Cultural Competence: A Global Challenge for Research and Practice

Since its emergence in 2007, Global Mental Health has been a growing and polemic area of study, research and practice in mental health worldwide. Despite having a significant endogenous academic production and innovative policy experiences, the Brazilian mental health field and its actors make few references to, and scarcely dialogue with, the Global Mental Health agenda. This article explores an aspect of this divergence between Global Mental Health initiatives and public mental health care in Brazil regarding the role of culture within mental health policies and practices. Our hypothesis is that part of this difficulty can be attributed to the low relevance of the cultural dimension for the Brazilian mental health field, here referred to as the “silencing of culture.” We examine the possible historical roots of this process with reference to theories of “anthropophagy” and “cultural uniformity” in the context of Brazilian cultural matrices. We then describe two recent experiences in public mental health care that incorporate cultural competence through the work of community health workers and the example of community therapy. We argue that the development of cultural competence can be decisive in enabling an improved dialogue between research and practice in Brazilian mental health and global mental health initiatives.

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Chemistry Education Research and Practice

10.1039/1756-1108/2000 ◽

2013 ◽

Keyword(s):

Education Research ◽

Chemistry Education ◽

Research And Practice ◽

Chemistry Education Research

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Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds16.1.11 ◽

2009 ◽

Vol 16 (1) ◽

pp. 11-19 ◽

Cited By ~ 1

Author(s):

Ashley M. Frazier

Keyword(s):

Sexual Orientation ◽

Cultural Competence ◽

Service Delivery ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Populations ◽

Cultural Issues ◽

Willingness To Disclose ◽

Bisexual And Transgender ◽

Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.64 ◽

2015 ◽

Vol 22 (2) ◽

pp. 64-76 ◽

Cited By ~ 7

Author(s):

Catherine J. Crowley ◽

Kristin Guest ◽

Kenay Sudler

Keyword(s):

New York ◽

New York City ◽

Public Schools ◽

Cultural Competence ◽

York City ◽

Cultural Sensitivity ◽

Graduate Program ◽

Language Disorder ◽

New York State ◽

Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

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