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Journal articles on the topic 'Social and cultural competence'

Author: Grafiati

Published: 11 September 2021

Last updated: 6 February 2022

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1

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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3

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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6

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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9

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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11

&NA;. "Cultural Competence." Home Healthcare Nurse 30, no. 1 (January 2012): 45–47. http://dx.doi.org/10.1097/nhh.0b013e31823e57bc.

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12

Kirmayer, Laurence J. "Rethinking cultural competence." Transcultural Psychiatry 49, no. 2 (April 2012): 149–64. http://dx.doi.org/10.1177/1363461512444673.

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13

Danso, Ransford. "Cultural competence and cultural humility: A critical reflection on key cultural diversity concepts." Journal of Social Work 18, no. 4 (June 22, 2016): 410–30. http://dx.doi.org/10.1177/1468017316654341.

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Summary Cultural competence has commanded respectable attention since its introduction in cross-cultural discourse. Cultural competence has been presented as a framework capable of promoting culturally sensitive practice and for training cross-cultural workers. However, a smorgasbord of definitions and conceptualizations has generated intense controversy around the construct, with many questioning its relevance or ability to address structural problems. Disenchantment has led to calls to jettison and replace cultural competence with cultural humility. This paper presents a critical reflection on cultural competence and cultural humility, including critiquing the critiques of cultural competence. Findings A critically reflective analysis suggests that semantic appeal does not necessarily give cultural humility a utilitarian edge over the construct it seeks to supplant. Cultural humility appears not to add more value to social work practice than cultural competence. From a social work perspective, cultural humility is essentially a repackaging of anti-oppressive practice; the fundamental ideas underpinning cultural humility have previously been developed and are foundational principles of anti-oppressive social work practice and education. Critical analysis also reveals that many of the critiques of cultural competence lack analytical rigour. Applications Deep-level theoretical analyses can lead to innovative perspectives that allow for critical re-examination of extant methodological approaches and promote culturally empowering social work practices in our super-diverse, postmodern world. Rather than dismissing long-standing, potentially effective theoretical and practice tools with happy abandon, adapting them in light of current developments would help move social work to a new, enlightened level of relevance in working with diversity and difference.

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Taylor-Brown, S., A. Garcia, and E. Kingson. "Cultural Competence versus Cultural Chauvinism: Implications for Social Work." Health & Social Work 26, no. 3 (August 1, 2001): 185–87. http://dx.doi.org/10.1093/hsw/26.3.185.

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Williams, Charmaine C. "Training for Cultural Competence." Journal of Ethnic And Cultural Diversity in Social Work 14, no. 1-2 (February 27, 2005): 111–43. http://dx.doi.org/10.1300/j051v14n01_06.

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Atuel, Hazel R., and Carl A. Castro. "Military Cultural Competence." Clinical Social Work Journal 46, no. 2 (January 25, 2018): 74–82. http://dx.doi.org/10.1007/s10615-018-0651-z.

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17

Dauvrin, M., and V. Lorant. "Cultural competence and social relationships: a social network analysis." International Nursing Review 64, no. 2 (November 11, 2016): 195–204. http://dx.doi.org/10.1111/inr.12327.

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Matsumoto, David, and Hyisung C. Hwang. "Assessing Cross-Cultural Competence." Journal of Cross-Cultural Psychology 44, no. 6 (July 2013): 849–73. http://dx.doi.org/10.1177/0022022113492891.

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19

Nadan, Yochay. "Rethinking ‘cultural competence’ in international social work." International Social Work 60, no. 1 (July 9, 2016): 74–83. http://dx.doi.org/10.1177/0020872814539986.

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Cultural competence is today a prominent concept and aspiration in all aspects of international social work. In this article, I argue that the common understanding of ‘cultural competence’ from the so-called essentialist perspective is inadequate, and even risky, when working in an international context. Drawing on examples, I suggest that a more constructive and reflective view of cultural competence be adopted in order to meet the challenges of international social work in the contemporary world, and to better equip ourselves as ethical and anti-oppressive practitioners and educators.

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Yip, Kam-shing. "A dynamic Asian response to globalization in cross-cultural social work." International Social Work 48, no. 5 (September 2005): 593–607. http://dx.doi.org/10.1177/0020872805055314.

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Authentization, indigenization, cultural sensitivity, cultural competence and globalization are controversial issues in cross-cultural social work. In this article, the writer tries to clarify all these related concepts. In terms of various Asian cultural contexts, a model of dynamic Asian response and exchange in the field of cross-cultural social work practice in Asian countries is suggested. French L'authentization, l'indigénisation, la sensibilité culturelle, la compétence interculturelle et la mondialisation sont des questions controversées en travail social interculturel. Dans cet article, l'auteur tend à clarifier ces concepts interliés et suggère une réponse et des échanges asiatiques dynamiques dans le contexte culturel diversifié des contrées de l'Asie. Spanish La autencización, la indigenización, la sensibilidad cultural, la competencia cultural y la globalización son asuntos controvertidos en el trabajo social transcultural. El autor trata de clarificar todos estos relacionados conceptos. Respecto a varios contextos culturales de Asia, el autor sugiere un modelo dinámico de intercambio y respuesta asiática a la práctica de trabajo social transcultural en países de Asia.

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Williams, Charmaine C. "The Epistemology of Cultural Competence." Families in Society: The Journal of Contemporary Social Services 87, no. 2 (April 2006): 209–20. http://dx.doi.org/10.1606/1044-3894.3514.

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Cultural competence is a high priority in social work, but it is not conceptualized in a way that can effectively guide practice. The author proposes an organization of cultural competence strategies into epistemologically defined paradigms for multicultural practice. The paradigms discussed are based in postpositivism, constructivism, critical theory, and postmodernism. These paradigms are presented as potential tools for developing a better understanding of what constitutes effective multicultural practice and what contributes to cultural impasses. The author suggests that cultural competence should be defined by the capacity to work across multiple paradigms to find ways to engage with clients.

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Chung, Irene. "Cultural Competence in the Clinical Situation." Psychoanalytic Social Work 6, no. 1 (May 30, 1999): 87–95. http://dx.doi.org/10.1300/j032v06n01_06.

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Ульянина, Ольга, and Ol'ga Ul'yanina. "Modern Approaches to the Classification of Competencyand Competence." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 2 (June 27, 2018): 78–85. http://dx.doi.org/10.12737/article_5b28daa9660531.56326943.

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The article analyzes the scientific views of researchers on the structure of competence and competence. The content of the structural components of the central concepts of the competence approach is revealed. The vision of scientists and practitioners on the classification of competence and competence is considered. The following key overprofessional competencies or basic skills are defined: value-semantic; political and social; general cultural; educational and cognitive; communicative; information. The groups of allocated competencies are systematized and approaches are described for their differentiation, which are certain models (methods) for identifying and evaluating competences: based on personal characteristics; on the procedural aspect of the implementation of activities; on the performance of functional and technological actions within a particular specialty or in a certain position; based on performance management.

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24

Gontovaya, L. "Works of art sign-symbolic interpretation in the structure of a teenage pupil’s social-cultural competence." Pedagogy and Psychology 44, no. 3 (September 30, 2020): 99–108. http://dx.doi.org/10.51889/2020-3.2077-6861.13.

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The article is dedicated to the problem of forming socio-cultural competence of pupils of of primary school in the process of learning artistic culture as well as to one of the criteria of its multicomponent structure – sign-symbolic interpretation of a literature work of art. In the article special attention is paid to the criticism of the competency approach in education, the necessity in specifying and limiting its theoretical highlighting based on the specifics of the subjects of the educational cycle. The assumption is offered that it’s the peculiarity of every subject area that will allow to single out its advantages in forming certain competences. One of the key competences of a modern pupil is being observed, socio-cultural in particular. Its integrative character and cross-subject qualities in scientific approaches are emphasised. This reflects the complexity of the phenomenon. As one of the most important for this competence artistic culture and art are considered. Due to peculiarities of artistic expression as symbolization of a human being spiritual world artistic culture and art influence both social and value-sensational statements of a teenager.

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

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Healthcare and social services providers are deemed culturally competent when they offer culturally appropriate care to the populations they serve. While a review of the literature highlights the limited effectiveness of cultural competence training, its value remains largely unchallenged and it is institutionally mandated as a means of decreasing health disparities and improving quality of care. A plethora of trainings are designed to expose providers to different cultures and expand their understanding of the beliefs, values and behavior thus, achieving competence. Although this intention is commendable, training providers in becoming competent in various cultures presents the risk of stereotyping, stigmatizing, and othering patients and can foster implicit racist attitudes and behaviors. Further, by disregarding intersectionality, cultural competence trainings tend to undermine provider recognition that patients inhabit multiple social statuses that potentially shape their beliefs, values and behavior. To address these risks, we propose training providers in cultural humility, that is, an orientation to care that is based on self-reflexivity, appreciation of patients’ lay expertise, openness to sharing power with patients, and to continue learning from one’s patients. We also briefly discuss our own cultural humility training. Training providers in cultural humility and abandoning the term cultural competence is a long-awaited paradigm shift that must be advanced.

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Hicks, Karen Anne. "Cultural Competence: Facilitating Indigenous Voices Within Health Promotion Competencies." SAGE Open 8, no. 2 (April 2018): 215824401878321. http://dx.doi.org/10.1177/2158244018783218.

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Gulo, Nur'Ainun. "KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM SD NEGERI DI KECAMATAN BATANG ANGKOLA." ECOBISMA (JURNAL EKONOMI, BISNIS DAN MANAJEMEN) 2, no. 1 (January 24, 2015): 160–79. http://dx.doi.org/10.36987/ecobi.v2i1.1639.

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This research was carried out with the aim to find out the competence of Islamic elementary education teachers in the District of Batang Angkola. Based on Minister of Religion Regulation No. 16 of 2010, wherein it is explained that there are five teacher competencies, namely pedagogical competence, personal competence, social competence, and professional competence and leadership competency because this research is specifically for PAI teachers, so it is added with religious competence. The purpose of this study provides an overview of the competence of PAI teachers.The research method used in this research is descriptive qualitative method, the research used to find out or describe the reality of the events under study or research conducted on independent variables without making comparisons with other variables. Data collection techniques carried out in the form of observation, interviews with all informants who have been determined purposively and document study. Data analysis technique is done by data reduction, presentation and conclusion drawing.Based on the results of the study, it can be concluded that the Competency Profile of PAI Teachers in Public Elementary Schools in Batang Angkola Subdistrict are as follows: (1) Pedagogical competencies are categorized as good, except for indicators of understanding towards learners and the implementation of educative and dialogical learning; (2) Personality competencies are categorized as good, except for the indicators of presenting themselves as individuals who are steady, stable, mature, and become role models; (3) Social competence is categorized as good, with the exception of indicators of ability to communicate, especially with cues and adaptation in places throughout the territory of the Republic of Indonesia which have social and cultural diversity; (4) Professional competence is categorized quite well, where PAI teachers can master the subject matter and have the ability to deliver material widely; (5) Leadership competencies are categorized as good; (6) Religious competence can be categorized as good.Because there are still a number of indicators that are still low or not good in each competency, the recommendations of this study are (1) For the Department of Education in the South Tapanuli Regency to make policies that are in line with the ability of special teachers in the Batang Angkola District area; (2) School principals are expected to improve the quality of PAI teachers; (3) For PAI teachers further enhance their teaching. Keywords: Pedagogic Competence, Personality competence, Social Competence, Professional competence, Leadership competence and Religious competence.

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Grijalva-Verdugo, Abel-Antonio, and David Moreno-Candil. "Social empowerment in Mexican violent contexts through media competence." Comunicar 25, no. 53 (October 1, 2017): 29–38. http://dx.doi.org/10.3916/c53-2017-03.

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The acquisition of digital skills, media diet management, and general knowledge of ICT, is essential for the development and empowerment of audiences in the current media ecology, particularly considering the political and social challenges of the Latin American environment. In that sense, the study of media competence is urgent for sizing up the needs and characteristics of these communities. This work analyses the axiological and ideological dimension of media competence during an electoral process in northwestern Mexico, a region that is generally subject to violence related to organized crime. Twenty-three items pertaining to this dimension were selected from an instrument designed to evaluate media competence, which were applied to a probability sample of 385 subjects divided by digital natives, digital migrants, and digital illiterates. After an exploratory factor analysis, seven factors were identified. The intra and inter-group scores were explored, lower scores were found in components that allude citizens’ participation and social action; likewise, three of seven factors showed statistically significant differences, being digital natives who reported a lower score. Therefore, the need to search for new strategies for citizens to acquire media competence is evident, in order for pro-summing to become a social empowerment tool. En las actuales ecologías mediáticas la adquisición de saberes digitales, manejo de dieta de medios y dominios generales de las TIC son fundamentales para el desarrollo y el empoderamiento de las audiencias, en particular, al considerar los desafíos políticos y sociales de entornos como el latinoamericano. Así, el estudio de la competencia mediática es urgente para dimensionar las necesidades y características de estas comunidades. La presente investigación analiza la dimensión axiológica e ideológica de la competencia mediática durante un proceso electoral en el noroeste de México, región que se ha caracterizado por la violencia relacionada con el crimen organizado. A partir de un instrumento diseñado para evaluar dicha competencia, se seleccionaron 23 ítems que remiten a la dimensión señalada, este se aplicó por medio de un muestreo probabilístico a 385 sujetos divididos en nativos, inmigrantes y analfabetos digitales. Tras un análisis factorial exploratorio se identificaron siete factores que conforman la dimensión axiológica e ideológica. Se exploraron las puntuaciones intra e intergrupos y se encontraron puntuaciones bajas en componentes que aluden a la participación ciudadana y a la movilización social; asimismo, tres de los siete factores presentaron diferencias estadísticamente significativas, siendo los nativos digitales quienes reportaron valores más bajos. Así, se pone en evidencia la necesidad de buscar nuevas estrategias para que los ciudadanos adquieran la competencia mediática y que así el prosumo se vuelva una herramienta de empoderamiento social.

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Romera, Eva-M., Juan-Jesús Cano, Cristina-M. García-Fernández, and Rosario Ortega-Ruiz. "Cyberbullying: Social competence, motivation and peer relationships." Comunicar 24, no. 48 (July 1, 2016): 71–79. http://dx.doi.org/10.3916/c48-2016-07.

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The recognition of some overlap between face to face harassment (bullying) and via digital harassment (cyberbullying) could indicate that variables of social cognition, whose influence has been identified in bullying, also are present in cyberbullying. The aim of this research was to determine the social adjustment of roles involved in cyberbullying and to analyze the differences in the perception of social competence, social goals and peer support, between victims, aggressors and bully-victims of cyberbullying. A number of 505 teenagers (47.3% girls) between 12 and 16 years old (M=13.95, SD=1.42) participated in the study. Validated instruments for Spanish teenagers were used and psychometric properties for the adaptation of the scale of social competence were analyzed. Exploratory and confirmatory factor analysis showed optimal scores of reliability and validity. The cyber-bullying victims showed greater involvement in cyberbullying. Comparisons between roles with nonparametric tests showed that cyberbullies had the highest levels of peer support and popularity social goals. Cybervictims were highlighted by a high perception of social competence. Cyberbully-victims were described by their high popularity goals and low peer acceptance. These results support the conclusion that the way in which the peer group manages its emotional and social life may be explaining the situation of cyberbullying among teenagers. El reconocimiento de cierto solapamiento entre el acoso cara a cara (bullying) y el ciberacoso (cyberbullying) puede indicar que variables de cognición social, cuya influencia ha sido reconocida en el bullying, también estén presentes en el acoso cibernético. El objetivo de la investigación fue estudiar el ajuste social de los implicados en cyberbullying y analizar las diferencias en la percepción de la competencia social, la motivación y el apoyo de los iguales, entre víctimas, agresores y agresores victimizados del cyberbullying. Un total de 505 adolescentes (47,3% chicas) con edades comprendidas entre los 12 y 16 años (M=13.95; DT=1.42) participaron en el estudio. Se utilizaron instrumentos para adolescentes validados en español y se analizaron las propiedades psicométricas para la adaptación de la escala de competencia social. Análisis factoriales exploratorios y confirmatorios mostraron índices óptimos de fiabilidad y validez. Se observó una mayor implicación de los ciberagresores victimizados. Las comparaciones entre roles a través de pruebas no paramétricas mostraron en los ciberagresores un mayor apoyo social que el resto de perfiles y altos niveles en metas de popularidad. Las cibervíctimas destacaron por su alta percepción de competencia social. Los ciberagresores victimizados mostraron altos niveles de metas de popularidad y baja aceptación social. Los resultados obtenidos permiten concluir que la forma en que el grupo de iguales gestiona su vida emocional y social puede estar explicando la situación de cyberbullying entre los adolescentes.

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Lee, Eunyoung. "The Cultural Competency for Working With Asian American Clients Scale." Research on Social Work Practice 28, no. 4 (June 12, 2016): 463–74. http://dx.doi.org/10.1177/1049731516652730.

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Objectives: Many Asian Americans tend to report receiving lower quality services from direct service providers. Improving the cultural competence of social workers and other professionals who work with Asian Americans may address this dissatisfaction. To date, there are few tools to help educators and supervisors evaluate the level of cultural competence of social workers and other health professionals. This study reports on the development and testing of a cultural competence measure to evaluate social workers’ preparedness for working with Asian American clients. Method: Based on a sample of 294 student social workers, the final 29-item instrument is a reliable and valid tool. Results: The instrument shows strong content validity according to expert panelists, robust reliability, excellent model fit, and preliminary evidence of construct validity. Conclusion: The validated Cultural Competency with Asian American Clients Scale could be used by social work educators in planning courses and assessing student readiness for work with Asian Americans.

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Ki-bum Song and 장은동. "Cultural Competence and Measurements in Social Work Practice." Studies in Humanities and Social Sciences ll, no. 29 (November 2010): 39–69. http://dx.doi.org/10.17939/hushss.2010..29.002.

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32

Yevtyugina, Alena. "Development of Foreign Student’s Social and Cultural Competence." Social and cultural space of Russia and abroad: society, education, language, no. 4 (2015): 79–91. http://dx.doi.org/10.17853/2312-3281-2015-4-79-91.

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33

Lindsay, Lloyd. "Personal experience of cultural competence." Ethnicity and Inequalities in Health and Social Care 1, no. 1 (June 2008): 60–61. http://dx.doi.org/10.1108/17570980200800009.

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34

Dean, Ruth G. "The Myth of Cross-Cultural Competence." Families in Society: The Journal of Contemporary Social Services 82, no. 6 (December 2001): 623–30. http://dx.doi.org/10.1606/1044-3894.151.

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Perry, Claire, and Liisa Tate‐Manning. "Unravelling Cultural Constructions in Social Work Education: Journeying Toward Cultural Competence." Social Work Education 25, no. 7 (October 2006): 735–48. http://dx.doi.org/10.1080/02615470600905986.

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36

Zemengue, J., and T. Mbila. "The competence approach as the basis to form training system for library professionals in the Republic of Cameroon." Bibliosphere, no. 4 (January 11, 2020): 64–77. http://dx.doi.org/10.20913/1815-3186-2018-4-64-77.

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The article deals with the attitude of specialists to the competence approach in higher education, the stages of the “competence” formation concept are shown. The authors share the point of view of specialists, who emphasize the practical orientation of competences, and the competence approach itself is based on the practical orientation of education. After the analysis of publications, the authors come to the conclusion that the training of librarians in the Republic of Cameroon should ensure the formation of the following three groups of competences: 1) academic competencies, including basic knowledge and skills; 2) social and personal competences, including cultural and value orientations connected with the attitude of a person to himself as a personality (personal competence) and related to the person as a subject of interpersonal communication (communicative competence); 3) professional competencies. The authors show the basic technological competences required by Cameroonian library staff and believe that they should be incorporated into special academic disciplines and curricula of the department of documentary information. The authors conclude that academic, socio-personal and professional competences should be the basis not only for the educational standard of higher library education (getting bachelor’s and master’s degrees), which should be developed in Cameroon, but also for the entire system of training of highly qualified library personnel in the country.

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Schouler-Ocak, Meryam, Iris T. Graef-Calliess, Ilaria Tarricone, Adil Qureshi, Marianne C. Kastrup, and Dinesh Bhugra. "EPA guidance on cultural competence training." European Psychiatry 30, no. 3 (March 2015): 431–40. http://dx.doi.org/10.1016/j.eurpsy.2015.01.012.

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AbstractThe stress of migration as well as social factors and changes related to the receiving society may lead to the manifestation of psychiatric disorders in vulnerable individuals after migration. The diversity of cultures, ethnicities, races and reasons for migration poses a challenge for those seeking to understand how illness is experienced by immigrants whose backgrounds differ significantly from their clinicians. Cultural competence represents good clinical practice and can be defined as such that a clinician regards each patient in the context of the patient's own culture as well as from the perspective of the clinician's cultural values and prejudices. The EPA Guidance on cultural competence training outlines some of the key issues related to cultural competence and how to deal with these. It points out that cultural competence represents a comprehensive response to the mental health care needs of immigrant patients and requires knowledge, skills and attitudes which can improve the effectiveness of psychiatric treatment. To reach these aims, both individual and organizational competence are needed, as well as teaching competence in terms of educational leadership. The WPA Guidance on Mental Health and Mental Health Care for Migrants and the EPA Guidance on Mental Health Care for Migrants list a series of recommendations for policy makers, service providers and clinicians; these are aimed at improving mental health care for immigrants. The authors of this paper would like to underline these recommendations and, focusing on cultural competency and training, believe that they will be of positive value.

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Furness, Sheila. "Shifting sands: Developing cultural competence." Practice 17, no. 4 (December 2005): 247–56. http://dx.doi.org/10.1080/09503150500425638.

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Neely-Barnes, Susan L., Brittany G. Kirk, Susan Elizabeth Elswick, Laura C. Taylor, Elena Delavega, Fawn Lindsey Pettet, and Maggie Landry. "Training Second-Year MSW Students to Improve Cultural and Linguistic Competence." Research on Social Work Practice 30, no. 4 (September 9, 2019): 392–98. http://dx.doi.org/10.1177/1049731519874397.

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Purpose: Cultural competency is a critical construct in social work education. This study investigated whether a grant-funded training program completed in tandem with second-year field placement and second-year Master of Social Work (MSW) curriculum could improve the cultural competence of MSW students. Method: Ninety-nine trainees completed the program over the 3-year grant period funded by the Health Resources and Services Administration. Cultural and linguistic competence was measured at the beginning and end of the training program for each cohort using a preexperimental design. Results: Findings suggest that MSW students saw improvement in their communication, values, and attitudes with respect to cultural and linguistic competence. Trainees did not report improvement on the Physical Environment subscale portion of the measure. Discussion: Results suggest that training can improve knowledge, values, and skills on cultural and linguistic competence. However, trainees may not have adequate authority to make an impact on the environment of their field placements.

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Botcheva, Luba, Johanna Shih, and Lynne C. Huffman. "Emphasizing Cultural Competence in Evaluation." American Journal of Evaluation 30, no. 2 (June 2009): 176–88. http://dx.doi.org/10.1177/1098214009334363.

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Ridley, Charles R., Debra Mollen Baker, and Carrie L. Hill. "Critical Issues Concerning Cultural Competence." Counseling Psychologist 29, no. 6 (November 2001): 822–32. http://dx.doi.org/10.1177/0011000001296003.

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Sue’s contribution concerning cultural competence is reviewed and critiqued. General issues provoked by Sue and found in the emergent discourse on the topic are discussed, including concerns about its operationalization, its purpose, its parameters, issues pertaining to training, and considerations for evaluation. Specific issues related to Sue’s model are highlighted with suggestions for improvement and clarification. The specific issues critiqued include the following strengths: continued leadership in the field, inclusion of social justice, multidimensionality of cultural competence, and the tripartite conception of personal identity. Issues of concern include the lack of a solid rationale for the model, definitional difficulties, the lack of prescription, and limitations based on the race-based group perspective. Suggestions for future scholarship are offered.

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Mills, Stacia, Anna Q. Xiao, Kate Wolitzky-Taylor, Russell Lim, and Francis G. Lu. "Training on the DSM-5 Cultural Formulation Interview improves cultural competence in general psychiatry residents: A pilot study." Transcultural Psychiatry 54, no. 2 (March 30, 2017): 179–91. http://dx.doi.org/10.1177/1363461517700812.

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The objective of this study was to assess whether a 1-hour didactic session on the DSM-5 Cultural Formulation Interview (CFI) improves the cultural competence of general psychiatry residents. The main hypothesis was that teaching adult psychiatry residents a 1-hour session on the CFI would improve cultural competence. The exploratory hypothesis was that trainees with more experience in cultural diversity would have a greater increase in cultural competency scores. Psychiatry residents at a metropolitan, county hospital completed demographics and preintervention questionnaires, were exposed to a 1-hour session on the CFI, and were given a postintervention questionnaire. The questionnaire was an adapted version of the validated Cultural Competence Assessment Tool . Paired samples t tests compared pre- to posttest change. Hierarchical linear regression assessed whether pretraining characteristics predicted posttest scores. The mean change of total pre- and posttest scores was significant ( p = .002), as was the mean change in subscales Nonverbal Communications ( p < .001) and Cultural Knowledge ( p = .002). Demographic characteristics did not predict higher posttest scores (when covarying for pretest scores). Psychiatry residents’ cultural competence scores improved irrespective of previous experience in cultural diversity. More research is needed to further explore the implications of the improved scores in clinical practice.

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

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In modern conditions it becomes necessary to strengthen the role of culture education, as there arises a new ideal of human in culture, who possesses the general cultural competence, which determines its vitality, ability to navigate in different areas of social and professional life, harmonizes inner world and its relationship with society. The concept of New Ukrainian School provides knowledge of basic competences, which every individual needs for personal realization, inner development, being active citizen, for social inclusion and future employment. Due to these competences students are able to provide personal realization and achieve success throughout life. One of the ten basic competencies is knowledge and self-expressions in culture – the ability to understand art, to form own artistic tastes, independently express ideas, experience and feelings through different forms of art. Building awareness and self-expression in the sphere of culture is realized through mastering the general cultural competences by future teachers. General cultural competences are defined as a student’s ability to analyze and evaluate the achievements of representatives of national and worldwide culture; freely orient in the cultural and spiritual context of modern society, apply methods of self-education focused on general human values. The developed general cultural competence indicates that a person has certain moral and personal qualities, priorities and opinions that help her/him to properly define the role of culture, orient in pieces of cultural heritage, coordinate own behavior with generally accepted moral norms and both national and accepted foreign cultural values. Therefore, the preparation of future teachers of primary school aims not only on gaining perfect knowledge in academic subjects, but also on acquiring valuable skills of general cultural awareness and other competences formation by means of academic disciplines.

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Hurley, David A., Sarah R. Kostelecky, and Lori Townsend. "Cultural humility in libraries." Reference Services Review 47, no. 4 (November 11, 2019): 544–55. http://dx.doi.org/10.1108/rsr-06-2019-0042.

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Purpose The purpose of this paper is to introduce the idea of cultural humility, distinguish it from cultural competence and explore how it fits within librarianship. Design/methodology/approach The authors use an interdisciplinary exploration of the concept of humility to understand what cultural humility means and how it differs from cultural competence and other approaches to intercultural communication in libraries. Findings Despite some reservations with the term itself, the authors find that a practice of cultural humility is more appropriate to front-line interactions in library contexts than cultural competence models. Practical implications Libraries looking to address issues in intercultural communication and services to multicultural populations will find an approach that may be better suited to their contexts than prevailing models of cultural competency. Social implications Librarians need to commit to redressing the power imbalances and other structural issues that interfere with library service, for the benefit of the patrons, the library and librarians themselves. Originality/value While cultural humility is increasingly being used in librarianship, there has not been a systematic exploration of the concept and how it applies to library contexts.

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Goyal, Reeti, Skky Martin, and Dana Garbarski. "Perceptions of Cultural Competency Among Premedical Undergraduate Students." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052093482. http://dx.doi.org/10.1177/2382120520934823.

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Background: Cultural competence is a difficult skill to teach, as it has several operational definitions as well as limited and unstandardized training procedures. Currently, there is no formal cultural competency training at the undergraduate level for students who seek to become a medical doctor. The purpose of this study is to explore perceptions of cultural competence among premedical undergraduates by assessing how they define and understand cultural competency and their knowledge (and sources thereof) of sociocultural realities in health and medicine. Methods: Structured in-depth interviews took place in 2016 and 2017 at a medium-sized private college in the Midwestern United States. Twenty premedical students were interviewed. The interviews were transcribed and thematically coded following an inductive, iterative, and systematic process. Results: Most students can provide a definition of cultural competence that includes at least one component of how it is conceptualized by the Association of American Medical Colleges. However, students focus largely on defining cultural competence as individual attitudes and interaction rather than systemic or structural realities that produce inequalities in health care. When explicitly asked, students varied in the level of detail provided in explaining the social determinants of health (such as race or ethnicity, sex, gender, and socioeconomic status) and varied in the accuracy of their definitions of traditional health practices. Each student noted the importance of training on cultural competence and many placed patients’ health at the center of their reason for doing so rather than focusing on their own training as a motivation. Students discussed various aspects of sociocultural differences and the need for physicians to understand patients’ outlooks on health care and be able to communicate to patients the purpose of suggested medical treatment, as well as the inherent tension in balancing patients as individuals and members of sociocultural groups. Premedical undergraduate students see their own cultural competence as an informal skill that is gained through social interactions across various areas of life, such as work, family, friends, and school. Conclusion: This study traces the sources of sociocultural information that premedical students will bring to their medical training as well as places where cultural competence can be further explored, practiced, and formally integrated in premedical education.

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Mallow, Alissa, and Diann Cameronkelly. "Unraveling the Layers of Cultural Competence." Journal of Ethnicity in Substance Abuse 5, no. 3 (September 13, 2006): 63–74. http://dx.doi.org/10.1300/j233v05n03_04.

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Kochanek, Jill. "Promoting Cultural Competence in Athletic Training Education: An Intergroup Dialogue Approach." Athletic Training Education Journal 15, no. 2 (April 1, 2020): 113–19. http://dx.doi.org/10.4085/1947-380x-93-19.

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Context Sport is an increasingly diverse context. This reality has prompted clinicians and educators to emphasize cultural competence education in athletic training. However, few efforts go beyond traditional, didactic methods and teach cultural competence in practically meaningful ways. One evidence-based approach that has potential to promote cultural competence in athletic training education is intergroup dialogue. Objective To describe intergroup dialogue in concept and research, demonstrate why this pedagogy can support cultural competence in athletic training education, and detail what such an approach looks like in practice. Background Intergroup dialogue has origins in critical pedagogical philosophies and emerged as a part of broader social and political movements in the United States. Over the last 30 years, scholars have systematically employed and studied the approach in higher education. Description Intergroup dialogue is an interdisciplinary approach that teaches people how to communicate across differences. Guided by trained facilitator(s), this method can help participants develop an understanding of diversity and practical skills to constructively navigate social-cultural differences in order to improve relationships and effect positive social change. Clinical Advantage(s) Intergroup dialogue can address the critical need for engaging pedagogy that helps athletic training students and practitioners develop cultural competencies. This method can equip those in athletic training with a critical awareness of social-cultural differences and practical skills to provide culturally sensitive care and promote equity. Conclusion(s) Athletic training educators can consider intergroup dialogue as a promising pedagogical approach to promote cultural competence in athletic training

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정선영. "Development of Cultural Competence Scale for Prospective Social Workers." Korean Journal of Social Welfare 65, no. 2 (May 2013): 29–51. http://dx.doi.org/10.20970/kasw.2013.65.2.002.

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김연희. "Diversification in Korea and cultural competence in social welfare." Korean Journal of Social Welfare Studies ll, no. 35 (December 2007): 117–44. http://dx.doi.org/10.16999/kasws.2007..35.117.

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Powell, Dorothy L. "Social Determinants of Health: Cultural Competence Is Not Enough." Creative Nursing 22, no. 1 (2016): 5–10. http://dx.doi.org/10.1891/1078-4535.22.1.5.

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In our nation of rapidly growing diversity and increasing cross-cultural interactions, cultural competence has been recognized as critical for reducing health disparities and improving access to high-quality health care. However, more than a decade of experience in establishing, developing, and implementing cultural immersion programs for nursing students in the United States and in developing countries has convinced this scholar that although cultural competence is of critical importance, many other factors need to be examined and kept in mind as we continue to take on the monumental challenge of eliminating health disparities. This article presents the background and context of current efforts to eliminate health disparities and points out some other key considerations that will be vital in achieving the desired outcome.

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