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Introduction for cultural competence
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Introduction for cultural competence
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Acknowledge and draw on parental knowledge and expertice in relation to their child. Focus on the children 's strengths as well as areas of additional need. Recognise the personal and emotional investment of parents and carers and be aware of their feelings. Ensure that parents and carers understand procedures, are aware of how to access support in preparing their contribution and are given documents to be discussed well before the meeting. Respect the validity of differing perspectives and seek constructive ways of reconciling different viewpoints.
Now for more than 160 years of successful help to those in need, the visions are ever growing to fit the needs of families and the community around them. The support for stronger families means help to get them there, supplying legal advice for some, full health services, and special events and programs so everyone will grow together. The start of early childhood programs to working mothers, mothers going to school, and just needing help spread nationwide. All of this came from a controversial social experiment from a handful of
Some strategies that can be used to enrich children’s understanding and respect for cultural identities within the services community may include: - • providing activities and opportunities that engage other cultures These activities could be a culture celebration for a day or week such as Chinese New Year, St Patrick’s Day, Christmas etc., where the children could come dressed up as something that represents that particular culture i.e. dragon, leppricon, Noah etc. and play games that originated from that culture, do drawings of things found in that culture or read books at story time that give information and embraces the culture. • engaging parents and families to discuss cultural practices.
The purpose of the book is “to sensitize providers and those learning to be providers to the complex issues involved in cross-cultural service delivery” (Pg. 3). Furthermore, the author writes the goal of Cultural Diversity: A Primer for the Human Service is to train culturally competent human service providers (Pg. 2). In chapter two, “What It Means to Be Culturally Competent,” we learn about the importance of being culturally competent. Cultural competence is the ability to provide effective services cross-culturally (Diller, 2015, Pg. 17).
Community outreach and involvement is essential. Some of Lia’s providers including her social worker, Jeanine, made efforts to better understand Lia’s family and the Hmong population (Fadiman, 2012). For instance, Jeanine showed many instances of empathy for Lia’s family and the Hmong which was recognized and appreciated (Fadiman, 2012). Jeanine had a chronic illness and she showed true affection for Lia (Fadiman, 2012, p. 113). Additionally, Jeanine avoided being patronizing and talking much about western medicine when interacting with Lia’s family which helped their relationship (Fadiman, 2012).
• CG 4.1 How do you ensure that families are kept aware of what 's happening in their child 's daily/weekly life in your program? I make sure that families are kept aware of their child’s life on a daily and weekly basis by providing them with the information from their child’s day on a daily report. I also make sure that I communicate with them both positive and negative things are their child’s day. I want to keep a healthy relationship between myself and the child’s parents and to do so I need to communicate with them about their child’s day.
Harmony House assists a diverse group of women, and I believe that my experience with immigrants and refugees would show within an organization that assists racially and ethnically diverse women. I have tutored children for numerous years, been a counsellor in multiple camps, and have been a teaching assistant in an elementary school. Therefore, I believe that my experience with children will show within Harmony House’s specific
According to the Rogers & Vismara article, while cultural factors may influence the course of detection, diagnosis, and treatment of autism spectrum disorders, child treatment programs for autism tend to lack cultural considerations. One strategy the authors mentioned to address this issue is to train researchers and service providers in cultural competence. What would be some of the essential components of effective cultural competency training that is uniquely catering to culturally diverse children with autism spectrum
My role in providing behavioral counseling to my clients was contingent on a positive connection with the child, their family, and the family team. More often than not, multiple members of the overall group were from various cultural backgrounds. At times, interactions with a parent could have been misinterpreted due to the nature of the communication style or punishment of the child. Without the knowledge of cultural expectations and interactions different than my own, I may have misinterpreted actions that could have led me to alternatively and incorrectly address client
Introduction Today’s society consist of a variety of different cultures. Each cultures has their own identity, customs, and beliefs. In my community we have several strong, family oriented cultures.
It trains health care providers to overcome cultural barriers like communication and language. Cultural competency has the potential to reduce inequities in access to health care services and improve the health status of cultural communities by reducing healthcare disparities. The goal of cultural competency is to provide health care to the community that is respectful of and responsive to the needs of diverse patients. It helps the health care provider to understand the needs of patients while seeking treatment. It helps to patient-provider to meet on common ground in the diagnosis and treatment plan of the disease.
Cross-cultural communication strategies such as Skilled Dialogue would provide professionals and parents a guide to ensure the parents can establish goals for their
ABSTRACT Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. Culturally Responsive pedagogy is a pedagogy that recognizes the importance of including students ' cultural references in all aspects of learning. Model Residential Schools are residential schools for Scheduled Tribes. Scheduled Tribes have an entirely different culture and tradition.
Nobody naturally dislike any particular racial, religious, or sexuality. According to observational learning approaches, children actually learn stereotype and prejudice from observe behaviour of their parents or another adult. A stereotype is an over summarized beliefs and assumption about a particular group or individual. Instead of characterised individual as a unique person, people tend to over simplify everything they met in their daily live. Stereotypes can be negative or positive.
Teachers "You must go beyond and seek to understand the cultural context of each student" (Braley et al., 2016, pp. 259). Success looks different for each student and teachers should realize culture may be reflected in students' actions. Additionally, teachers may be teaching students at various comprehension levels and students with learning disabilities. In these instances, it is essential to learn about where difficulties lie for children and enhancing their learning by meeting them where they are with content they can
