe, Riall Nolan, Ann M. Ryan, and Fritz Drasgow. Training, Developing, and Assessing Cross-Cultural Competence in Military Personnel. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada559500.

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McCloskey, Michael J., Kyle J. Behymer, Elizabeth L. Papautsky, Karol G. Ross, and Allison Abbe. A Developmental Model of Cross-Cultural Competence at the Tactical Level. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada534118.

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Gabrenya, Jr, Griffith William K., Moukarzel Richard L., Pomerance Rana G., Reid Marne H., and Patrice. Theoretical and Practical Advances in the Assessment of Cross-Cultural Competence. Fort Belvoir, VA: Defense Technical Information Center, January 2012. http://dx.doi.org/10.21236/ada564931.

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Gallus, Jessica A., Melissa C. Gouge, Emily Antolic, Kerry Fosher, Victoria Jasparro, Stephanie Coleman, Brian Selmeski, and Jennifer L. Klafehn. Cross-Cultural Competence in the Department of Defense: An Annotated Bibliography. Fort Belvoir, VA: Defense Technical Information Center, April 2014. http://dx.doi.org/10.21236/ada599260.

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