Analysis of Therapist Definitions of Culture

Fitzgerald, Maureen H.; Williamson, Peter; Mullavey‐O'Byrne, Colleen

doi:10.1080/j148v15n04_04

Cited by 7 publications

(7 citation statements)

References 12 publications

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“…Recent literature has criticised static notions of culture that do not consider the context-specific and evolving nature of cultural identity and the tendency to create categories of the other in discussions of cultural differences (Abreu & Peloquin, 2004;Bonder, Martin, & Miracle, 2004) where culture is most often understood in terms of the materialist products of culture, for example, rituals, foods (Fitzgerald et al 1998). Bonder, Martin, & Miracle have referred to the concept of culture emergent to highlight the dynamic nature of cultural identity.…”

Section: Diversity Culture Cultural Diversitymentioning

confidence: 99%

“…To remain relevant and accountable to the important issues of diversity in groups served by occupational therapists, occupational therapy curricula must change in terms of content and processes. Most often matters of diversity have been framed in terms of culture, where, although culture is broadly defined as 'shared experience' (Smith, 2000), it is most often discussed in terms of individual embodiment and static categories of distinction as discoursed along the lines of ethnicity and race (Fitzgerald, Williamson, Mullavey-O'Byrne, 1998). This paper situates a discussion of diversity and curriculum development in terms of inclusiveness of the diversity of people's shared lived experiences that may include complex combinations of ethnicity, religion, sexual orientations, gender, socioeconomic status, and so on.…”

Section: Introductionmentioning

confidence: 99%

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Diversity and inclusion within an occupational therapy curriculum

Trentham

Cockburn

Cameron

et al. 2006

Aus Occup Therapy J

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Occupational therapy professionals and users of occupational therapy services are becoming increasingly aware of the issues of diversity encompassing their lived experiences, values and meaning systems. This paper situates a discussion of diversity and curriculum development in terms of inclusiveness of people's diverse lived experiences, which include complex combinations of ethnicity, religion, sexual orientation, gender, socioeconomic status and other factors. A pedagogical context is provided based on understandings of culture, inclusiveness and diversity in the healthcare literature. The experience of one occupational therapy department's efforts to create a learning environment that is inclusive of all its participants is used to illustrate effective educational and structural strategies. Despite noble aspirations, much remains to be accomplished regarding how the profession defines competencies in terms of transcultural evaluation standards, outcomes and indicators.

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Section: Diversity Culture Cultural Diversitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Diversity and inclusion within an occupational therapy curriculum

Trentham

Cockburn

Cameron

et al. 2006

Aus Occup Therapy J

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“…The problem of disparity in understanding culture and cultural competent practice led to the Intercultural Interaction Project commenced in 1992 in the School of Occupational Therapy at the University of Sydney (Fitzgerald et al, 1998).…”

Section: Cultural Framework Used In the Provision Of Services For Pamentioning

confidence: 99%

“…Their exploration of the concept returns to a focus of understanding the 'other' rather than understanding the professional's own self as a cultural being. While all models of culturally diverse care reviewed in nursing and allied health incorporate a process of self awareness (e.g., Fitzgerald, 1998;Smith, 1998; Campina-Bacote, 2003) until recently this process was not made explicit. Historically, culturally competent practice in medicine was a taken for granted assumption (Committee of Inquiry into Medical Education and Medical Workforce, 1988).…”

Section: Cultural Framework Used In the Provision Of Services For Pamentioning

confidence: 99%

“…Terms are often used interchangeably and therefore remain poorly defined in their application. This suggests a fundamental difficulty in understanding culture, and the 'professional self' as a cultural being.The problem of disparity in understanding culture and cultural competent practice led to the Intercultural Interaction Project commenced in 1992 in the School of Occupational Therapy at the University of Sydney (Fitzgerald et al, 1998).A key finding showed that 'therapists and other health professionals appear to enter into interactions with clients with a limited understanding of the concept of culture and it's potential effects on the interaction ' (1998: 61). Clinicians need to better understand how culture influences ideas about families and how they work with these ideas (Fitzgerald, 2004).…”

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confidence: 99%

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Culture, communication and child health

2005

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Cultural beliefs and values implicitly and explicitly shape every aspect of the way we parent our children and how we communicate about parenting. To support parents appropriately in this new and challenging role, child health services for parents in Australia need to do more than acknowledge a diverse range of cultural practices. While many health professionals believe they act in culturally sensitive ways, we need to closely examine this belief, question the cultural assumptions implicit in the information we give, and assess the extent to which our interactions are culturally appropriate. In this paper, we present a critical review of the literature on health care provision for migrant women and families. We then suggest a need to re-examine the values, beliefs and attitudes within cultural frameworks that inform how child health professionals communicate. Specifically, communication between child health professionals and migrant parents requires further analysis. We suggest that professionals need to reflect on the cultural self rather than solely on the culture of others.Key Words cultural competence; cultural safety; communication; child health professional; parenting INTRODUCTIONMulticulturalism has influenced the formulation of Australian national and state government policies and programs for migrants since 1978 (DIMIA, 2004). Current multicultural policy incorporates a strategic direction for access and equity ensuring that 'government services are attuned to the realities of diversity in Australian society' (DIMIA, 2003: 8). The need for greater investment in vulnerable individuals and groups is highlighted. The South Australian Generational Health Review Committee identified both new arrivals and early childhood as areas requiring specific effort to promote health equity (DHS, 2003a). The review stresses the importance of the provision of culturally appropriate and safe parenting and child health services for migrant families. Research shows that culturally appropriate services are an important part of the effort to address the specific needs of these vulnerable groups (e.g., Long et al., 1999;Small et al., 2002). However while new policies in Australian health care shift the focus for service delivery for migrants from specialist providers to mainstream health care, there is little research on professional practice and cultural safety in relevant services such as child health.'Women and children are particularly susceptible to inequalities, during the antenatal period and throughout the early years of the life of a child' (DHS, 2003b: 3). Women and children from migrant families face even greater challenges in having their health care needs met primarily due to communication and culture issues. Professional practice must be maintained and enhanced in this area to ensure that providers of child health services to migrant families are able to address issues of culturally appropriate communication. This will enable them to 'enhance the quality of early childhood for children who are disadvant...

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‘Untangling the web of critical incidents’: Ethnography in a paediatric setting

Hunter

Spence

Scheinberg

2008

Anthropology & Medicine

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Critical incidents (CIs) are the elements that bring about an alert or wake up call for clinicians in hospital wards. They are considered critical because the safety of patients, staff or visitors is at risk. Not all CIs result in dire consequences, nor do they require Root Cause Analysis (RCA). Nonetheless, incidents affect patients and involve clinicians' interactions with each other. This paper describes the complexities embedded in two CIs in a major paediatric hospital in Australia. An anthropological ethnographic research approach enabled the researcher to observe, document, interpret and make sense of the activities of clinicians in two different clinical areas of the hospital, i.e., the Rehabilitation Unit and the Neonatal Unit (NU). Ethnographic research significantly exposes and highlights hospital dramas and shows the effects on clinicians' everyday lives. We suggest that CIs have two dimensions: a medical and a social. The medical dimension encompasses factors in the treatment and care of the patient. The social dimension encompasses the social relationships and the socio-affectivity (emotional responses and labour) of treating clinicians. Our main argument is that foregrounding of the socio-cultural dimensions of CIs informs and impacts on the medical dimensions. Our conclusions demonstrate that the social dimensions of CIs have important ramifications for clinical interactions in everyday practices and these impact on the positive learning of clinicians after a CI has occurred.

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Analysis of Therapist Definitions of Culture

Cited by 7 publications

References 12 publications

Diversity and inclusion within an occupational therapy curriculum

Diversity and inclusion within an occupational therapy curriculum

Culture, communication and child health

‘Untangling the web of critical incidents’: Ethnography in a paediatric setting

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