Cultural Competency

**Abstract**

This proposed quantitative study examines the influence of cultural competency training on police officers' interactions with members of the LGBTQIA+ community. Historically, relationships between law enforcement and LGBTQIA+ individuals have been characterized by mistrust, misunderstanding, and concerns regarding legitimacy and equitable treatment. Despite increasing recognition of the need for improved police-community relations, limited empirical research has evaluated the effectiveness of cultural competency training as a mechanism for improving these interactions. Using a quasi-experimental pre-test/post-test design, this study seeks to assess whether cultural competency training contributes to measurable improvements in police behavior as perceived by LGBTQIA+ community members. Specifically, the research explores the impact of such training on trust in law enforcement, perceived police legitimacy, and willingness to report criminal activity. Findings from this study may provide evidence-based recommendations for law enforcement agencies seeking to strengthen community engagement, enhance procedural justice, and foster more inclusive public safety practices. By addressing a significant gap in the literature, this research contributes to ongoing discussions regarding police reform, community trust, and positive social change.

, police legitimacy, community trust, procedural justice, criminal justice, police-community relations, positive social change

This paper describes the enhancement of cultural competence through trans-Atlantic rural community experiences of European and Canadian nursing students using critical incident technique (CIT) as the students' reflective writing method. The data generated from 48 students' recordings about 134 critical incidents over a 2-year project were analysed by qualitative content analysis. Five main learning categories were identified as: cross-cultural ethical issues; cultural and social differences; health-care inequalities; population health concerns; and personal and professional awareness. Four emergent cultural perspectives for the health sector that became apparent from the reflections were: health promotion realm; sensitivity to social and cultural aspects of people's lives; channels between the health sector and society; cultural language and stories of local people. CIT was successfully used to foster European and Canadian undergraduate students' cultural reflections resulting in considerations and suggestions for future endeavours to enhance cultural competence in nursing education.

According to the 2010 U.S. census, approximately 9 million individuals report multiracial identities. By the year 2050, as many as one in five Americans could claim a multiracial background. Despite this population growth, a review of recent empirical and theoretical literature in social work suggests a disproportionate lack of attention to issues of multiraciality. Instead, social work practice models remain embedded in traditional societal discourses of race and culture that often exclude or marginalize the experiences of multiracial individuals and families. This article summarizes recommendations following the domains of awareness, knowledge, and skills in the NASW Standards for Cultural Competence in Social Work Practice to support culturally attuned social work practice with multiracial people. The authors argue that a culturally attuned practice approach-one that is inclusive of multiraciality-is not only timely, but also consistent with the profession's ethical obligation to provide culturally relevant services to all consumers and clients.

According to the 2011 Australian Census, over 26 per cent of the population were born overseas. 1 Sixty-seven per cent of recent arrivals and 49 per cent of longerstanding migrants speak a language other than English at home. In New Zealand, 25.2 per cent of the population in 2013 were born overseas. 2 It is widely acknowledged within Australia, New Zealand and internationally that consideration of cultural and linguistic issues is important in meeting the health needs of people from culturally and linguistically diverse (CALD) backgrounds. In multicultural countries such as Australia, optometrists and their patients are often from different cultural backgrounds and may hold different understandings about ocular health and health-care. As such, the recently updated Optometry Australia Entry-level Competency Standards for Optometry included greater reference to cultural competence. Cultural competence refers to 'a set of congruent behaviours, attitudes and policies that come together in a system, agency or among professionals and enable that system, agency or those professions to work effectively in crosscultural situations '. 3 Cultural competence in optometry Truong and Selig

Forensic assessment is a critical component of the criminal justice system, serving as a tool for determining the mental state and credibility of individuals involved in legal proceedings. Navigating ethical issues in forensic assessment can be challenging, as it requires balancing the needs of the legal system with the rights and well-being of the individuals being assessed.

The interpersonal psychotherapy‐oriented childbirth education program has the potential to promote social support and maternal role competence and prevent postpartum depression in Chinese women. The present study explored the perceptions of Chinese women about the delivery, content, and personal impact of the interpersonal psychotherapy‐oriented childbirth education program. The study was conducted in a regional teaching hospital in China. The intervention was based on the principles of interpersonal psychotherapy, and consisted of two 90 min antenatal classes and a telephone follow up within 2 weeks after delivery. Ninety two women, pregnant for the first time, completed the program. The Program Satisfaction Questionnaires, with five open‐ended questions, was used for the process evaluation (n = 83), and a one‐on‐one, in‐depth interview was used for the outcome evaluation (n = 20). The findings suggested that the program could facilitate the participants' adjustment to motherho...

Administrative internships providing field-based experiences are identified as an effective practice in school leadership preparation programs. However, including internships of 15 weeks with full-time onthe-job requirements is problematic in programs where students primarily work full-time. This study investigated the capacity of a modified internship approach-field-based activities and fewer hours-to achieve similar outcomes as a traditional internship. The longitudinal qualitative study involved five cohorts (n = 60) of graduate students in a Master of Educational Leadership program in Canada over five years (2019-2023). Participants completed a qualitative survey after their required internship course, and the data were analyzed using a conventional and summative qualitative content analysis approach. The findings determined that participants overwhelmingly agreed that the modified administrative internship structure effectively provided authentic experiences about the reality of school leadership roles and responsibilities and prepared them better for the role. The consistent findings spanning over five years support the validity of the modified approach, aligning with traditional internships' goals. Leadership preparatory programs seeking to enhance the preparation of future school leaders may benefit from adopting a similar field-based course structure as the modified internship approach.

Puerto Rican children maintain disproportionately high asthma prevalence rates and effective asthma management interventions are needed. This article describes how community-based participatory research (CBPR) was implemented in the development of a culturally tailored family asthma management intervention for Puerto Rican children: CALMA (a Spanish acronym for Take Control, Empower Yourself, and Achieve Asthma Management). CALMA was developed according to CBPR principles and contemporary asthma guidelines through the collaboration of diverse members of the local, professional, and medical communities, academia, and local government. All group members contributed unique perspectives, making CALMA's development a collaborative effort. The CALMA community dealt with challenges in both incorporating and managing a diverse group of stakeholders and maintaining equity in decision making power. However, the community maintained strengths, such as incorporating culturally accepted reme...

This study investigated resources used by Canadian-Caribbean youth to define and respond to mental health and mental illness; as well, the study examined the effects that culture, history and intergenerational knowledge have in the mental health definitions of the participants. The study used Narrative Inquiry as the methodological approach to investigate the stories of 12 young people between 18-25 years old who are grandchildren of Caribbean women who migrated to Canada under the West Indian Domestic Workers' Scheme. This generation of participants was important to focus on because it allowed the researcher to collaborate or dispute the welldocumented notions of strength associated with the former domestic workers. The study examined the interconnection between notions of strength and mental health in the experiences of these young people; as well, it looked at the tools that these young people use to negotiate mental health and mental health care. Data from the study indicates that there are multiple factors that shape the definition and experiences of mental health among youth of Caribbean heritage. Participants' narratives indicate that the language used to talk about and address mental health or madness draws from the history of indentured labour, slavery, colonialism and the West Indian Domestic Workers' Scheme. Similarly, participants' narratives show that this history has been passed on from one generation to another. Some narratives highlight what it means to demonstrate strength and to rely on the migration survival story and prayer in order to deal with mental health issues. Other narratives show how Black masculine identities are simultaneously reinforced while being redesigned through the use of the mad gaze. These narratives contribute to a wider discussion surrounding mental health and mental healthcare in Canada. iii ACKNOWLEDGEMENTS Special thanks to the twelve participants who willingly told their stories for the benefit of this project. Your stories have lived with me since you gratefully shared them with me. They are the premise of this study. It is with your stories that I have found the voice to tell my own. Dr. Camille Hernandez-Ramwar, our relationship started many years ago and have since grown multiple branches. I am grateful for the experiences we have gathered together over the years. I am most appreciative for the many ways that you have helped to shape this project. Dr. Lisa Farley, you were supportive of this project before we ever met. You have gently guided me to sit with very uncomfortable knowledge. You are an amazing educator. What I have gained from you cannot be fully expressed in these few lines. Dr. Caryl James, thank you for welcoming me at Mona, University of West Indies, as an international scholar. Meetings with your graduate students was inspiring and provided joyful learning. I had a blast! Marie, you truly are a little gem. You have combed through thousands of drafts in helping me work past my own confusions. I am excited for the day when you decide to embark on your own PhD adventure. Our chats will continue to be your notepad. My support team, both inside and out of academia. This journey has been long, sometimes exciting but mostly exhausting. Each of you have kept me grounded. Everyone needs their own cheering squad; it is what makes life interesting. You all make mine perfect.

Aims-To examine whether a patient-centered cultural competency curriculum improves medical students' skills in eliciting the patients' perspective and exploring illness-related social factors. Method-Fifty-seven medical students in Taiwan were randomly assigned to either the control (n = 27) or one of two intervention groups: basic (n = 15) and extensive (n = 15). Both intervention groups received two 2-hour patient-centered cultural competency workshops. In addition, the extensive intervention group received a 2-hour practice session. The control group received no training. Results-At the end of the clerkship, all students were evaluated with an objective structured clinical examination (OSCE). Students in the extensive intervention group scored significantly higher than the basic intervention and control groups in eliciting the patient's perspective (F = 18.38, p < 0.001, η 2 = 0.40). Scores of both intervention groups were significantly higher than the control group in the exploring social factors (F = 6.66, p = 0.003, η 2 = 0.20). -centered cultural competency training can produce improvement in medical students' cross-cultural communication skills in non-Western settings, especially when adequate practice is provided.

Little research exists on the need for, barriers to, and acceptability and effectiveness of psychosocial support services among Latinas with breast cancer, despite their increased risks of psychosocial distress. This formative research study identifies barriers to and benefits and components of an effective peer support counselor intervention for Spanish-speaking Latinas recently diagnosed with breast cancer. Analysis was based on interviews of 89 Latino cancer patients referred to psychosocial services; 29 Spanish-speaking survivors of breast cancer; and 17 culturally competent advocates for Latinos with cancer. Results indicate that interventions should begin close to diagnosis; build self-care skills; be culturally competent and emotionally supportive; provide language appropriate cancer information; encourage self-expression; and address lack of access to and knowledge of services. Creating such psychosocial programs with input from survivors and advocates who have similar self-identities to patients would improve quality of life in diverse and underserved populations.

This paper describes the factor analysis testing and construct validation of the Japanese version of the Caffrey Cultural Competence Health Services (J-CCCHS). The inventory, composed of 28 items, was translated using language and subject matter experts. Psychometric testing (exploratory factor, alpha reliability, and confirmatory factor analyses) was undertaken with nurses (N = 7494, 92% female, mean age 32.6 years) from 19 hospitals across Japan. Principal components extraction with varimax rotation yielded a 5-factor solution (62.31% variance explained) that was labeled: knowledge, comfort-proximal, comfort-distal, awareness, and awareness of national policy. Cronbach α for the subscales ranged from 0.756 to 0.892. In confirmatory factor analysis using the robust maximum likelihood estimator, the chi-square test was as follows: χ(2) (340) = 14604.44, P &lt; .001. After correlated errors were introduced, there was evidence of improved model fit (χ(2) (335) = 8681.61, P &lt; .05) b...