Self-Awareness and Cultural Awareness: Promoting Social Justice in School Counseling Training

2007 ◽  
Author(s):  
Evan S. Kilgore
Keyword(s):  
Social Justice ◽  
School Counseling ◽  
Cultural Awareness ◽  
Self Awareness ◽  
Counseling Training

Counselling Culturally Different Clients in Careers

1996 ◽  
Vol 5 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Jenny Hyland
Keyword(s):  
Decision Making ◽  
Cultural Awareness ◽  
Career Decision ◽  
Self Awareness ◽  
Cultural Issues ◽  
Career Decision Making ◽  
Client Group ◽  
Culturally Different ◽  
English Speaking ◽  
Decision Making Model

Career counsellors and advisers in a variety of workplace settings often experience a degree of discomfort when counselling culturally different clients from non-English-speaking backgrounds. This may be due to a lack of cultural awareness, background knowledge and counselling skills that are necessary in meeting the needs of many in this client group. Using the Career Decision Making Model as a guide, this paper highlights the special needs of culturally different clients at each stage of the model: self awareness, opportunity awareness, decision-making, and implementation and transition. It aims at heightening career counsellors' sensitivity to and knowledge of cultural issues affecting the career decision-making process for culturally different clients, with an emphasis on people from Asia. It also presents intervention strategies to enable the reduction of communication barriers that may exist between counsellor and client.

scholarly journals A reflexive exercise to promote cultural humility among doctoral nursing students

2016 ◽  
Vol 7 (5) ◽  
pp. 68 ◽  
Author(s):  
Beth Mastel-Smith ◽  
Susan Yarbrough
Keyword(s):  
Nursing Students ◽  
Doctoral Students ◽  
Cultural Awareness ◽  
Cultural Humility ◽  
Self Awareness ◽  
Nursing Research ◽  
Transcultural Nursing ◽  
Course Grades ◽  
Values And Beliefs ◽  
Conducting Research

Background: The U.S. population is becoming increasingly diverse; however, nursing remains a predominantly Caucasian profession. To promote positive outcomes among diverse patients, nurses must rely on rigorous transcultural research. When conducting research with people different from oneself, knowledge of one’s own values and beliefs is a necessary first step. In Transcultural Nursing Research, a required doctoral course, the first assignment is a reflexive exercise followed by online discussion about one’s personal culture and the origins of values and beliefs. Objectives: To (a) examine students’ responses to a reflexive exercise for evidence of cultural self-awareness, cultural humility, and insights gained and (b) assess the effectiveness of the teaching method.Methods: The setting was online within the Learning Management System (LMS), Blackboard. Participants: The sample consisted of twelve doctoral students enrolled in Transcultural Nursing Research. Methods: Student consent was obtained after course grades were submitted. Data was extracted from the LMS, de-identified, coded, categorized and collapsed into themes.Results: Four themes emerged from the data: “different versus familiar”, “cultural experiences”, “memories” and “reflections and implications”.Conclusions: Posts reflected insight into cultural awareness, values and humility. Students identified growth opportunities for themselves and their children. Suggestions for future education and research are presented.

Ensuring Social Justice for English Language Learners

2021 ◽  
pp. 489-506
Author(s):  
Juan A. Rios Vega ◽  
Cecile M. Arquette ◽  
Hwa Lee ◽  
Heljä Antola Crowe ◽  
Jana Lynn Hunzicker ◽  
...  
Keyword(s):  
Social Justice ◽  
English Language Learners ◽  
Language Learners ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
English Language ◽  
Future Research ◽  
Credit Hours ◽  
Ell Students ◽  
Course Work

Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.

Bridging Academic and Industry Skills via Digital Collaboration

2022 ◽  
pp. 21-43
Author(s):  
Tara Madden-Dent
Keyword(s):  
Training Program ◽  
Cultural Awareness ◽  
Leadership Skills ◽  
Control Group ◽  
Self Awareness ◽  
Cultural Relations ◽  
Management Skills ◽  
Social Emotional ◽  
New Strategy ◽  
Research Findings

As culturally responsive, social-emotional learning (SEL) competencies continue being essential skills in a 21st century workforce, both university and industry will continue placing greater focus on effective training for students and employees to strengthen workforce readiness. The following chapter introduces one example of how Polish Fulbright scholars prepared for a U.S. assignment through a digital training program, taken before participants departed their home country, as a way to support post arrival integration, safety, and success in the U.S. Compared to the control group, research findings from this phenomenological research study indicated that the four-week training program supported increases in self-awareness and self-management skills, social skills and cultural awareness, English communication skills, academic and professional readiness skills, and responsible decision-making skills in the treatment group. This study contributes one new strategy to strengthen internationalization efforts, global leadership skills, and cross-cultural relations.

Acknowledging Student Diversity: Modifying the MBA Experience for International Students

1999 ◽  
Vol 5 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Karen Dunwoodie ◽  
Murray Ainsworth
Keyword(s):  
International Students ◽  
Work Experience ◽  
Cultural Awareness ◽  
Student Diversity ◽  
Business Practices ◽  
Self Awareness ◽  
Problem Solving Skills ◽  
Cultural Fit ◽  
Job Seeking ◽  
Self Confidence

Most international students entering RMIT's MBA program have relatively limited work experience and lack self-presentation skills. Some shortcomings in self-confidence in a western culture, job-seeking skills, networking experience and personal presentation skills are also evident. In these qualities the international students are notably different from the older Australian part-time students with whom they study. This visible diversity provided the catalyst for developing several “internationalising components” to better meet the needs of international students to enable international students to present themselves as informed, capable, culturally aware and desirable graduates. This paper describes how program changes were made with the objectives of building team interaction and problem solving skills, as well as cross-cultural awareness, building self-awareness of “me as a manager in the global marketplace” and exploring cultural diversity in business practices. In addition, the “competencies” stream was modified, with emphasis being placed on students' ability to assess the appropriateness and cultural fit of western models and theories in their own countries.

scholarly journals Developing a Co-Curricular Activity to Introduce Student Pharmacists to the Cultural Proficiency Continuum Framework

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Edgar S. Diaz-Cruz ◽  
Angela M. Hagan
Keyword(s):  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Cultural Proficiency ◽  
The United States ◽  
Self Awareness ◽  
Student Survey ◽  
Patient Centered ◽  
Centered Care ◽  
Curricular Structure ◽  
Survey Responses

Background: As the United States becomes more culturally diverse, health professionals must be able to demonstrate competency in caring for a multitude of diverse patients. The cultural proficiency continuum has proven to be an effective framework to assess where individuals and institutions are on the continuum of cultural sensitivity and competence in educational settings. Innovation: A co-curricular activity was developed as an exercise in self-awareness to allow first year pharmacy students the opportunity to explore potential biases by evaluating comfort in both social and patient care settings. The 90-minute activity employed a lecture, followed by both small and large group discussions and a debriefing session. Findings: Student survey responses showed their appreciation of this framework and its application to patient-centered care. Student self-rated knowledge increased by 3 points on a 10-point scale after completion of the activity. Students agreed that their level of cultural awareness would lead them to respond appropriately in cross-cultural situations, and that the provision of care is dependent on approaches that are culturally proficient. Conclusion: This activity dismantles the misconception of cultural competence as an attainable finite skill, but instead presents it as an ongoing process of self-awareness. The co-curricular activity offers an easy to implement model of education that could potentially fit the needs of pharmacy programs searching for ideas to teach cultural competency and social determinants of health, while circumventing the need to affect curricular structure.   Article Type: Note

Sign in / Sign up

Export Citation Format

Share Document