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21.
22.
Vivian Ota Wang 《Journal of genetic counseling》1994,3(4):267-277
Incorporating a cross-cultural curriculum into genetic counseling training programs demonstrates a professional conviction of genetic counselors that cultural issues are important in genetic counseling. Funded by the Special Projects Fund in 1993 from the National Society of Genetic Counselors and the Kitson Fund from the Department of Social, Organizational, and Counseling Psychology, Teachers College, Columbia University, theHandbook of Cross-Cultural Genetic Counseling was developed to provide genetic counseling programs a curriculum to teach cross-cultural genetic counseling. The theoretical rationale for the development of a cultural curriculum is presented. By expanding cultural knowledge, developing an awareness of oneself and others, and increasing the repertoire of culturally relevant counseling skills within a socio-political context, genetic counselors will be able to better serve all clients seeking genetic counseling. 相似文献
23.
Wilna A. J. Meijer 《Studies in Philosophy and Education》1996,15(1-2):113-120
The issue of this paper is cultural plurality as a problem for public, general education and for (personal) identity. In order to examine this question, one needs to be clear about the meaning of the concepts of general education, on the one hand, and cultural diversity on the other. In the first section, we will fix the meaning of these concepts. A conceptual distinction between cultural diversity and cultural pluralism will be introduced. In the second section, it will be argued that open pluralism can only be maintained if there is a basic common culture apart from the cultural diversity that pluralism affirms. Therefore, there is yet an indispensable role for general education in an open, pluralistic society. In the third section we will look at two metaphors that give an opposite significance to the relation between identity and diversity: the conversational metaphor and the food metaphor mishmash. The final section expands on the conversational metaphor by way of an exposition of Ricoeur's hermeneutics of the self. It supplies us with a promising concept of identity that is not in complete opposition to diversity. 相似文献
24.
Marjorie O'Loughlin 《Studies in Philosophy and Education》1996,15(1-2):139-145
This paper briefly explores Merleau-Ponty's notions of body subject and flesh in order to draw out some of the implications of his work for an understanding of key aspects of non-Western worldviews, notably that of Australian aboriginal people. Focusing specifically on the concept of materiality, I argue that its elaboration as flesh in Merleau-Ponty's work constitutes an important conceptual link with non-atomistic accounts of being and world, accounts characteristic of some indigenous peoples. Writing as a non-aboriginal and a relative newcomer to the study of aboriginal beliefs, I address the issue of possible contributions such understandings may make to solutions to problems we face in future both as individuals and as educators. 相似文献
25.
C. J. B. Macmillan 《Studies in Philosophy and Education》1996,15(1-2):77-88
In responding to and examining Mary Anne Raywid's (1989) adoption of community building as an aim for schools, I survey a number of types of communities, including recreational, intentional and language communities. In considering all these communities, I try to show both the power of communities in our personal lives and some idea of why we might be of two minds about promoting community as an ideal in the modern world and in schools in particular. 相似文献
26.
Gregory M. Herek J. Roy Gillis Eric K. Glunt Jeffrey Lewis David Welton John P. Capitanio 《American journal of community psychology》1998,26(5):705-743
The importance of using culturally sensitive educational materials in HIV-related interventions with racial and ethnic minority groups is widely recognized. However, little empirical research has been conducted to assess the relative effectiveness of different techniques for creating culturally sensitive AIDS educational videos. Two field experiments with three samples of African American adults (N = 174, 173, and 143) were conducted to assess how source characteristics (race of communicator), message characteristics (multicultural message vs. culturally specific message), and audience characteristics (racial distrust and AIDS-related distrust) influence proximate (perceptions of the message's credibility and attractiveness) and distal (AIDS-related attitudes, beliefs, and behavioral intentions) output variables for AIDS educational videos. In Study 1, an AIDS video with a culturally specific message was rated as more credible, more attractive, and of higher quality than was a video with a multicultural message. The multicultural message was rated less favorably when delivered by a White announcer than when the announcer was Black. In Study 2, the same pattern was replicated with a second community sample and a campus-based sample. Study 2 also indicated that a multicultural message might be more effective if delivered in a culturally specific context, namely, after audience members watch a culturally specific video. Minimal changes were observed in distal outcome variables. It is argued that influencing proximate output variables is necessary, though not sufficient, for effecting long-term change in AIDS-related attitudes, beliefs, and behaviors. 相似文献
27.
Kenneth I. Maton Freeman A. Hrabowski III Geoffrey L. Greif 《American journal of community psychology》1998,26(4):639-668
Employed qualitative methods to examine the role of the family in the academic success of very high-achieving African American males. Findings revealed a complex tapestry of family processes and contexts involved in each youth's journey to outstanding academic achievement. Specifically, the combined importance of parental-determined academic engagement, strict discipline, nurturance, and community connectedness appeared to counteract potentially negative contextual influences of neighborhood, peers, schools, and society. The qualitative findings tell a multifaceted, rich, and compelling story of the pathways to academic success for Black males, and highlight the need for culture-specific and ecologically based conceptualization, research, and intervention approaches. 相似文献
28.
Michele A. Craft Sheila R. Alber William L. Heward 《Journal of applied behavior analysis》1998,31(3):399-415
Four fourth graders with developmental disabilities were trained to recruit teacher attention while they worked on spelling assignments in a general education classroom. The students were taught to show their work to the teacher two to three times per session and to make statements such as, “How am I doing?” or “Look, I'm all finished!” Training was conducted in the special education classroom and consisted of modeling, role playing, error correction, and praise. A multiple baseline across students design showed that recruitment training increased (a) the frequency of students' recruiting, (b) the frequency of teacher praise received by the students, (c) the percentage of worksheet items completed, and (d) the accuracy with which the students completed the spelling assignments. 相似文献
29.
Sharon A. Borthwick-Duffy Ph.D. David S. Palmer Ph.D. Kathleen L. Lane M.A. 《Journal of Behavioral Education》1996,6(3):311-329
Recent studies have documented the increasing trend among school districts toward adopting full inclusion as the predominant model for serving students who qualify for special education services. Although these data may suggest that a paradigm shift has already taken place and that a consensus of opinion has been achieved, several organizations representing students with specific disabilities continue to support a continuum of placement options. This paper challenges a one size fits all approach to special education, and highlights the importance of considering the individual characteristics of students. The relevance of research on full inclusion, as well as methodological issues that limit generalizability of findings related to student outcomes, are discussed. The radical perspective of full inclusion is rejected in favor of an approach that emphasizes the complexities of placement decisions. 相似文献
30.
Previous studies have shown that unexplained deviations in maternal serum multiple marker screening (MMS) generate considerable anxiety during the remainder of pregnancy. While the role of education in decreasing anxiety is documented, to date there has been no prospective evaluation of which educational practices might minimize this emotional stress. In a pilot study, we prospectively examined the effects on anxiety and knowledge by providing information about MMS (1) by genetic counselor, (2) by pamphlet, and (3) by primary physician. Women randomized to one of these three modalities were administered the Spielberger State- Trait Anxiety Inventory [STAI] and knowledge questionnaires at their initial obstetrics visit, at their second visit after educational intervention and 1–2 weeks after MMS results were provided to patients. Education resulted in an increase in knowledge and post-education knowledge was different between educational modalities. Anxiety declined in patients educated through genetic counseling or a pamphlet. 相似文献