Module 4: Case Study 1 Providing Culturally Appropriate Services in a Changing Community BreAnna Glenn HCA415: Community and Public Health Professor Gary Hanney November 6, 2017 Module 4: Case Study 1 Providing Culturally Appropriate Services in a Changing Community 1. Explain the meaning of cultural competence, its benefits and limits. Cultural competence means that an agency or individuals have the knowledge, skills.
Chapter three’s main focus was to break down and take a more in depth look at the many categories of race, class, gender, and disability in the classroom and how each of them affect what we do and how our classroom operates. Although it is only the third chapter and I have many more chapters to read about multicultural education, this is certainly my favorite chapter in this book so far. I found the various examples and main points throughout the chapter to be both interesting and eye-opening. This chapter hooked me from the first paragraph as it began the discussion of the ongoing social issues that continuously bring about debate on what should be taught in the classroom, how students should learn, how instruction is organized, and how teachers
Resource driven looked into whether or not respondents were willing to researcher utilize community resources in order to become enlighten about client’s culture. Skill based puts emphasis on the frontiers sense helping skills to produce empathy and understanding. Self-integration represents the provider’s worldview, self- awareness and knowledge about cultural
People are forced to participate in a tradition that results in both mental and physical consequences. The Giver, by Lois Lowry, is a dystopian novel showing how everybody in the community has to act the same. In other words, The Lottery, by Shirly Jackson is a short story that displays that nobody can think for themselves and follow the crowd. " The Lottery '' and The Giver share a common theme, that people will blindly put their lives on the line for their traditions.
It works side by side with respect. Firstly, it is respecting our own philosophy and putting it into action with out any hesitations. Secondly, it is respecting and accommodating other people’s diversity and to not make fun of them. Cultural competence is admiring
Did you know that I appreciate your positive attitude and that reflects during class on how you approach other class mates and how you relate to their experiences. In regards of your post here I agree that Cultural Competencies are a set of beliefs that needs to be taught and passed on from an early age and preferable long before people are taking courses that relate to Human Services and working with different populations. While class room and work experiences are a great start I question if it is enough when a worker in this field goes home after 8 hours and relapses back into her or his own cultural experiences. While some of us experience other diversities and cultures during our practicum site it might also be effective to eat and sleep
1. What is multiculturalism? Multiculturalism is the co-existence of unfamiliar cultures, including religions, cultural groups, and racial groups. These diverse cultures are manifested into customary behaviors, values, similar thinking patterns, communication styles and cultural assumptions. Multiculturalism is a view that all cultural differences should be respected and accepting human diversity regardless of religious differences, ethnic linguistic and social recognition.
Cultural competence is “the ability to communicate with, understand and effectively interact with people across cultures” (EYLF, 2015) Some legislation to keep in mind: • Belonging Being and Becoming The Early Years Learning Framework for Australia. - P. 16 Cultural Competence • Early Childhood Australia – Code of Ethics. Inclusivity and Cultural Responsiveness • The National Quality Standards – Relationships with children. Collaborative partnership with families and communities • Australian Human Rights Commission Act 1986 • Racial Discrimination Act 1975 • Anti-discrimination Act 1991 - OUR PHILISIOPHY
The lack of cultural competency by physicians in health care settings is producing many barriers to health care that is negatively affecting Hispanic families, such as miscommunications, poor adherence to medications and health promotion strategies, and misunderstandings that lead to misdiagnosis or inadequate treatment for Hispanics. This issue is alarming because the Hispanic population makes up roughly 17% of the entire U.S. population, which is a staggering figure that can’t be ignored. Some solutions that have been tried in the past but failed include, establishing more community-based programs to assist this segment of the population, hospitals pushing for prevention programs, and greater efforts by health institutions on training physicians to improve all aspects of communication. Although
After taking the self-assessment survey for quality and culture, I would like to improve and understand how cultural competence can have a real impact on clinical outcomes. Taking from some of the questions I answered wrong, it make me wants to be cultural competent. There are a few questions I am surprised and shocked, that I answered them incorrectly. I do understand that with training, I will start to gain cultural competence but it will take consistent individual practice on my part to develop and maintain individual cultural competence. Cultural competence can lead to, health literacy, health equity, and fewer diagnostic errors, which might help the patient expand their choices and access high quality medical providers because patient
Development of a conceptual framework” that cultural competence is difficult to define and measure, but it can be demonstrated by adjusting healthcare practices and interventions in order to
As a woman of color, I believe it is essential that I become aware of my own biases in order to help individuals that have different beliefs, values, and cultural practices. When I was done completing the “Multicultural Counseling Competencies: A Self Examination” assessment, I became aware of my strengths, weaknesses, and areas where I need to grow as a future college counselor. To begin with, I notice that I questioned myself continuously whether I take the time to evaluate the limits of my competency when helping a student from a different cultural heritage from mine.
Cultural Competence Significance While in actuality, there are high-ranking alcohol dependence rates among American Indians and Alaskan Natives, mixed racial and ethnic heritage populations (Lassiter & Chang, 2006). The aforementioned authors described that ethnic, and culturally diverse populations pose the possibility of being at a higher risk for developing substance abuse related issues, making it imperative that substance abuse counselors take into account the specifics surrounding the increase of diverse populations within the United States. Conveying the logicality that substance abuse counselors have the prospect of engaging and treating these diverse populations, causes a need to administer effective treatment options that can be gained
Over the past four months, this course has been one of the most eye-opening experiences I have had during my first year of college. Although I have always realized the importance of being culturally competent in daily life, specifically healthcare, I was unaware of the many ways that cultural competence can be obtained. This class gave me the opportunity to view situations from a different perspective, especially through the weekly discussion boards and peer responses. Learning from classmate can teach more valuable lessons than listening to boring lectures or reading hundreds of pages in a textbook because it is easier to relate to experience rather than hypothetical situations. For example, one of the discussion boards asked us to detail
Ameny-Dixon (2004) discussed the need for Multicultural Education in institutions of higher learning, from the perspective of the increasing interconnections among nations in the world. She derived her conceptual framework for multicultural education from four major interactive principles: multicultural competence, equity pedagogy, curriculum reform, and teaching for social justice. These principles coincided with and reflected the thinking in Banks’ theory, as well as Campinha-Bacote’s model. Advancing the principle of multicultural competence as a process for developing expertise in multiple ways of perceiving, evaluating, believing, and problem-solving Ameny Dixon described ME, as developing, understanding, and learning to negotiate cultural diversity among nations as well as within a single nation. Ameny-Dixon felt that higher education institutions, being models for the nations and communities in which they were located should serve as the place where global perspectives were embraced.
