Doctor of Philosophy / Department of Family Studies and Human Services / Joyce Baptist / The purpose of the current study is to examine what factors contribute to how marriage and family therapy (MFT) programs address multicultural competency training and to understand the support mechanisms of the training process. A sequential explanatory mixed-method design was utilized to evaluate MFT training programs. First, a Multicultural Survey, adapted from the Multicultural Competency Checklist (Ponterotto, Alexander, & Griegor, 1995), was used to gain a preliminary understanding of the masters MFT field regarding multitcultural competency training. Out of the 70 MFT program directors contacted, 39 program directors or program representatives responded to the survey (55.71% response). Qualitative interviews from 8 participants (program directors, n = 7; program representative, n = 1) representing each geographical region (Northeast, n = 2; South, n = 2; Midwest, n = 2; West, n = 2) were used to examine programs’ multicultural competency training content, program context and training processes. Five themes emerged from the data: 1) internal program dynamic, 2) external program factors, 3) stakeholders, 4) faculty recruitment, and 5) cross-program collaboration. General systems theory, process theory and the logic model were utilized to conceptualize the results (Kellogg, 2004; Rossi, Lipsey, & Freeman, 2004; White & Klein, 2002).

Creating a preschool environment for learning and interaction. The purpose of this study was to investigate how preschool teachers describe the practical work that they do to design the preschool environments and how the children's learning and interaction come to be part of that process. The questions addressed in the study were: How do the preschool teachers describe their workplace learning environments? How do the preschool teachers reason about their way of developing their workplace learning environments? How does your preschool environment promote children's interests, learning, and interaction? The study is of qualitative nature and both interviews and observations have been carried out at two Reggio Emilia-inspired preschools in the southern part of Stockholm. The analysis has been examined from a design-oriented perspective. The results show that the preschool teacher's thoughts about children are important for how they shape the preschool learning environment. By continually observing how the children use the environment to interact and what they are interested in, they can, together with the children reflect and start up new projects and further develop the learning environment. The preschool teachers seek to create an inspiring, accessible and transparent environment but also one that can change long-term or short-term at any time. The preschool teachers' perceptions of children as competent and unique individuals who can be helped to reach their own special potential allows for the children to explore and become co-creators of their learning environment.

Parents of children with developmental disabilities (DDs) often suffer from psychological distress stemming from their children’s behavioral problems. One cause of distress is their challenge to accept their children’s illnesses mindfully. A culturally tailored and readily accessible mindfulness intervention may increase mindfulness and reduce distress. Also, there were insufficient studies regarding culturally relevant mindfulness trainings that have been conducted in Thailand. Therefore, a Brief Culturally Tailored Thai Mindfulness intervention (BCTTMi) was developed, merging the work of Jon Kabat-Zinn with Buddhist philosophy. The purpose of this study was to examine the effects of the BCTTMi on stress, anxiety, and mindfulness in these parents. An experimental waitlist control crossover design with the 2-weekend BCTTMi was employed in 22 Thai parents and caregivers of children with DDs. They were all Thais and Buddhists; more than half had practiced meditation. They completed three Thai-version questionnaires: (a) the Parenting Stress Index-Short Form-4th edition; (b) the State Anxiety Inventory-Form-Y-1; and (c) the Mindfulness Assessment Scale, at three measurements (baseline, posttest, and two-week follow-up). Repeated measure ANOVA analyses were used to analyze data. The findings showed that anxiety significantly decreased from baseline to posttest, and mindfulness significantly increased with the BCTTMi. Nevertheless, stress did not significantly reduce over time, and change between intervention and control conditions did not differ for anxiety level. Moreover, there were no differences in any outcomes from posttest to two-week follow-up. In spite of Buddhist homogeneity of participants and sustained stress, mindfulness increased, and anxiety decreased following the BCTTMi. These findings indicate the feasibility of tailoring the mindfulness-based training to specific cultures and its usefulness as an efficient option for parents and caregivers of children with DDs. Further studies regarding the BCTTMi are warranted in broader populations and settings. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

The United Kingdom (UK) is becoming increasingly diverse (Office for National Statistics, 2013). Educational psychologists in the UK will need to feel competent in providing services to an increasingly multicultural population. This research study used a mixed method, two-phase, sequential, explanatory study design to explore the self-perceived intercultural competence of UK educational psychologists and trainee educational psychologists (EP/Ts). The study also explored EP/Ts experiences of working with culturally diverse populations. The first phase of this research study used an online adapted version of the MCCTS-R (Holcomb-McCoy & Myers, 1999; Munoz, 2009), and the second phase built upon the first phase with follow-up semi-structured interviews, analysed using Braun & Clarke's (2006) thematic analysis. The results of this research study present a breadth and depth of information. EP/Ts generally perceived themselves to be competent to work cross-culturally with particular areas of competence including knowledge of assessment bias, poverty effects, and positive attitudes towards diverse cultures. EP/Ts also reported areas of lower competence including theories of racial/ethnic identity development, limited experiences of community work and limited knowledge of community resources. However, EP/Ts perceptions about development needs depended upon their awareness. The process of participating in the study raised awareness of gaps in knowledge and limitations in practice. The study concludes with a discussion of implications for the practice of EP/Ts.

Jamaicans, the largest group of English-speaking Caribbean people living in the United States (US), have a history of using bush medicine/complementary therapies (CT) in diabetes management. However, no research described the emic views of Jamaican adults regarding how they select the bush medicine they use or how they know these are suitable to manage diabetes. The purpose of this focused ethnography was to explore and describe how Jamaican adults with diabetes mellitus who live in South Florida select and use complementary therapies for managing their diabetes. The objectives were to: (1) Explore the emic views of Jamaican adults about using CT to manage diabetes mellitus; (2) Describe the rationale given by Jamaicans adults for using CT to manage diabetes mellitus; (3) Analyze and synthesize the data gathered about use of CT for diabetes by Jamaican adults to see if their actions have cultural components that can serve as a basis for providing culturally competent care. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

Nursing faculty are responsible for graduating competent students and being competent themselves; however, the required competencies of clinical nursing faculty who instruct students in the clinical area are unidentified. The practice problem addressed in this project was the lack of a structured, organized process for identifying initial and ongoing competencies of a clinical nursing facility. The purpose of this project was to explore nursing faculty clinical competency and provide a multimethod, multispecialty approach for implementing clinical nursing faculty competency. The target population was clinical nursing faculty (n= 30) in an academic setting. This project explored the impact of a multimethod, multispecialty approach for assessment and evaluation of clinical nursing faculty competency. The project was guided by Benner's theory of novice to expert; Roger's theory of diffusion and innovation; and the plan, do, check, act model. The study analyzed the data obtained from clinical nursing faculty demographics, and competency validation of 3 clinical and 3 academic, remediation, and retesting outcomes. Descriptive statistics and t test were utilized in analyzing the data. The project findings revealed the clinical nursing faculty members are 100% clinically competent and 68.7% academically competent in the areas evaluated. The project findings have implications for social change through role modeling of leadership skills by clinical nursing faculty and improving student clinical instruction by cultivating competent clinical nursing faculty.

This study explored the social inclusiveness of classrooms with culturally competent teachers who were identified both by their participation in in-service diversity training and by principal nomination. The design of this study was primarily quantitative using a one-way ANOVA to analyze whether fourth and fifth grade students (N = 125) in classrooms with teachers identified as culturally competent are more inclusive in their mutual friendships than students (N = 117) in classrooms with not trained teachers at the same schools. Sociometric questionnaires were used to collect data on mutual friendships. Observations of students in lunchroom settings were also conducted. Findings from the sociometric questionnaire suggest that students with culturally competent teachers, also referred to as culturally responsive teachers in the literature, have broader and more diverse social networks than students in classrooms with not trained teachers. However, in the lunchroom settings where a given student must choose a limited number of students to sit next to at the lunch table, no notable differences between the classrooms emerged. Other than training in diversity issues, teachers in the two groups were very similar.

The topic of this thesis stems from my interest in finding out whether a partial early childhood Certificate qualification could procure employment in early childhood centres for Chinese student teachers, which could then eventuate in Permanent Residency status. Employment in early childhood centres is currently being driven by the need to comply with Ministry of Education requirements which state that centres need to have fifty per cent of their teachers fully qualified and registered by 2007. The literature surrounding the employment experiences of Asian immigrants to New Zealand reveals negative outcomes, and discrimination is cited as one of the causes of this. However, early childhood education in New Zealand espouses a strong philosophy of cultural diversity and inclusive practice.The employment experiences of seven Chinese early childhood student teachers are documented in this thesis using a qualitative mixed-method approach involving Case Study as the overarching methodology/method, supplemented with Narrative Inquiry and Documentary Analyses to collect and analyse the data.The main findings of my research were: there are obstacles that this ethnic group faced in gaining employment relevant to their qualification - this was a negative, but not unexpected outcome. The second major finding was that, despite the over-arching philosophy of early childhood education in Aotearoa/New Zealand, I found that there were several areas where the participants of this study were vulnerable to 'discrimination'. This was predominantly in the form of unfair practices and included: interview experiences; relief teaching; employment contracts; and payment issues. The participants of this study were also vulnerable in other ways. In order to enrol in further study to become fully qualified, they need to achieve a high IELTS (International English Language Testing System) level.A third and much more positive outcome was that participants who found employment did so through practicum placements, networks of friends, and with those centres that were accepting of 'cultural difference'. All of these findings were to some extent largely congruent with the literature on immigration experiences of 'migrants'.Further research needs to be undertaken on this topic by myself, and others in this field, in particular, how International Students are 'protected' in Aotearoa/New Zealand. I found that there was a 'loophole' in the Immigration Points Table and that International Students are possibly being encouraged to enrol in Early Childhood Certificate programmes in the belief that they will find employment and eventually Permanent Residency status. This research shows that this is not always the case.In addition to this, further research needs to focus on the views of centre owners and staff, with regard to employing Chinese early childhood educators; the views of Chinese parents with regard to their perspective of Chinese teachers and lastly, in the area of relief teaching. In the conclusion several recommendations for changes to policy and practice at the tertiary level are raised.

We live in a scientific society. Science is all around us. We take scientific principles for granted every time we use technology, such as a car, a computer, or a cell phone. Paradoxically, the scientific literacy of the population is minimal at best. Having a basic knowledge of scientific principles is no longer a luxury but, in today's complex world, a necessity. To increase the scientific literacy of non-science majors, an astrobiology course was developed at the Center for Science and Mathematics Education at The University of Texas at Austin. The course subscribes to an educational philosophy that promotes the significance of teaching science to non-science majors, endorses the importance of multidisciplinary content knowledge, supports the teaching of the nature of science in an implicitly mode, advances the discussion of socio-scientific issues, and includes competent thinking-based teaching strategies using the dynamic discipline of astrobiology. The thesis reviews the problems in scientific literacy, outlines the characteristics of this innovative course, proposes a novel standard - competent thinking - to evaluate scientific literacy and analyzes the results of this course in terms of competent thinking. Data collected provided evidence of an increase of competent thinking skills among the students, especially in terms of self-reflection. Both the first and the second pilot study showed strong evidence that students transitioned from naive to competent thinking arguments. The main study demonstrated that students greatly improve their self-reflecting skills. The final study confirmed improvement in terms of self-reflecting skills, and showed that students gradually improve their arguments based on logic, reason, sophistication, and evidences. Therefore, the results show that this innovative astrobiology course is an effective tool for enhancing competent thinking skills among non-science major students. / text

Studien behandlar begreppet det kompetenta barnet och dess komplexitet. Denerfarenhet vi har genom att vara verksamma i förskolan innebär att vi uppleverbegreppet används utan någon större eftertanke eller notis av dess betydelse. Syfte medstudien är att förklara och förstå innebörden av begreppet det kompetenta barnet iförskolan. Studiens litteraturgenomgång berör aktuell forskning inom området,begreppet det kompetenta barnet och barnsyn. Datainsamlingen som ligger till grund förstudien består av åtta kvalitativa intervjuer med förskollärare och genomfördes med stödav fenomenografin. Resultatet visar att förskollärarna förklarar begreppet, detkompetenta barnet utifrån tre olika kategorier. Dessa tre kategorier är; det kompetentabarnet genom färdigheter och självständiga handlingar, det kompetenta barnet sommöjliggörs genom miljön samt det kompetenta barnet förklaras genom inneboende viljaoch drivkraft. Resultatet visar även hur det kompetenta barnet kommer till uttryck iförskolans verksamhet; Barnet som kompetent genom förskollärarens syn på barnetsamt barnet som kompetent genom hur förskollärare uppfattar sin egen yrkesroll. Idiskussionsdelen diskuteras hur begreppet det kompetenta barnet beskrivs avförskollärare och hur det kompetenta barnet kommer till uttryck i förskolansverksamhet. / The study focuses on the complexity of the concept the competent child. From ourexperience of working in preschool we have been aware of the fact that this concept isbeing used without any further consideration or observance of its true meaning. Thepurpose of this study is to explain and understand the signification of the concept thecompetent child in preschool. The literature on which the study is based concernscurrent research within the field, the competent child and outlook on children. Thecollections of data that the study is based on contains of eight qualitative interviewswith preschool teachers were made supported by phenomenography. The result showsthat preschool teachers explain the concept, the competent child by three categories.These three categories are; the competent child through skills and independent actions,the competent child who is made possible through the environment and the competentchild being explained through inborn will and driving force. The result also shows howthe competent child is expressed in the daily activities in preschool. The child ascompetent through the preschool teacher`s outlook on children and the child ascompetent through the way, in which the preschool teacher perceive her/his ownprofessional role. In the discussion part, the way preschool teachers explain the conceptthe competent child, is being discussed and how the competent child is expressed in thedaily activities in preschool.