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Wolford LL, Wolford GW, Smith L, Clement A, de Diego-Lázaro B. The Impact of Treating Bilingual Clients on Speech-Language Pathology Students' Cultural Responsiveness. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:2960-2981. [PMID: 37747323 DOI: 10.1044/2023_ajslp-23-00060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/26/2023]
Abstract
PURPOSE Graduate programs often use practicum experience with clients from nonmajority cultures to improve students' cultural responsiveness. Yet, it is not clear whether simply working with a client from a nonmajority culture actually confers this benefit or whether students are thinking about how to include culturally responsive behaviors when they are considering how to address a clinical case. METHOD Twenty first-year speech-language pathology graduate students (10 Spanish-English bilinguals, 10 monolingual English speakers) were split into three groups: monolingual experimental (n = 4), bilingual experimental (n = 4), and control (n = 12). The experimental groups completed a structured practicum with bilingual Hispanic/Latino clients. They received a 1-hr training in cultural responsiveness and then implemented a systematic language intervention in English or Spanish. Changes to cultural responsiveness were measured via think-aloud cases, and changes to confidence were measured with published, self-report scales. Reflective journal entries revealed what aspects of the clinical practicum students found most salient. RESULTS Experience working with bilingual clients did not have a substantial effect on students' confidence in their cultural competence. No substantial change was found in cultural responsiveness on the think-aloud for any group. Cultural responsiveness did not appear to be top-of-mind for the students. CONCLUSIONS Simply working with clients from nonmajority cultures does not create a scenario where cultural responsiveness is likely to improve. Additional targeted, purposeful training in cultural responsiveness is necessary.
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Affiliation(s)
- Laura L Wolford
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - George W Wolford
- Department of Rehabilitation Sciences, Beaver College of Health Sciences, Appalachian State University, Boone, NC
| | - Lúcia Smith
- Speech-Language Pathology Program, Midwestern University, Glendale, AZ
| | - Alexis Clement
- Department of Rehabilitation Sciences, Beaver College of Health Sciences, Appalachian State University, Boone, NC
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Rojo J, Ramjan L, George A, Hunt L, Heaton L, Kaur A, Salamonson Y. Applying Mezirow's Transformative Learning Theory into nursing and health professional education programs: A scoping review. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2022.09.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students' Learning of Cultural Issues Relevant to Healthcare. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095114. [PMID: 35564510 PMCID: PMC9105553 DOI: 10.3390/ijerph19095114] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Revised: 04/18/2022] [Accepted: 04/20/2022] [Indexed: 11/26/2022]
Abstract
Using the transformational learning theory and action research method, this study captured the experiences of students from health-related disciplines in the cultural immersion program From the World to Western. A total of nine students participated in the pilot program with four host families from Culturally and Linguistically Diverse (CALD) backgrounds, and four cultural facilitators who connected the host families and students. The findings of this research showed that it was beneficial for students in health-related disciplines to engage in the cultural immersion program to further prepare them for culturally competent care in their future roles as healthcare professionals. In addition, the students indicated the need for the cultural immersion program to be part of the curriculum for future students to develop cultural skills, awareness and encounters with diverse populations.
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Wen Y, Li K, Chen H, Liu F. Life Design Counseling: Theory, Methodology, Challenges, and Future Trends. Front Psychol 2022; 13:814458. [PMID: 35178017 PMCID: PMC8844019 DOI: 10.3389/fpsyg.2022.814458] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2021] [Accepted: 01/10/2022] [Indexed: 11/13/2022] Open
Abstract
With the rapid development of society and the dramatic change of environment, previous career counseling focusing on personal choice has been difficult to meet individuals’ needs. It is very meaningful and valuable to introduce the ideology of Life Design Counseling (LDC). In this mini review, we introduce and analyze the theory and methodology of LDC. This review puts forward challenges in the field of LDC, including the lack of attention to clients from multiple backgrounds and professional counselors, the lack of diversified methods in the intervention process, and the lack of diversified research. The theoretical research, practical research, and the integration of theory and practice of LDC still need to be further concerned by researchers.
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Affiliation(s)
- Ya Wen
- School of Teacher Education, Nanjing Xiaozhuang University, Nanjing, China
| | - Kai Li
- School of Philosophy, Wuhan University, Wuhan, China
| | - Huaruo Chen
- School of Education Science, Nanjing Normal University, Nanjing, China.,Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MD, United States
| | - Fei Liu
- School of Education Science, Nanjing Normal University, Nanjing, China.,School of Education Science, Huaiyin Normal University, Huaian, China
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Prasath PR, Lim ALS, Steen S. A Strength-Based Support Group for International College Students: A Pilot Study. JOURNAL FOR SPECIALISTS IN GROUP WORK 2021. [DOI: 10.1080/01933922.2021.2000085] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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McLeod J, Lumsdaine S, Smith K. Equipping students to be resourceful practitioners in community settings: A realist analysis. EUROPEAN JOURNAL OF PSYCHOTHERAPY & COUNSELLING 2021. [DOI: 10.1080/13642537.2021.2000464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Julia McLeod
- School of Applied Science, Abertay University, Dundee, Scotland
| | - Sally Lumsdaine
- School of Applied Science, Abertay University, Dundee, Scotland
| | - Kate Smith
- School of Applied Science, Abertay University, Dundee, Scotland
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The Impact of Short-Term Cross-Cultural Experience on the Intercultural Competence of Participating Students: A Case Study of Australian High School Students. SOCIAL SCIENCES-BASEL 2021. [DOI: 10.3390/socsci10080313] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Over recent years, globalisation occasioned a dramatic rise in cross-cultural interactions until this was disrupted by the COVID-19 pandemic. The ability to competently engage in a multicultural world is often considered the “literacy of the future”. Global interconnectedness has brought studies into intercultural competence to centre stage. This has increased the demand for cross-cultural education experiences that facilitate such learning. However, there is a dearth of empirical research into the issues and effects surrounding short-term cross-cultural educational experiences for adolescents. This mixed-methods study extends previous research by looking specifically into what impact short-term cross-cultural experiences may have on the formation of intercultural competence (IC) and emotional intelligence (EI) of Australian high school students. This study used two instruments for measuring IC and EI in a pre- and post-test quasi-experimental design (n = 14), the General Ethnocentrism (GENE) Scale and Toronto Empathy Questionnaire (TEQ). Moreover, it conducted in-depth post-experience qualitative interviews (n = 7) that broadly followed a phenomenological paradigm of inquiry. The findings suggest that fully embodied cross-cultural immersive experiences can effectively support the formation of IC and EI in high school students and may thereby play a contributing role in redressing ignorance, xenophobia, prejudice, and discrimination. A greater understanding of the linkages between immersive cross-cultural experiences and intercultural competence offers prospects for policymakers, educators, pastoral carers, and other relevant stakeholders who might employ such experiential learning to foster more interculturally and interracially harmonious human relations.
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King KM, Borders LD, Jones C. Developmental Pathways of Cultural Immersion: Motivations, Processes, and Outcomes. COUNSELOR EDUCATION AND SUPERVISION 2021. [DOI: 10.1002/ceas.12199] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Kelly M. King
- Department of Counseling and Higher Education North Carolina Central University
| | - L. DiAnne Borders
- Department of Counseling and Educational Development The University of North Carolina at Greensboro
| | - Connie Jones
- Department of Counseling and Educational Development The University of North Carolina at Greensboro
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Hays DG. Multicultural and Social Justice Counseling Competency Research: Opportunities for Innovation. JOURNAL OF COUNSELING AND DEVELOPMENT 2020. [DOI: 10.1002/jcad.12327] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Danica G. Hays
- Department of Counselor Education, School Psychology, and Human ServicesUniversity of Nevada–Las Vegas
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Brock MJ, Fowler LB, Freeman JG, Richardson DC, Barnes LJ. Cultural Immersion in the Education of Healthcare Professionals: A Systematic Review. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2019; 16:4. [PMID: 30700080 PMCID: PMC6447757 DOI: 10.3352/jeehp.2019.16.4] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2018] [Accepted: 01/31/2019] [Indexed: 05/18/2023]
Abstract
PURPOSE With the ever-changing cultural makeup of society, the ability to deliver culturally appropriate healthcare is essential. One educational method aimed at increasing cultural knowledge and sensitivity in the education of healthcare professionals is cultural immersion. Cultural immersion creates opportunity for transformational learning through direct interaction with culturally diverse populations. The purpose of this systematic review is to examine the qualitative effects of cultural immersion experiences on graduate-level healthcare professional students. METHODS A search of the CINAHL and ERIC databases was performed utilizing search terms including cultural immersion, cultural sensitivity, educational outcomes, and healthcare professionals limited to publication within the last 10 years. The articles were screened according to title, abstract, and full-text following application of inclusion/exclusion criteria. Themes identified within each article were collected and categorized, using qualitative methodology, into five overarching domains to assess the educational experiences. Studies were scored for quality using the qualitative portion of the McGill Mixed Methods Appraisal Tool - 2011. RESULTS Nine studies incorporating a total of 94 participants with experiences in 14 different culturally diverse environments revealing 47 individually identified themes were included in the review. Results indicated that all cultural immersion experiences stimulated increased cultural awareness and sensitivity. DISCUSSION Cultural immersion experiences produced a positive, multi-domain effect on cultural learning in students of the health professionals. Results support a basis for implementation of cultural immersion experiences into the education of healthcare professionals with the goal of increasing cultural sensitivity.
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Affiliation(s)
- Marty Jacob Brock
- Department of Physical Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS, USA
| | - Levi Bryant Fowler
- Department of Physical Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS, USA
| | - Johnathan Gill Freeman
- Department of Physical Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS, USA
| | - Devan Cord Richardson
- Department of Physical Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS, USA
| | - Lisa Jayroe Barnes
- Department of Physical Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS, USA
- Corresponding
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Shannonhouse LR, Myers JE, Barrio Minton CA. Cultural Immersion in Counselor Education: Trends, Prevalence, and Common Components. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2018. [DOI: 10.1002/jmcd.12115] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
| | - Jane E. Myers
- Counseling and Educational Development; The University of North Carolina at Greensboro
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Study Abroad as a Cultural Competence Development Tool: Case Study Honduras. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2018. [DOI: 10.1007/s10447-018-9348-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Clark M, Moe J, Hays DG. The Relationship Between Counselors’ Multicultural Counseling Competence and Poverty Beliefs. COUNSELOR EDUCATION AND SUPERVISION 2017. [DOI: 10.1002/ceas.12084] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Madeline Clark
- School of Intervention and Wellness; University of Toledo
| | - Jeff Moe
- Department of Counseling and Human Services; Old Dominion University
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