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Journal articles on the topic 'Cultural settings'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

AHMADI LEWIN, FERESHTEH. "Gerotranscendence and different cultural settings." Ageing and Society 21, no. 4 (July 2001): 395–415. http://dx.doi.org/10.1017/s0144686x01008285.

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Within the framework of an international research project aimed at studying the impact of different cultural settings on gerotranscendent development, six groups of older people distinguished by religiosity and cultural origin were studied. A life history approach, followed by thematic semi-structured interviews, was applied. One of the objectives was to inquire about the possible impact of religion, conceived of as a cultural setting, on development towards gerotranscendence. The findings of this inquiry gave rise to two hypotheses as to the relationship between gerotranscendence and religiosity. The first hypothesis is that the internalisation of mystical-type ideas in individuals' ways of thinking is probably a factor involved in the development of a gerotranscendent view of life. In other words, whether individuals practice their ‘religion’ in a spiritual, nonorganisational way, or in an organisational way, may play a role for development towards gerotranscendence. The second hypothesis is that certain characteristics, such as the secular and individualistic features of modern societies, may delay development towards gerotranscendence.

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2

Chowdhury, Mustafa. "Bureaucracy in Cross-Cultural Settings." Indian Journal of Public Administration 36, no. 1 (January 1990): 25–40. http://dx.doi.org/10.1177/0019556119900103.

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3

Wright, Gwendolyn. "Urban Spaces and Cultural Settings." Journal of Architectural Education 41, no. 3 (April 1988): 10–14. http://dx.doi.org/10.1080/10464883.1988.10758482.

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4

Wright, Gwendolyn. "Urban Spaces and Cultural Settings." Journal of Architectural Education (1984-) 41, no. 3 (1988): 10. http://dx.doi.org/10.2307/1424887.

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5

Zhou, Yiran. "Cultural Values and Ethical Judgment in Cross-Cultural Settings." Proceedings of the International Association for Business and Society 15 (2004): 100–109. http://dx.doi.org/10.5840/iabsproc20041514.

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6

Zhura, V. V., and A. P. Utesheva. "CROSS-CULTURAL COMMUNICATION IN MEDICAL SETTINGS." Bioethics 26, no. 2 (November 2, 2020): 14–17. http://dx.doi.org/10.19163/2070-1586-2020-2(26)-14-17.

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Tоday there is a strong tendency to incorporate the bioethical principle of social justice in healthcare in cross-cultural communication. Considering cultural differences makes it possible to ensure that the human right to medical care and wellbeing is fully respected. Several types of most vulnerable populations were identified – immigrants and social minorities. When seeking medical care they face a number of problems such as culture and language barriers, lower socio-economic status, lack of literacy, which impede effective communication and care provision. The most promising ways of coping with the problem are developing cultural competence and practicing a patient-centered approach. New curricula aiming at raising cultural awareness have been elaborated for practical use in medical schools.

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7

Gill, Karamjit S. "Knowledge Networking in Cross Cultural Settings." IFAC Proceedings Volumes 33, no. 12 (June 2000): 269–75. http://dx.doi.org/10.1016/s1474-6670(17)37325-1.

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8

Ling, Lydia, and Beatrice K. H. Hung. "Health Education in Cross-Cultural Settings." Journal of the Royal Society of Health 106, no. 6 (December 1986): 200–203. http://dx.doi.org/10.1177/146642408610600603.

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9

Mathur, Lynette Knowles. "Brand extensions in cross-cultural settings." Journal of Brand Management 2, no. 2 (October 1994): 113–21. http://dx.doi.org/10.1057/bm.1994.40.

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10

Rawwas, Mohammed Y. A., Gordon L. Patzer, and Michael L. Klassen. "Consumer ethics in cross‐cultural settings." European Journal of Marketing 29, no. 7 (July 1995): 62–78. http://dx.doi.org/10.1108/03090569510095017.

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11

Threats, Travis. "Cultural Sensitivity in Health-Care Settings." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 12, no. 3 (October 2005): 3–6. http://dx.doi.org/10.1044/cds12.3.3.

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Gill, Karamjit S. "Knowledge Networking in Cross-Cultural Settings." AI & SOCIETY 16, no. 3 (September 2002): 252–77. http://dx.doi.org/10.1007/s001460200021.

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13

Ircha, Michael C. "Maritime education in cross cultural settings." WMU Journal of Maritime Affairs 5, no. 1 (April 2006): 37–59. http://dx.doi.org/10.1007/bf03195080.

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14

Kaplan, Rachel, and Eugene J. Herbert. "Cultural and sub-cultural comparisons in preferences for natural settings." Landscape and Urban Planning 14 (January 1987): 281–93. http://dx.doi.org/10.1016/0169-2046(87)90040-5.

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15

Arndt, Sonja. "Early childhood teacher cultural Otherness and belonging." Contemporary Issues in Early Childhood 19, no. 4 (June 27, 2018): 392–403. http://dx.doi.org/10.1177/1463949118783382.

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Early childhood education settings are arguably places of community, togetherness and belonging. But what if they are not? What if individuals’ senses of identity, place or reality clash, do not fit or, worse, repel or offend? This article picks up on the largely under-researched area of teachers’ belonging and sense of cultural identity in early childhood settings. It argues for the critical importance of elevating and paying attention to teachers’ subject formation and identity. Drawing on some of the concerns and common conceptions of cultural Otherness in early childhood education, the article uses Kristeva’s foreigner lens and her theory on the subject in process to argue that teachers’ sense of belonging, of their own cultural identity and place, in their teaching team and in their early childhood setting is critical for an overall sense of openness and belonging throughout the setting. Teachers are commonly called on to nurture children’s and their families’ cultural identities. The sense of belonging intended through such practices depends on teacher attitudes and orientations to cultural Otherness that go beyond the surface – that allow for the difficult, complicated, unpredictable processes of becoming part of a centre community. This article offers a challenge to rethink teacher Otherness, for the (re-)elevation of their own sense of belonging in early childhood settings and teaching teams.

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Jecker, Nancy S., Joseph A. Carrese, and Robert A. Pearlman. "Caring for Patients in Cross-Cultural Settings." Hastings Center Report 25, no. 1 (January 1995): 6. http://dx.doi.org/10.2307/3562484.

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17

REDMOND, SONJIA PARKER. "Mentoring and Cultural Diversity in Academic Settings." American Behavioral Scientist 34, no. 2 (November 1990): 188–200. http://dx.doi.org/10.1177/0002764290034002007.

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18

Yeh, Ryh-song. "Downward influence styles in cultural diversity settings." International Journal of Human Resource Management 6, no. 3 (September 1995): 626–41. http://dx.doi.org/10.1080/09585199500000039.

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19

Abouqal, Redouane, Jason Phua, and Yaseen M. Arabi. "Patient-physician relationship in specific cultural settings." Intensive Care Medicine 44, no. 5 (October 24, 2017): 646–48. http://dx.doi.org/10.1007/s00134-017-4960-4.

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20

Ang, Soon, Linn Van Dyne, Christine Koh, K. Yee Ng, Klaus J. Templer, Cheryl Tay, and N. Anand Chandrasekar. "Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance." Management and Organization Review 3, no. 3 (November 2007): 335–71. http://dx.doi.org/10.1111/j.1740-8784.2007.00082.x.

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We enhance the theoretical precision of cultural intelligence (CQ: capability to function effectively in culturally diverse settings) by developing and testing a model that posits differential relationships between the four CQ, dimensions (metacognitive, cognitive, motivational and behavioural) and three intercultural effectiveness outcomes (cultural judgment and decision making, cultural adaptation and task performance in culturally diverse settings). Before testing the model, we describe development and cross-validation (N = 1,360) of the multidimensional cultural intelligence scale (CQS) across samples, time and country. We then describe three substantive studies (N = 794) in field and educational development settings across two national contexts, the USA and Singapore. The results demonstrate a consistent pattern of relationships where metacognitive CQ and cognitive CQ predicted cultural judgment and decision making; motivational CQ and behavioural CQ predicted cultural adaptation; and metacognitive CQ and behavioural CQ predicted task performance. We discuss theoretical and practical implications of our model and findings.

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21

Carlisle, Arthur Elliott. "Cultural Differences and Supervisory Styles." Relations industrielles 23, no. 1 (April 12, 2005): 48–56. http://dx.doi.org/10.7202/027863ar.

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Assuming that managerial techniques developed through experience in the domestic situation and through a synthesis of the research and writings of accepted writers in the field of management are too often taken by executives for immediate installation and ready acceptance by supervision in a different cultural setting, Mr. Carlisle decided, in 1966, to conduct a study to explore in three cultural settings the perceptions of managers of the approach used by their lower level supervisors in directing the work of employees. This paper is a presentation of this study and its findings.

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22

PUI, Winnie Sin Wai, ZHANG Heyi, DING Ming, and ZHONG Cai E. "Developing Children’s Cultural Identities Through Play." Beijing International Review of Education 2, no. 2 (May 18, 2020): 244–57. http://dx.doi.org/10.1163/25902539-00202007.

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Play is an important vehicle for developing literacy, cognition, and social competence in early years settings. In this paper, a qualitative case study in a private kindergarten in China indicated how children could learn and appreciate their own culture in a thoughtfully designed play-based setting. Thirty kindergarten teachers from 15 classes consisting of 431 children in total participated in this study. Based on field notes, audio and video recordings, and teachers’ self-reflective notes, the study explored the play-based setting within a curriculum framework, i.e. the Early-years Whole-person Global-mindset Curriculum Framework (ewgc). The results showed that the play-based setting supported young children to form their own cultural identities and enhanced children’s development in general.

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23

Nik Mohammad, Nik Mastura, Masran Saruwono, Shahrul Yani Said, and Wan Ahmad Halawah Wan Hariri. "A Sense of Place within Landscape Cultural Settings." Asian Journal of Environment-Behaviour Studies 3, no. 9 (July 1, 2018): 3–14. http://dx.doi.org/10.21834/aje-bs.v5i19.60.

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This paper presents an on-going progress of a study on landscape elements in the context of culture. The study has sought to discover people’s perception, experience and responses towards their surroundings based on elements that relate to their culture and norms. Eventually, new developments do not seem to recognize and respect the importance of cultural aspects resulting disoriented buildings. An extensive reviewed of the literature was conducted to rediscover the fundamental notions of place, perception and experience. Therefore, the background review to structure the work concluded places that add value contribute to establish the urban setting and place context. eISSN 2514-751X © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. Keywords: place; character, experience; culture.

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24

WAKABAYASHI, Mitsuru. "Human resource development strategies under cross-cultural settings." Japanese Journal of Administrative Science 4, no. 2 (1989): 123–34. http://dx.doi.org/10.5651/jaas.4.123.

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25

KanKi, Kiyoko. "Evolutive Conservation of Cultural Landscape in Rural Settings." JOURNAL OF RURAL PLANNING ASSOCIATION 30, no. 3 (2011): 478–81. http://dx.doi.org/10.2750/arp.30.478.

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26

Rose, Tara. "Music Therapy Clinical Trials in Cross-Cultural Settings." Innovation in Aging 4, Supplement_1 (December 1, 2020): 930. http://dx.doi.org/10.1093/geroni/igaa057.3411.

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Abstract Music therapy in clinical trials has shown efficacy as a nonpharmacological intervention for multiple medical conditions and procedures. Every culture has music and virtually everyone on this globe enjoys music suggesting the universality of music therapy. However, in the US, most music therapy clinical trials participants are English-speaking Caucasians. That narrow pool limits our understanding of the benefits of music in an ethnically and culturally heterogeneous nation. This study looks to the international clinical trials for lessons and information that can advance U.S. studies by expanding the methodology and clinical reach to benefit a more extensive population of patients. A review of 449 studies in 48 countries from clinical trials registries supports an effort to expand music therapy studies and interventions by incorporating a cross-cultural perspective. Researchers and clinicians using international resources can increase their understanding and capacity. Globally, many standardized measures have been translated, including self-report measures of behavioral and mental health, pain, sleep, medical conditions, and symptom severity used for outcome measures, as well as music therapy measures and intervention checklists. Scientifically accepted physiological outcome measures have shown the benefits of music interventions for older adults regardless of cultural or ethnic differences. For example, neuroimaging research supports the clinically derived notion that music can address needs of people with dementia. The future will require new standards for multi-cultural research. To expand studies and methodologies, we need to include more diverse populations. This paper proposes that to do that, we must look to the global scientific community.

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27

Marsiglia, Flavio F., and Jamie M. Booth. "Cultural Adaptation of Interventions in Real Practice Settings." Research on Social Work Practice 25, no. 4 (May 22, 2014): 423–32. http://dx.doi.org/10.1177/1049731514535989.

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28

Ross, Robert H., S. Allen Broyles, and Thaweephan Leingpibul. "Alternative measures of satisfaction in cross‐cultural settings." Journal of Product & Brand Management 17, no. 2 (April 18, 2008): 82–91. http://dx.doi.org/10.1108/10610420810864694.

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29

Allen Broyles, S. "Loyalty's influence on satisfaction in cross‐cultural settings." Journal of Product & Brand Management 18, no. 6 (September 18, 2009): 414–24. http://dx.doi.org/10.1108/10610420910989730.

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30

Mok, Aurelia, Chi-Ying Cheng, and Michael W. Morris. "Matching Versus Mismatching Cultural Norms in Performance Appraisal." International Journal of Cross Cultural Management 10, no. 1 (April 2010): 17–35. http://dx.doi.org/10.1177/1470595809359584.

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The present study examined how biculturals (Asian-Americans) adjust to differing cultural settings in performance appraisal. Biculturals vary in the degree to which their two cultural identities are compatible or oppositional — Bicultural Identity Integration (BII). The authors found that individual differences in BII interacted with the manipulation of the cultural setting (American or Asian) in determining whether employee outcomes were evaluated as matching or mismatching cultural norms. Results showed that Asian-Americans with high BII gave less weight to employees’ situational conditions in the American setting (matching American cultural norms) and more weight in the Asian setting (matching Asian cultural norms), whereas those with low BII showed the opposite pattern, giving more weight to employees’ situational conditions in the American setting (mismatching American cultural norms) and less weight in the Asian setting (mismatching Asian cultural norms). We discuss the implications of understanding bicultural identity dynamics in managerial judgment and behavior.

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31

de Keuster, Tiny, and Ray Butcher. "Preventing dog bites: Risk factors in different cultural settings." Veterinary Journal 177, no. 2 (August 2008): 155–56. http://dx.doi.org/10.1016/j.tvjl.2007.11.006.

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32

Butcher, James N., Jeeyoung Lim, and Elahe Nezami. "Objective Study of Abnormal Personality in Cross-Cultural Settings." Journal of Cross-Cultural Psychology 29, no. 1 (January 1998): 189–211. http://dx.doi.org/10.1177/0022022198291010.

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33

Marin Kawamura, Kristine. "Understanding the concept of care in cross‐cultural settings." Cross Cultural Management: An International Journal 20, no. 2 (April 26, 2013): 100–123. http://dx.doi.org/10.1108/13527601311313373.

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34

Zhao, Shanyang, Aleksandr V. Shchekoturov, and Svetlana D. Shchekoturova. "Personal Profile Settings as Cultural Frames: Facebook Versus Vkontakte." Journal of Creative Communications 12, no. 3 (September 6, 2017): 171–84. http://dx.doi.org/10.1177/0973258617722003.

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35

Torbiörn, Ingemar. "The Structure of Managerial Roles in Cross-cultural Settings." International Studies of Management & Organization 15, no. 1 (March 1985): 52–74. http://dx.doi.org/10.1080/00208825.1985.11656403.

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36

Clare Kitchen, Margaret. "Methods in focus group interviews in cross-cultural settings." Qualitative Research Journal 13, no. 3 (October 28, 2013): 265–77. http://dx.doi.org/10.1108/qrj-01-2013-0005.

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37

Meyer, Ulrike, and Elke Schuch. "Portfolio assessment of cultural intelligence in intercultural educational settings." Journal of Internationalization and Localization 4, no. 1 (December 31, 2017): 1–21. http://dx.doi.org/10.1075/jial.4.1.01mey.

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Abstract The paper will outline a research project based on the analysis of diary entries written by a multinational cohort of German, Polish, Chinese and US-American Master students during a time span of 15 months as part of the course requirements for a module entitled “Applied Intercultural Communication” in the MA “International Management and Intercultural Communication / GlobalMBA”. The diary-writing project, which was started in 2013, is intended to serve two main purposes: For the students, the diaries will be a tool and personal “learning log” to gain greater awareness of their own cultural values and to critically reflect on the process of cultural adjustment (or lack thereof) and the experience of travelling, living and studying with a multinational cohort in four foreign countries. In this way, the diaries also represent a dynamic scenario of the students’ acculturation process at various points of their studies. We, as researchers, educators and program developers, want to explore how this experience-based approach allows us to chart a student’s development and attitudinal shifts from the beginning to the end of a 15-month program, both in terms of personal growth and intercultural learning. Consequently, the diaries are intended to serve as a tool to discover and assess which aspects of human experience are globally shared and observable and which areas require the students to undergo processes of cultural localization and adaption in order to function adequately in new cultural environments. Students are encouraged to observe, monitor and report on any culturally defined and “different” situation without being judgemental. Moreover, students are required to specifically report on the process of team/cohort building and on ways of dealing with criticism, disappointment, conflict and “Otherness”. The findings of our qualitative research will be fed back into the process of further curriculum integration and development.

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38

Byon, Andrew Sangpil. "Apologizing in Korean: Cross-cultural Analysis in Classroom Settings." Korean Studies 29, no. 1 (2005): 137–66. http://dx.doi.org/10.1353/ks.2006.0003.

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39

Wendt, Dennis C., and Joseph P. Gone. "Rethinking cultural competence: Insights from indigenous community treatment settings." Transcultural Psychiatry 49, no. 2 (December 22, 2011): 206–22. http://dx.doi.org/10.1177/1363461511425622.

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Multicultural professional psychologists routinely assert that psychotherapeutic interventions require culturally competent delivery for ethnoracial minority clients to protect the distinctive cultural orientations of these clients. Dominant disciplinary conceptualizations of cultural competence are “kind of person” models that emphasize specialized awareness, knowledge, and skills on the part of the practitioner. Even within psychology, this approach to cultural competence is controversial owing to professional misgivings concerning its culturally essentialist assumptions. Unfortunately, alternative “process-oriented” models of cultural competence emphasize such generic aspects of therapeutic interaction that they remain in danger of losing sight of culture altogether. Thus, for cultural competence to persist as a meaningful construct, an alternative approach that avoids both essentialism and generalism must be recovered. One means to capture this alternative is to shift focus away from culturally competent therapists toward culturally commensurate therapies. Indigenous communities in North America represent interesting sites for exploring this shift, owing to widespread political commitments to Aboriginal cultural reclamation in the context of postcoloniality. Two examples from indigenous communities illustrate a continuum of cultural commensurability that ranges from global psychotherapeutic approaches at one end to local healing traditions at the other. Location of culturally integrative efforts by indigenous communities along this continuum illustrates the possibility for local, agentic, and intentional deconstructions and reconstructions of mental health interventions in a culturally hybrid fashion.

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40

Allen Broyles, S., Thaweephan Leingpibul, Robert H. Ross, and Brent M. Foster. "Brand equity's antecedent/consequence relationships in cross‐cultural settings." Journal of Product & Brand Management 19, no. 3 (June 2, 2010): 159–69. http://dx.doi.org/10.1108/10610421011046148.

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41

Lau, Ling San, and Graeme Rodgers. "Cultural Competence in Refugee Service Settings: A Scoping Review." Health Equity 5, no. 1 (March 1, 2021): 124–34. http://dx.doi.org/10.1089/heq.2020.0094.

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42

Choi, Eunjung, and Laura J. Keith. "Cultural Diversity." Music Educators Journal 103, no. 2 (December 2016): 35–40. http://dx.doi.org/10.1177/0027432116670459.

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Contemporary African-American classical composers Cedric Adderley, John Lane, and Trevor Weston intertwine strands of culture and individual experience to produce musical works whose distinct designs offer cultural resources that music educators can use to integrate diversity into instructional settings. Of special interest is their ability to combine traditional European styles and other musical styles, including jazz, gospel, and blues, in their music. The authors include recommendations for incorporating elements of these contemporary African-American–composed works into the curriculum.

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43

Crafter, Sarah. "Parental cultural models and resources for understanding mathematical achievement in culturally diverse school settings." Educational Studies in Mathematics 81, no. 1 (November 6, 2011): 31–46. http://dx.doi.org/10.1007/s10649-011-9359-5.

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44

Tzima, Stavroula, Georgios Styliaras, and Athanasios Bassounas. "Augmented Reality in Outdoor Settings." Journal on Computing and Cultural Heritage 14, no. 3 (July 2021): 1–17. http://dx.doi.org/10.1145/3439953.

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New technologies such as Augmented Reality (AR) have already been exploited in the promotion of unique and well-known cultural assets. Nevertheless, different types of heritage assets can be found scattered in many different places, in both urban and rural landscapes, where AR applications may not function properly due to problems concerning the effectiveness of GPS or image recognition methods. It is an important issue that limits the exploitation of AR technology with a view to hidden cultural heritage promotion. The current study presents a hybrid image recognition technique used in an AR application and its evaluation in the outdoor settings. The hybrid technique is based on an image-based marker and its evaluation mainly aimed to study if and to what extent it is accepted by the users, if it raises aesthetic issues, and if it affects the use and acceptance of the AR in culture field. The evaluation was based on a qualitative research and the results showed that to most participants the used hybrid technique does not create an aesthetical issue. Additionally, all participants found the AR app useful and easy to use and they consider that the AR technology can significantly contribute to the promotion of cultural heritage.

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45

Kapofu, Lifeas Kudakwashe. "Negotiating the Cultural Terrain in Transforming Classrooms—The LEAP MODEL." International Education Studies 14, no. 3 (February 20, 2021): 51. http://dx.doi.org/10.5539/ies.v14n3p51.

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This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers’ experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from observation and interviews indicate that the pedagogic settings as structured by the teachers were not attendant to the aspirations of CRT and teacher practices were not reflective of dispositions of CRT. Teachers professed negative experiences of the pedagogic setting, demonstrated and professed limited knowledge of the cultural being of their learners. The findings highlighted the need for micro-context cultural excavations to remedy socioculturally detached teaching. Cognisant of the emergent need for a learning tool, the LEAP model is proposed premised on centering the humanistic world of the learners and the inherent currency in their culture for progressive teaching and learning engagements.

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46

Akoumianakis, Demosthenes. "Online ‘Tells' with Cultural Bindings." International Journal of Virtual Communities and Social Networking 8, no. 4 (October 2016): 25–45. http://dx.doi.org/10.4018/ijvcsn.2016100102.

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The paper explores the explanatory value of digital traces, especially for gaining insight to ‘cultural' settings in the absence of cultural participants. We consider digital traces as the ‘matter' of online social phenomena which can be revealed through transformation, re-alignment or re-configuration of data. In this vein, the notion of ‘imbrication' is used to provide a conceptual lens for organizing inquiries in which digital traces should be re-arranged so as to act interdependently with other digital representations to provide posterior insights into designated virtual settlements. Empirical insight is sought by two case studies addressing different digital settings and different social accomplishments in the absence of ‘cultural' participants.

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47

Scheidegger, Gaby, Zhang Ting Ting, Caroline Bastiaenen, and Michael Nagler. "Changing Perspectives of Local Therapists Eight Years after the Implementation of an Occupational Therapy Service in a Unique Himalayan Cross-Cultural Setting." Occupational Therapy International 2021 (September 18, 2021): 1–13. http://dx.doi.org/10.1155/2021/5520195.

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Background. Whether concepts and principles of Occupational Therapy (OT) can successfully be applied to non-Western and cross-cultural settings is being intensively discussed. Aims/Objectives. We explored the changing perspectives of local occupational therapists (OTs) eight years after the implementation of an OT service in a Himalayan cross-cultural setting in terms of (1) treatment applied, (2) professional identity, and (3) cross-cultural interactions. Material and Methods. A qualitative study design was chosen, and semistructured interviews were conducted in all employed practitioners (a) during implementation and (b) eight years later n = 7 . Questions were carefully formulated in order to narrow down the intended issues but respecting crosscultural differences. The framework method was implemented for data analysis. Findings. Long-term empowering local OTs resulted in the successful development of a sustainable OT department in a unique Himalayan cross-cultural setting. Practitioners became aware of their therapeutic potentials, a clear sense of professional identity was developed, and it was recognised that sensitive cross-cultural practice is only achieved by an ongoing and intentional cultural learning process. Conclusions and Significance. Our findings suggest that OT can be applied to non-Western cross-cultural settings.

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48

Luquis, Raffy R. "Integrating the concept of cultural intelligence into health education and health promotion." Health Education Journal 80, no. 7 (June 4, 2021): 833–43. http://dx.doi.org/10.1177/00178969211021884.

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Objectives: Since the 1990s, cultural competence and cultural humility have been advanced across health disciplines, including health education and promotion, as approaches to use to address the health needs of increasingly diverse populations, reduce persistent health disparities and promote health and health equity. While these terms are sometimes used interchangeably, each of them represents a different approach when working across cultural groups. Health professionals, including health education specialists, may also find it helpful to employ cultural intelligence when working with diverse populations. The purpose of this article is to briefly define cultural competence and cultural humility and describe how cultural intelligence can provide health education specialists with another tool when working with diverse groups. Design: Review of the literature. Setting: USA and related contexts. Results: While cultural intelligence shares some similarities with previous terms, it differs in drawing from intelligence research and emphasises an understanding of different cultures, problem-solving and adaptations in numerous cultural settings. Conclusion: This article defines cultural intelligence as an essential capability to learn and use when engaging with diverse cultural groups and working in cross-cultural settings.

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Boyer, Chase J., Michael J. Rice, Tanya R. Sorrell, and Alyssa M. Spurling. "Advancing Racial/Ethnic and Cultural Sensitivity Among PMHNP Students Through Education, Practice, and Experience." Journal of the American Psychiatric Nurses Association 25, no. 6 (January 28, 2019): 487–95. http://dx.doi.org/10.1177/1078390318824651.

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BACKGROUND: There is an increased need for mental health providers to be more attuned to behavioral health needs of racial/ethnic/cultural minorities and the role of social milieus. AIMS: We prioritized training and assessing racial/ethnic and cultural sensitivity among psychiatric mental health nurse practitioner students throughout coursework, clinical practice, and experiences in underserved settings. METHOD: Prior to beginning clinical coursework, students completed a course on culturally competent care where we measured their ( n = 26) perception of their ability to be racially/ethnically sensitive providers at the beginning and end of the semester, demonstrating significant improvement. During clinical coursework, preceptors measured students’ racially/ethnically and culturally sensitive clinical behaviors with patients. RESULTS: Sensitivity of students in clinical training significantly improved over a semester of clinical supervision. Our results indicated that placements in underserved settings improved students’ racial/ethnic/cultural sensitivity but only among advanced students. At final evaluation, advanced students in underserved settings self-reported significantly higher racial/ethnic and cultural sensitivity than students not in an underserved setting. CONCLUSIONS: Our data suggest that we can produce more racially/ethnically and culturally sensitivity providers through coursework, supervised clinical practice, and experiences in underserved settings. These data are preliminary, and we plan to follow up these results and replicate this work with other cohorts in future semesters.

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Lo, Ming-Cheng Miriam. "Cultural brokerage: Creating linkages between voices of lifeworld and medicine in cross-cultural clinical settings." Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine 14, no. 5 (August 27, 2010): 484–504. http://dx.doi.org/10.1177/1363459309360795.

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