Sociocultural Factors of Teenage Pregnancy in Latino Communities: Preparing Social Workers for Culturally Responsive Practice

2014 ◽  
Vol 39 (4) ◽  
pp. 238-243 ◽  
Author(s):  
E. Aparicio ◽  
E. V. Pecukonis ◽  
K. Zhou
Keyword(s):  
Social Workers ◽  
Teenage Pregnancy ◽  
Culturally Responsive ◽  
Sociocultural Factors ◽  
Culturally Responsive Practice ◽  
Latino Communities

scholarly journals Formative process evaluation of a guideline-driven process for improving the cultural responsiveness of alcohol and drug treatment services

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sara Farnbach ◽  
Julaine Allan ◽  
Raechel Wallace ◽  
Alexandra Aiken ◽  
Anthony Shakeshaft
Keyword(s):  
Culturally Responsive ◽  
Implementation Fidelity ◽  
Healthcare Services ◽  
Cultural Responsiveness ◽  
Free Text ◽  
Structured Interviews ◽  
Culturally Responsive Practice ◽  
Step Process ◽  
Treatment Services ◽  
Service Staff

Abstract Background To improve Australian Aboriginal and Torres Strait Islander people’s access to, and experience of, healthcare services, including Alcohol and other Drug (AoD) treatment services, principles and frameworks have been developed to optimise cultural responsiveness. Implementing those principles in practice, however, can be difficult to achieve. This study has five aims: i) to describe a five-step process developed to operationalise improvements in culturally responsive practice in AoD services; ii) to evaluate the fidelity of implementation for this five-step process; iii) to identify barriers and enablers to implementation; iv) to assess the feasibility and acceptability of this approach; and v) to describe iterative adaptation of implementation processes based on participant feedback. Methods Participating services were 15 non-Aboriginal AoD services in New South Wales, Australia. Implementation records were used to assess the implementation fidelity of the project. Structured interviews with chief executive officers or senior management were conducted, and interview data were thematically analysed to identify project acceptability, and the key enablers of, and barriers to, project implementation. Quantitative descriptive analyses were performed on the post-implementation workshop survey data, and responses to the free text questions were thematically analysed. Results A high level of implementation fidelity was achieved. Key enablers to improving culturally responsive practice were the timing of the introduction of the five-step process, the active interest of staff across a range of seniority and the availability of resources and staff time to identify and implement activities. Key barriers included addressing the unique needs of a range of treatment sub-groups, difficulty adapting activities to different service delivery models, limited time to implement change in this evaluation (three months) and the varied skill level across staff. The project was rated as being highly acceptable and relevant to service CEOs/managers and direct service staff, with planned changes perceived to be achievable and important. Based on CEO/management feedback after the project was implemented at the initial services, several improvements to processes were made. Conclusion The operationalisation of the five-step process developed to improve cultural responsiveness was feasible and acceptable and may be readily applicable to improving the cultural responsiveness of a wide variety of health and human services.

Transition to Adulthood: Perspectives of Korean Immigrant Parents of Individuals With Intellectual and Developmental Disabilities

2021 ◽  
pp. 216514342110434
Author(s):  
Irang Kim ◽  
Sarah Dababnah
Keyword(s):  
Developmental Disabilities ◽  
Transition To Adulthood ◽  
Culturally Responsive ◽  
Ethnically Diverse ◽  
The United States ◽  
Immigrant Parents ◽  
Intellectual And Developmental Disabilities ◽  
Korean Immigrant ◽  
Culturally Responsive Practice ◽  
Korean Immigrant Parents

As the United States grows more racially and ethnically diverse, Koreans have become one of the largest ethnic minority populations. We conducted this qualitative study to explore the perspectives of Korean immigrant parents about their child’s future and the factors that shape those perspectives. We used modified grounded theory methods. Twenty Korean immigrant parents of children and adults with intellectual and developmental disabilities participated in the study. Four themes emerged: navigating complicated and limited service systems, maintaining safety and relationships through work and higher education, ongoing parental care at home, and the need for culturally relevant adult services. We discuss implications for culturally responsive practice and inclusive research.

A Typology of Conscious Decision Making for Service-Learning Field Experiences

2018 ◽  
pp. 504-513
Author(s):  
Tynisha D. Meidl ◽  
Leah Katherine Saal ◽  
Margaret-Mary Sulentic Dowell
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Service Learning ◽  
Culturally Responsive ◽  
Field Experiences ◽  
Engaged Pedagogy ◽  
Culturally Responsive Practice ◽  
Conscious Decision ◽  
Typological Structure

In this concluding chapter, the authors, who are service-learning and teacher education scholars, present a typology of service-learning field experiences as a means of considering how and why service-learning field experiences are included as teacher preparation. The typology is a way to examine and inform the critical decision-making process when planning, implementing, and assessing service-learning field experiences. This chapter is a departure from other chapters in this edited volume, but its purpose is to extend the conversations all chapters inspire, which is to include service-learning as a form of community-engaged pedagogy and scholarship that endorses, represents, and promotes culturally responsive practice. The authors presume it is impossible to create a complete and comprehensive taxonomy of service-learning as community-engaged work continues to evolve. The typological structure can be used to identify, define, and describe the nuanced applications salient in service-learning field experiences within teacher education.

Sociocultural Factors and the Global Goals of Education for All

2020 ◽  
Author(s):  
Eric A. Hurley
Keyword(s):  
Culturally Responsive ◽  
Basic Education ◽  
Universal Access ◽  
Good News ◽  
Sociocultural Factors ◽  
Education For All ◽  
Educational Systems ◽  
The World ◽  
Worthy Goal ◽  
Social And Cultural Factors

All over the world, nations have spent much of the last 20 years scrambling to increase and improve access to basic education. Globally, the number of people without access to a basic education has fallen significantly in the years since the goals of Education For All (EFA) were announced in 2000 at the World Education Forum in Dakar, Senegal, and extended at Incheon, South Korea, in 2016. This is ostensibly very good news. While universal access to a basic education is certainly a worthy goal, one can raise significant questions about the orientation of these efforts and the manner in which they are being pursued. For example, very little attention seems to have been paid to what the schools are or will be like, or to how the nations and people they must serve may be different from those for whom they were designed. To understand the inevitable problems that flow from this potential mismatch, it is useful to examine education in nations that have achieved more or less universal access to basic education. Many of the educational, social, economic, and social justice disparities that plague those nations are today understood as natural effects of the educational infrastructures in operation. Examination of recent empirical research and practice that attends to the importance of social and cultural factors in education may allow nations that are currently building or scaling up access to head off some predictable and difficult problems before they become endemic and calcified on a national scale. Nations who seize the opportunity to build asset-based and culturally responsive pedagogies into their educational systems early on may, in time, provide the rest of the world with much needed leadership on these issues.

A Beginning Teacher's Journey toward Culturally Responsive Practice

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
James R. Birrell ◽  
Rebecca A. Vanatter ◽  
Mari Vawn Tinney
Keyword(s):  
Culturally Responsive ◽  
Culturally Responsive Practice
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