The majority of behavioral analytic interventions reflect European-American values. One useful intervention is discriminated functional communication training (DFCT), which may be implemented to increase the generalizability of functional communication training (FCT). However, the discriminative stimuli used during DFCT may not adequately reflect what is commonly used in various cultures. Thus, the purpose of the current study was to evaluate the effectiveness, feasibility (in the form of training parents to implement), and treatment acceptability of a culturally adapted version of DFCT with Afro-Caribbean families. Three children with ASD along with their mothers participated in the study. Results showed that culturally adapting DFCT was as effective as the traditional procedure in obtaining discriminated manding for 2 of 3 participants. An alternate DFCT procedure used with the third participant was also effective. Also, it was feasible to train parents to implement the intervention. Social validity measures indicated the study incorporated cultural values, and beliefs, and produced favorable effects on replacing problem behavior with discriminated manding that was culturally relevant.

This study examined the multicultural counseling competence among new residence life professionals by using the Multicultural Counseling Knowledge and Awareness Scale (MCKAS: Ponterotto, Gretchen, Utsey, Riger, & Austin, 2002) and a demographic questionnaire created by the researcher. Results included statistically significant positive relationships between participants’ completion of multicultural counseling graduate coursework and multicultural knowledge, quantity of field experiences and multicultural knowledge, and race and multicultural awareness. A negative relationship was discovered between the frequency of travel experiences outside country of birth and multicultural knowledge. Implications of these findings for field of Student Affairs and suggestions for future research are discussed.

Increasing demographic diversity, persistent health disparities, and ongoing efforts to reduce health care costs have made cultural and linguistic competence in the United States health care system a premier concern. Integral to improving cultural competence in health care is providing health professionals with adequate education and training in cultural competence. For this reason, there has been increasing attention paid by academia across health-related disciplines and by national organizations and governmental health agencies to delineating what cultural competence in education and training entails. Though a multidisciplinary body of literature on developing curricula related to cultural competence for health professionals exists, still lacking from this literature is sufficient input from the dietetic profession. The purpose of this cross-sectional internet-based research was to create a curricular model of core curricular competencies related to cultural competence for the education and training of registered dietitians. A random sample of registered dietitians rated 73 proposed curricular competencies for essentiality on a 7-point Likert-like scale (1 = Not a priority; 7 = Essential). Exploratory principal components analysis (PCA) with Varimax rotation condensed the proposed competencies with similar variances of responses into factors (model domains) and eliminated competencies which accounted for too little or ambiguous variance. Factors were assigned unique labels based on the prevailing themes of their respective competencies and further interpreted in terms of respondent characteristics via multivariate general analysis of variance (MANOVA). Results based on a 17.9% (n=1,090) rate of response produced a model with 69 competencies and 7 domains: Communication and Relationships; Community Collaboration; Disparities and Diversity in Health Care; Information Access, Analysis, and Use; Bias Management; Food Environments; and Models and Definitions. Significant differences in mean factor ratings were detected between respondents who differed by race and by experience working with diverse individuals and groups. This model is representative of existing research on cultural competence, but it is the first unique to dietetics. It may be used by dietetic education and training programs to systematically plan, implement, and evaluate curricula for cultural competence.

Background Expatriate failure can be a devastating consequence for both an enterprise and the expatriate himself. An expatriate is a person who resides outside his native country for working purposes. Moving to a foreign country implies many challenges and problems. One of the challenges is the new culture. Culture shock and problems with the acculturation process can jeopardize the international assignment: adaptation problem for expatriates is one of the reasons for expatriate failure. Nevertheless, culture shocks can be provided against by preparing the expatriate for the new culture. Knowledge about the other culture will increase the expatriate’s cultural competence, and hence facilitate the adaptation process, which will provide against expatriate failure. Purpose The thrust of this Bachelor Thesis was to analyze which important cultural differences a Swedish expatriate can encounter in Spain on an international assignment. The aim was to establish a check-list for future Swedish expatriates who are going to Spain, in order increase their cultural competence. We approached the cultural differences from a Swedish expatriate’s point of view. Methodology A qualitative study was conducted. The empirical data was collected through five semi-structured interviews with Swedish expatriates that are, or have been, working in Spain. All the interviewees work at companies who operate within the high-tech business trade. A frame of reference was elaborated in order to interpret and analyze the results obtained from the empirical data. Conclusions We found relevant cultural differences for Swedish expatriates going to Spain within four cultural aspects. Organization: organizations in Spain are more hierarchical and the manager more authoritarian compared to Sweden. The purpose of meetings is to inform or make decisions, rather than discuss and decide by consensus. Long working days are normal, and efficiency is not highly prioritized. Small talk before meetings is used more extensively than in Sweden. Time: Spaniards perceive time as fluid, which leads to less rigid agendas and schedules. Punctuality is a minor issue since time is approximate. Communication: The culture is expressive. Spaniards are emotional in their way of communicating, which is classified as an expressive culture. Moreover, frequent interruptions are seen as commitment to, and engagement in, the conversation. Indirect language is preferred over the direct, the context is more important than the words used. Social life: Spaniards prefer to meet up outside. The Spaniard’s private zone is bigger and includes more persons, compared to the Swede’s. Furthermore, respect is only shown people the Spaniard knows and cares about.

This thesis contributes to the literature on language revitalization, a hopeful branch of research that counters the foreboding conclusions of language shift studies. It is based on data collected in May, 1998, at Cumberland House, an Aboriginal community in northeastern Saskatchewan. Fifty-five community members participated in six focus groups organized by the following criteria: administrators, school board trustees, elders, parents, students and teachers. These research participants expressed their vision, expectations, and needs related to an Aboriginal Language Immersion Pilot Program proposed by the Northern Lights School Division. Community members envisioned an education that contributes to their children's Cree and Anglo-Canadian bicultural competence. They expected the Cree immersion program in the provincial school would develop their children's Cree and English bilingual fluency. They needed training, administrative support, materials and ongoing communication between school and community. Factors that instill a sense of optimism about this language revitalization effort, include the role and status of the school, and the strong bonds of kinship and friendship in this community context. The process and content of the research project records the development and product of a research relationship between Aboriginal people. It attests to the value of community involvement in language planning and illustrates the beneficial attributes of community-based participatory action research. Overall, the thesis informs the topic of decolonization at the personal, community, and institutional level.

This thesis contributes to the literature on language revitalization, a hopeful branch of research that counters the foreboding conclusions of language shift studies. It is based on data collected in May, 1998, at Cumberland House, an Aboriginal community in northeastern Saskatchewan. Fifty-five community members participated in six focus groups organized by the following criteria: administrators, school board trustees, elders, parents, students and teachers. These research participants expressed their vision, expectations, and needs related to an Aboriginal Language Immersion Pilot Program proposed by the Northern Lights School Division. Community members envisioned an education that contributes to their children's Cree and Anglo-Canadian bicultural competence. They expected the Cree immersion program in the provincial school would develop their children's Cree and English bilingual fluency. They needed training, administrative support, materials and ongoing communication between school and community. Factors that instill a sense of optimism about this language revitalization effort, include the role and status of the school, and the strong bonds of kinship and friendship in this community context. The process and content of the research project records the development and product of a research relationship between Aboriginal people. It attests to the value of community involvement in language planning and illustrates the beneficial attributes of community-based participatory action research. Overall, the thesis informs the topic of decolonization at the personal, community, and institutional level.

Cultural competence has become an important topic since the society has evolved to be more multicultural, these societies have a big problem with their healthcare systems and it is said that primary care in Sweden must become better adjusted to the needs of minorities. The objective of this study was to investigate the degree of cultural competence in primary care in Sweden and to examine if the degree of cultural competence had a relation to the providers personality, gender, age ethnicity and educational level. Three different county councils were asked to participate but only one agreed. From 13 different primary care wards, 111 participants filled in three different instruments measuring personality, cultural competence and social desirability. The result of Pearson correlations, partial correlations, two-tailed independent t-tests and a χ²- test show that the degree of cultural competence is relatively low. Also, persons who are more conscientious and open, less neurotic, and educated at a university are more prone to be culturally competent. This investigation shows that there is a need to make individuals who work in primary care more aware of these issues. The focus should not lie on personnel level alone, but on organizational level as well.

Cultural competence, mandated by Federal law since 1964, has not been appropriately addressed due to its lack of specifics and the lack of specifics within subsequent mandates. This study was designed to determine specific key elements of cultural and linguistic appropriateness which would "operationalize" cultural competence in the provision of healthcare services. Knowing the elements of cultural and linguistic appropriateness will assist non-Hispanic healthcare providers to remove personal barriers of cultural and linguistic differences for Texas' Hispanic population. The problem of cultural competence gained national focus during the Civil Rights movement of the '60s. Current research revealed that Hispanics continue to have the worst healthcare outcomes of any minority population. Census data reflecting that Hispanics are the fastest growing segment of the population, with Texas having the nation's second largest Hispanic population, make it imperative for healthcare providers to determine methods to improve healthcare for Texas' Hispanic population. A Delphi Technique was used to extract expert opinions from 26 highly qualified, Texas Hispanic healthcare providers regarding the key elements of cultural and linguistic appropriateness for Texas' Hispanic population. The ultimate goal of the research was to determine essential information which would assist non-Hispanic healthcare providers in removing personal barriers of cultural and linguistic appropriateness to the delivery of healthcare services for Texas' Hispanics. Through the approximately 16-month process of the Delphi Technique, the Panel produced 249 distinct elements in 11 groups of cultural appropriateness and 8 groups of linguistic appropriateness. Members of the Panel ranked the groups for importance, indicated the level of agreement/disagreement with each element, and rated each element for its individual importance. This study is important because it is the first time an expert panel of solely Hispanic healthcare providers has spoken collectively about what constitutes cultural and linguistic appropriateness. This research can provide a framework for professional practices, grant providing organizations, or evaluation teams to assess professionals and programs to determine their degree of cultural and linguistic appropriateness. The work can also form the basis for curricula to be used in Texas' healthcare professions preparatory schools or continuing education for practicing healthcare professionals.

<p>Cultural competence has become an important topic since the society has evolved to be more multicultural, these societies have a big problem with their healthcare systems and it is said that primary care in Sweden must become better adjusted to the needs of minorities. The objective of this study was to investigate the degree of cultural competence in primary care in Sweden and to examine if the degree of cultural competence had a relation to the providers personality, gender, age ethnicity and educational level. Three different county councils were asked to participate but only one agreed. From 13 different primary care wards, 111 participants filled in three different instruments measuring personality, cultural competence and social desirability. The result of Pearson correlations, partial correlations, two-tailed independent t-tests and a χ²- test show that the degree of cultural competence is relatively low. Also, persons who are more conscientious and open, less neurotic, and educated at a university are more prone to be culturally competent. This investigation shows that there is a need to make individuals who work in primary care more aware of these issues. The focus should not lie on personnel level alone, but on organizational level as well.</p>

Bakgrund: Asylsökande löper större risk att drabbas av psykisk ohälsa än den generella befolkningen, på grund av traumatiska händelser och förlusten av kultur och stöd. Sjukvårdspersonal behöver kunskap om asylsökandes specifika vårdbehov för sin psykiska hälsa och inneha en kulturell kompetens för att kunna ge en personcentrerad vård. Syfte: Studiens syfte var att undersöka hur distriktssköterskor skattade sin egen förmåga att identifiera, bedöma och hantera psykisk ohälsa hos asylsökande. Metod: En kvantitativ tvärsnittsstudie med enkät som datainsamlingsmetod har utförts. Enkäten besvarades av 53 distriktssköterskor. Deskriptiv statistik har använts för att analysera data. Resultat: Det visade sig att flertalet av distriktssköterskorna (55,8 %) i ganska hög grad ansåg sig kunna identifiera psykisk ohälsa hos asylsökande. Däremot ansåg 53 procent av distriktssköterskorna att de i låg grad kunde tillgodose de asylsökandes psykiska och sociala omvårdnadsbehov. Distriktssköterskorna i studien skattade sin egen kulturella kompetens som bristfällig. Slutsats: Distriktssköterskorna anser sig behöva mer kunskap om asylsökandes rättigheter till vård för att kunna ge dem den vård de är berättigade till för sin psykiska ohälsa. Distriktssköterskors kulturella kompetens behöver förstärkas genom möjligheter till utbildning. / Background: Asylum seekers are more likely to suffer from mental illness than the general population, due to their experiences of traumatic events and the loss of culture and support. Healthcare professionals need to have knowledge about asylum seekers specific health care needs of their mental health and possess a cultural competence in order to provide a person centered care. Aim: The study's aim was to investigate how primary care nurses rated their own ability to identify, assess and manage the mental health of asylum seekers. Method: A quantitative cross-sectional study with questionnaires as data collection method has been carried out. The questionnaire was answered by 53 primary care nurses. Descriptive statistics were used to analyze the data. Result: The result showed that most of the of primary care nurses (55,8 %) in fairly high degree felt able to identify mental illness among asylum seekers. In contrast 53 percent of the primary care nurses considered that they in low extent were able to meet asylum seekers care needs. The primary care nurses in the study hade a lack of cultural competence. Conclusion: Primary care nurses consider themselves to need more knowledge about the asylum seekers´ right in health care, in order to give them the care they are entitled to for their mental illness. The cultural competence of primary care nurses need to be improved, by giving them access to education.