This involves awareness of one’s own biases or prejudices and is rooted in respect, validation and openness toward differences among people. Cultural knowledge is the knowledge of the client’s culture, worldview and expectations. Cultural skills are the ability to intervene in a manner that is culturally sensitive and relevant (Mirsky,
Communicatively competent cross-cultural leaders are able to establish interpersonal relationships with foreign nationals through effective exchanges of verbal and non-verbal forms of communication behaviors. Muchiri and Cooksey (20011), argued that understanding the theoretical relationships between the national cultures and leaders’ choices of effective communication strategies is necessary for effective exchanges and to generate a clear prediction about the role of effective leadership in a variety of contexts across cultures. Based on previous theoretical considerations of leadership effectiveness, five cultural orientations pertaining to communication include: (a) richness of the communications contexts; (b) power distances; (c) individualism-collectivism; (d) uncertainty avoidance; and (e) performance orientations. Communication contexts of cultures were described in terms of a continuum of low to high contexts. Low-context cultures emphasize explicit codes, words, and specific information-based messages.
In essence, chunking is established as one of the mechanisms for human cognition process. It is crucial in explaining the relationship between the external environment and the internal cognitive processes (Reed, 2010). Empirical evidence in support of the relevance of chunking theory exists, especially in relation to the way that humans perceive words, paragraphs and words as single units, overshadowing their representation as comprising of collections of phonemes or letters. For example, the chunking theory explains how skilled readers have a tendency to be insensitive to deleted or repeated words. Studies that use information concerning timing of responses to ascertain the presence of chunks exemplifies evidence on the relevance of the chunking theory are particularly useful in understanding effectiveness.
Introduction An introduction to the handbook includes: data about the district, a rationale that explains why we are engaged in the work of cultural proficiency, and a theory of action that will guide the rest of the rationale by using the growth mindset model. II. The Components of Cultural Proficiency A description of the framework of Cultural Proficiency as adapted by DMPS is divided into four parts: The Guiding Principles, The Continuum, The Barriers, and The Essential Elements. Included in each description of the components are practical examples that help with understanding the concept, as well as considerations to how cultural proficiency ties into our other main district initiatives. III.
Human Touch Means So Much Interpersonal touch is a fundamental but undervalued aspect of human nature and fleeting forms of touch may have a powerful impact on our emotional and social functioning. Given that interpersonal touch is increasingly becoming a scarce commodity, it is important to ask how touch influences our lives. Why is touching and being touched by others so important to us? New research suggests that even fleeting forms of touch may have a powerful impact on our emotional and social functioning. For instance, people can communicate distinct emotions such as anger or sadness through touch.
Multicultural competence is the ability to interact effectively with people of different cultures. There are four major components present when discussing multicultural competence: (1) the individual (me) must be aware of one’s own cultural views, (2) know one’s attitude towards cultural differences, (3) Knowledge of different cultural practices and worldviews, and (4) having cross-cultural skills (Adapted from class 2 and 3 definitions handout, as adapted from Pope, R.L. & Reynolds, A. L. (1997)). How does one gain this competency? Is it ever truly obtainable?
Showing respect with a non-judgmental attitude is required for successful interactions with people of diverse cultures. Understanding their ways which may be different from our own can explain a lot about how they react and deal with the problems they are having. Understanding the different cultural roles and dynamics within diverse families can better mediate familial problems. Understanding other cultures’ feelings about counseling and the stigma it may carry is another important aspect of cultural competence. These are some reasons for having cultural competence.
This helped me acknowledge I can be empathic with people in diverse circumstances without being judgemental. I also perceived that I appreciated attempting to help people by provoking their own instincts though solicitous but incisive questioning. I had a tough time with the uncomfortable silences while waiting for a reaction from the coachee, I feel I did not give enough time to the coachee to think about things before I went into other questions. Giving for reflection in the session is portrayed as being vital in coaching by Dembkowski, Eldridge, Hunter (2006, p. 49). “A moment of silence is often helpful for the client to dive into his emotions and think about a specific topic or circumstances.” From what I have practiced this statement is correct but it is very difficult to accomplish this as a new coach.
Interdisciplinary research fosters greater critical thinking, synthesizes multiple disciplines, and develops life-long learning skills (Jones, 2010). The main disadvantage of interdisciplinary research is that sometimes there’s difficulty in establishing lines of connection between multiple disciplines. Also, at times, interdisciplinary research can lack coherence and a sense of purpose (Benson, 1982). For an interdisciplinary approach to work effectively, there must be mutual trust and respect between collaborators. Also, there must be an equal sharing of insights, perspectives, and knowledge between individuals from different disciplines with the singular aim of planning, goal-setting and
It has opened my eyes to the real world without technology. It has taught me various skills within enculturation, facial feedback, empathetic listening, primary emotion, tolerance for ambiguity, distracted listening and perception. Enculturation has taught me to know my values and beliefs. It has made it clear to me about my culture and what I do and do not believe in within my generation. Also, within other cultures, it has made me curious to learn the similarities and differences they have from me.
DuPraw’s and Marya Axner’s article “Working on CommonCross-cultural Communication, they pointed out that “[a]n appreciation of patterns of cultural difference can assist us in processing what it means to be different in ways that are respectful of others…”. We usually see different cultures as abnormal or “wrong” because it is not what we’re used to. This quote from the article is telling us that we need to become empathetic to successfully understand others from different backgrounds. When you stop to listen and put yourselves in others’ shoes, you are respecting and understanding their ideas. To fully succeed in cross cultural communications, you need to learn, accept and appreciate the differences each culture has and be considerate of people with diverse developmental