Rehabilitation and Special Education: Measuring Outcomes in Mentally Retarded Children in India

Sutcliffe, Pip

doi:10.1177/030802269505800304

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Notably, most accounts are by therapists from the dominant sociocultural group, working with 'others' who generally belong to marginalised or socioeconomically and politically disadvantaged subgroups. Another facet of the literature linked to practice has been the critique of the cross-cultural validity (or otherwise) of specific assessments and analyses of occupational performance differentials (Jamieson 1985, Cusick and Harai 1991, Evans and Salim 1992, Fisher et al 1992, Dyck 1993, Spencer et al 1993, Paul 1995, Sutcliffe 1995.…”

Section: Preparing For Sociocultural Diversity: Occupational Therapy mentioning

confidence: 99%

Being Prepared for Diversity in Practice: Occupational Therapy Students' Perceptions of Valuable Intercultural Learning Experiences

Whiteford¹,

St-Clair²

2002

British Journal of Occupational Therapy

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Occupational therapists are increasingly working in diverse areas of practice, in diverse settings and with diverse client groups. Accordingly, understandings of the complexities of interactions between service providers and clients, relative to the environments and contexts in which they come together, are requisite to competent practice. This article describes a phenomenological study undertaken with occupational therapy students in New Zealand, which focused on their experiences of learning to work with people from diverse cultural backgrounds. In this article, a subset of the findings from the study is presented. This subset of findings was that client-centredness and hands-on experiences in fieldwork were perceived to be the most important features of the occupational therapy students' education as preparation for working with clients from different cultural backgrounds. A presentation of narrative extracts and interpretive commentary is followed by a discussion of the implications of the findings for occupational therapy education, especially fieldwork education.

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Section: Preparing For Sociocultural Diversity: Occupational Therapy mentioning

confidence: 99%

Being Prepared for Diversity in Practice: Occupational Therapy Students' Perceptions of Valuable Intercultural Learning Experiences

Whiteford¹,

St-Clair²

2002

British Journal of Occupational Therapy

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“…One of the most apparent is that which consists of practice accounts related to working with culturally different clients in specific settings (Evans, 1992a;Fudge, 1992;Haig, 1993;Markewitz, 1992;Miller, 1992;Wilson-Braun, 1992). Another facet of the literature linked to practice has been the critique of the cross-cultural validity (or otherwise) of specific assessments and analyses of occupational performance differentials (Cusick & Harai, 1991;Dyck, 1993;Evans, 1992b;Fisher, Liu, Velozo & Pan, 1992;Jamieson, 1985;Paul, 1995;Spencer, Krefting & Mattingly, 1993;Sutcliffe, 1995). Notably, most accounts are by therapists from the dominant sociocultural group working with those who generally belong to marginalised or socioeconomically and politically disadvantaged subgroups.…”

Section: Occupational Therapy and Intercultural Competence: Theory Pmentioning

confidence: 99%

“…Notably, most accounts are by therapists from the dominant sociocultural group working with those who generally belong to marginalised or socioeconomically and politically disadvantaged subgroups. Another facet of the literature linked to practice has been the critique of the cross-cultural validity (or otherwise) of specific assessments and analyses of occupational performance differentials (Cusick & Harai, 1991;Dyck, 1993;Evans, 1992b;Fisher, Liu, Velozo & Pan, 1992;Jamieson, 1985;Paul, 1995;Spencer, Krefting & Mattingly, 1993;Sutcliffe, 1995). This literature has been significant in bringing to the attention of the professional community that assessment protocols are always cultural constructions, as are evaluations of performance.…”

Section: Occupational Therapy and Intercultural Competence: Theory Pr...mentioning

confidence: 99%

Cultural Relativism: Occupation and Independence Reconsidered

Whiteford¹,

Wilcock²

2000

Can J Occup Ther

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In this article, findings from a qualitative study of a cohort of occupational therapy students in Auckland, New Zealand are presented. The study focussed on the experiences of students as they learned to work with people from different social and cultural backgrounds over a 3-year period. As well as identifying curriculum and teaching/learning processes that enhance intercultural competence development, the data that emerged from the study also highlight important issues about how occupation and independence are conceptualised across cultures. A review of the trans-disciplinary and occupational therapy literature dealing with theoretical, conceptual and educational issues relating to cross-cultural practice is followed by a presentation of narrative extracts that address the key concepts of occupation and independence. These are then discussed with reference to relevant occupational therapy literature. In conclusion, implications for future research and practice are explored focussing on a need for occupation and independence to be reconsidered as culturally relative constructions.

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Cultural issues from practice

Fitzgerald

Mullavey‐O'Byrne

Clemson

1997

Aus Occup Therapy J

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This paper addresses cultural issues in occupational therapy practice through a review of the occupational therapy and culture literature and a brief exploration of key issues highlighted in analyses of discussions and critical incidents in transcripts of interviews with 86 occupational therapists. The data, collected in conjunction with the Intercultural Interaction Project, highlights seven important categories of issues from the perspective of therapists: (i) professional values; (ii) family roles and responsibilities; (iii) communication; (iv) social behaviours; (v) gender; (vi) 'sick' role; and (vii) explanatory models. The importance of the therapist's personal and professional values stands out even more strongly in our data than in the occupational therapy literature. This suggests that increased awareness of personal and professional values is one of the most critical issues for the development of culturally competent practitioners and satisfying, successful intercultural interactions. Our work suggests that the development of cultural competency based on issues associated with actual events is 'best practice' for addressing the needs of all clients and practitioners.K E Y W 0 R D S cultural competency, culture, culture education, ethnicity, intercultural interactions, occupational therapy practice.

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Rehabilitation and Special Education: Measuring Outcomes in Mentally Retarded Children in India

Cited by 3 publications

References 2 publications

Being Prepared for Diversity in Practice: Occupational Therapy Students' Perceptions of Valuable Intercultural Learning Experiences

Being Prepared for Diversity in Practice: Occupational Therapy Students' Perceptions of Valuable Intercultural Learning Experiences

Cultural Relativism: Occupation and Independence Reconsidered

Cultural issues from practice

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