Transcript Cultural competency

Cultural Competency
Jenny Wickford
PhD RPT
theoretical background
Adult learning
Transformative learning
Situated learning
Transformative learning
Basically, it is through transformation of our previous
ways of understanding the world that we learn as
adults (Mezirow 1991, 2009)
Transformative learning
Basically, it is through transformation of our previous
ways of understanding the world that we learn as
adults (Mezirow 1991, 2009)
Meaning perspectives
Transformative learning
Basically, it is through transformation of our previous
ways of understanding the world that we learn as
adults (Mezirow 1991, 2009)
Meaning perspectives – or frames of reference –
“structures of culture and language through which we
construe meaning by attributing coherence and
significance to our experiences” (Mezirow 2009)
Transformative learning
Basically, it is through transformation of our previous
ways of understanding the world that we learn as
adults (Mezirow 1991, 2009)
Meaning perspectives
Instrumental & communicative learning
Transformative learning
Basically, it is through transformation of our previous
ways of understanding the world that we learn as
adults (Mezirow 1991, 2009)
Meaning perspectives
Instrumental learning – understanding is concerned
with assessing or testing the truth of a claim based on
cause-and-effect orientation
Communicative learning – instead of assessing a truth
claim, the process of understanding builds on mutual
efforts of validating each other’s experiences through
communication and dialogue (Mezirow 2003, 2009)
Situated learning
Situated learning
Where knowledge is gained through specific activity in
the authentic context where it is to be applied and
practiced (Lave & Wenger 1991, Billett 1996)
Situated learning
Where knowledge is gained through specific activity in
the authentic context where it is to be applied and
practiced (Lave & Wenger 1991, Billett 1996)
Communities of practice
Situated learning
Where knowledge is gained through specific activity in
the authentic context where it is to be applied and
practiced (Lave & Wenger 1991, Billett 1996)
Communities of practice – comprised of a shared
repertoire of routines, actions and discourse, with
mutual engagement of its members in practice in the
pursuit of shared enterprises.
Situated learning
Where knowledge is gained through specific activity in
the authentic context where it is to be applied and
practiced (Lave & Wenger 1991, Billett 1996)
Communities of practice
Legitimate peripheral participation
Situated learning
Where knowledge is gained through specific activity in
the authentic context where it is to be applied and
practiced (Lave & Wenger 1991, Billett 1996)
Communities of practice
Legitimate peripheral participation – relates to the
learner entering into a new context, and how learning
occurs as they become a part of that context (Lave &
Wenger 1991)
Situated learning
Where knowledge is gained through specific activity in
the authentic context where it is to be applied and
practiced (Lave & Wenger 1991, Billett 1996)
Communities of practice
Legitimate peripheral participation
 Becoming competent in the ways of the
communities of practice
cultural competency
What is culture?
Culture
Many different definitions and understandings
Culture
Many different definitions and understandings
“Culture is to a human collectivity what personality is
to an individual” (Hofstede 2001)
Culture
Many different definitions and understandings
“Culture is to a human collectivity what personality is
to an individual” (Hofstede 2001)
My understanding of culture: “complex, diverse and
dynamic systems of meanings, as social frames of
reference that are both constructed and affected by
groups of people, and affect the practices of these
people. Culture is the medium through which people
act and interact within the social world or context of
which it is a part” (Wickford 2010)
Culture
“One’s culture largely dictates one’s response to the
world around him or her. Health care professionals
must consider their own culture and worldview as well
as that of their clients if they are to communicate
effectively with the client” (Black & Purnell 2002)
Culture
The focus should be on similarities: “an important
aspect of effective multicultural interaction is
consideration of the extent of similarity between
individuals” (Henley & Twible 2008)
Culture
The focus should be on similarities: “an important
aspect of effective multicultural interaction is
consideration of the extent of similarity between
individuals” (Henley & Twible 2008)
“We are on the same page, but the Afghans write
from right to left, and Westerners from left to right”
- Heather Dawson, Australian physiotherapist
Culture
The focus should be on similarities: “an important
aspect of effective multicultural interaction is
consideration of the extent of similarity between
individuals” (Henley & Twible 2008)
“We are on the same page, but the Afghans write
from right to left, and Westerners from left to right”
- Heather Dawson, Australian physiotherapist
What is due to personality and what is due to culture?
What is cultural competency?
Cultural competency
Cultural competency is essentially the ability to
interact with people from different cultures in an
appropriate manner
Cultural competency
Cultural competency is essentially the ability to interact
with people from different cultures in an appropriate
manner
It includes cultural sensitivity, cultural knowledge and
cultural awareness (O’Shaughnessy & Tilki 2007)
Cultural competency
Cultural competency is essentially the ability to interact
with people from different cultures in an appropriate
manner
It includes cultural sensitivity, cultural knowledge and
cultural awareness (O’Shaughnessy & Tilki 2007)
How we develop cultural competency depends on who we
are, where we come from. It is impacted by our meaning
perspectives, and by the cross-cultural contexts in which
we engage
 cultural competency
An ongoing, situated, transformative learning process
(Wickford 2010)
 cultural competency
An ongoing, situated, transformative learning process
(Wickford 2010):
“Transformative learning enables us to challenge our
preconceived ideas about other people and their beliefs
and practices. Communicative learning enables us to
mutually explore each other’s similarities and
differences. Situated learning puts what we thought we
knew to test in contextual practice, and knowledge
about ourselves, those we work with, and the new
culture is gained through interacting in it”
 cultural competency
An ongoing, situated, transformative learning process
(Wickford 2010):
“Transformative learning enables us to challenge our
preconceived ideas about other people and their beliefs
and practices. Communicative learning enables us to
mutually explore each other’s similarities and
differences. Situated learning puts what we thought we
knew to test in contextual practice, and knowledge
about ourselves, those we work with, and the new
culture is gained through interacting in it”
Before understanding others, we need to understand
ourselves
implications for practice
discussion
What is the implication of this for your practice?
What is needed to develop cultural competency?
What is most important?
Implications
“A culturally competent therapist is one who has a sound
self-critical understanding of him- or herself, who actively
seeks knowledge about and experiences of the culture in
question, who constantly seeks to develop an
understanding of that culture, and then adapt services to
the needs in accordance with that understanding”
(Leavitt 1999)
Implications
“A culturally competent therapist is one who has a sound
self-critical understanding of him- or herself, who actively
seeks knowledge about and experiences of the culture in
question, who constantly seeks to develop an
understanding of that culture, and then adapt services to
the needs in accordance with that understanding” (Leavitt
1999)
“One’s culture largely dictates one’s response to the world
around him or her. Health care professionals must
consider their own culture and worldview as well as that
of their clients if they are to communicate effectively with
the client” (Black & Purnell 2002)
Implications
“to even start to understand others we need to first
understand ourselves, and ourselves in relation to others”
(Wickford 2010)
This necessitates skills of self-critical reflection.
Implications
 self-critical reflection
Implications
 self-critical reflection
Structured support
Implications
 self-critical reflection
Structured support
Before, during, after
Implications
 self-critical reflection
Structured support
Before, during, after
Together with others – communicative learning
Implications
“Encouraging self-critical reflection, but not
dominating it, matters. So does the explicit
recognition that we are here to do good in a
practical way in the world as part of our moral selffashioning. To accomplish that, we need to risk
openness to being changed by others”
(Kleinman 2006)
tashakor
tack