Cultural competence and responsiveness are considered essential for classroom teachers who teach diverse groups of students. Teacher training programs have tremendous opportunities to develop the cultural competence of pre-service teachers in the classroom, in the field, and as ongoing professional development. The first chapter of this book explores pre-service teachers' perceptions of their needs in regards to cultural competence preparation. Cultural competency in understanding psychopathology and psychological distress has become an explicit goal. Chapter Two systematically reviews a range of relative literature to form a cohesive view on aspects that promote further development of cultural competencies in mental health service settings. The chapter gives particular attention to collectivistic cultures and explores pathogenic, pathoselective, pathoplastic, pathoelaborating, and pathoreactive influences that culture exerts on psychopathology, as well as its link to culture-related phenomena. Chapter Three studies the elements of decision-making responses used by occupational therapy practitioners when confronted with conflict within an international context when there are differences in beliefs and practices between practitioner and client.
This work outlines a professional development programme to raise staff's cultural competence to teach diverse students. Teachers can increase understanding of themselves, their students, and their families.
Psychoanalytic scholars often address specific aspects of diversity, but the literature is lacking a set of core principles to inform culturally competent psychotherapy from a psychoanalytic perspective.
"This book presents a structured yet flexible methodology for developing intercultural competence in a variety of contexts, both formal and informal.
This realization confuses and distresses the group, so they spend the weekend diving deep into the topics of human change and growth, creating culture, servant leadership, and high-performing teams.
This book discusses the international perspectives, as well as the impacts on the workplace and educational challenges of cultural diversity.
To conceive the entrance of the individual to the culture, Bruner proposes the idea of an education susceptible to adapt a culture to the needs its members and to adapt its members and their manners to teach the needs the culture.
This text emphasizes cultural competence as a dialogical process and challenges students and professors to continue the conversation to achieve greater mutual understanding and social justice.
"The purpose of this book is to provide educators with cases in topics such as racism, mental health stigma, classism, etc., for use in case-based learning across the healthcare professions.
This book walks you through the important steps to create a foundation where participants feel brave enough to take risks and share their stories and perspectives.