With minority Americans expected to comprise more than 40% of the U.S population by 2035 and 47% by 2050 and substance abuse epidemic with 23.5 million nationwide in need for treatment, there is a growing need for cross-cultural counseling competence among substance abuse counselors. This study examined substance abuse counselors' level of cross-cultural counseling competence in the Commonwealth of Pennsylvania. The research method used was quantitative in nature. Substance abuse counselors were asked to self-assess their level of competence by completing a questionnaire and modified Cross-Cultural Counseling Inventory Revised (CCCI-R) subscales to determine whether counselor's gender, level of education, field of study, ethnicity, and number of continuing education make a difference in level of cultural competence. CCCI-R was proven to have acceptable content validity and is representative of domain of cross-cultural counseling competence. A total of 109 participants completed the questionnaire and CCCI-R. <br>The result of a one-way ANOVA in the mean scores revealed no significant difference between counselor's gender, level of education, field of study, ethnicity, and cultural competence. The post hoc data analysis in the field of study indicated those counselors who were trained in Counseling and Social Work scored higher than counselors trained in Psychology. The results of the Pearson Correlation revealed no relationship between the number of continuing education hours and substance abuse counselor's level of cross-cultural counseling competence. After the testing of hypotheses of this study, the results indicated no significant differences in the mean scores of the independent variables and substance abuse counselor's level of cross-cultural competence. / School of Education / Counselor Education and Supervision (ExCES) / PhD / Dissertation

In multicultural cities such as Vancouver, high proportions of inner city residents and immigrants (including refugees, domestic care workers, and citizens for whom English is a foreign language) are, for various reasons, socially, economically, and politically excluded from the mainstream. In attempting to narrow the divide that separates those on the “outside” from those on the “inside” of society, the planning profession has become increasingly concerned with the idea of planning with, as opposed to for, marginalized individuals. This approach is most often referred to as “communitybased” or “empowerment” planning. This thesis explores the role conversational English as a Second Language (ESL) can play in the empowerment planning process by analyzing the “ESL Summer Pilot Project” as a case study. Collaboratively planned and implemented with residents of the Downtown Eastside (DTES) who patronize the UBC Learning Exchange, the story/ case study reveals how a total of DTES residents helped nearly 70 immigrants practice what they need to effectively integrate into society; that is a cultural understanding of the who, what, where, when, and most importantly, how questions relating to life in Canada, and the means to ask those questions- conversational English. The story also reveals how, by taking a leadership role, these DTES residents were able to increase their sense of self-confidence, self-esteem, and capacity to make a difference in their own lives and communities. After situating the ESL Summer Pilot Project story in the empowerment planning literature, I based my analysis on my own observations and on those of the nine “ESL facilitators” who participated in the focus groups I led after the pilot had concluded in the summer of 2004. What I found was that the empowerment planning process involves, more than anything, the development of mutually trusting, mindful, and caring “planner-participant” relationships and eventually, “participant-participant” relationships, that rely on the continued use of cross-cultural dialogue (or, in this case,conversational ESL) in order to link people’s knowledge and love to action.

In multicultural cities such as Vancouver, high proportions of inner city residents and immigrants (including refugees, domestic care workers, and citizens for whom English is a foreign language) are, for various reasons, socially, economically, and politically excluded from the mainstream. In attempting to narrow the divide that separates those on the “outside” from those on the “inside” of society, the planning profession has become increasingly concerned with the idea of planning with, as opposed to for, marginalized individuals. This approach is most often referred to as “communitybased” or “empowerment” planning. This thesis explores the role conversational English as a Second Language (ESL) can play in the empowerment planning process by analyzing the “ESL Summer Pilot Project” as a case study. Collaboratively planned and implemented with residents of the Downtown Eastside (DTES) who patronize the UBC Learning Exchange, the story/ case study reveals how a total of DTES residents helped nearly 70 immigrants practice what they need to effectively integrate into society; that is a cultural understanding of the who, what, where, when, and most importantly, how questions relating to life in Canada, and the means to ask those questions- conversational English. The story also reveals how, by taking a leadership role, these DTES residents were able to increase their sense of self-confidence, self-esteem, and capacity to make a difference in their own lives and communities. After situating the ESL Summer Pilot Project story in the empowerment planning literature, I based my analysis on my own observations and on those of the nine “ESL facilitators” who participated in the focus groups I led after the pilot had concluded in the summer of 2004. What I found was that the empowerment planning process involves, more than anything, the development of mutually trusting, mindful, and caring “planner-participant” relationships and eventually, “participant-participant” relationships, that rely on the continued use of cross-cultural dialogue (or, in this case,conversational ESL) in order to link people’s knowledge and love to action.

Thesis (Th. M.)--Calvin Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves [64]-66).

Thesis (M.B.A.)--University of Hong Kong, 1984.

Thesis (Ph. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 140-150).

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This thesis examines the connections between Japanese gardens, Modernism and Japanese-inspired gardens in New Zealand. The link between traditional Japanese gardens and Modernism is a familiar theme for scholars of architecture, design and landscape architecture. A less considered route of scholarship is the relationship between historical Japanese garden designs, Modernist-inspired gardens in Japan, and New Zealand garden design. A historical foundation provides a base on which to analyse any later changes or transmissions. By analysing the history of Japanese gardens and Modernism, through select key figures, one can also grasp their complexities and outline wider trends. Connecting these somewhat divergent entities is important due to the fact that these gardens represent a myriad of global translations. They represent the modernisation and globalisation of Japan and New Zealand as well as trends in New Zealand‟s artistic and cultural community. The success of the translation of Japanese traditions into New Zealand was due to, in part, the production of a regional idiom. New Zealand‟s Japanese-inspired gardens represent the integration of Japanese and New Zealand traditions, materials and ideas. The result is a hybrid garden, a garden which forms its own specific regional peculiarities which symbolises the many connections between Japan and New Zealand.

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