Cultural competence and social desirability among practitioners: A systematic review of the literature

Larson, Kristine E.; Bradshaw, Catherine P.

doi:10.1016/j.childyouth.2017.02.034

Cited by 79 publications

(54 citation statements)

References 60 publications

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“…The bias in these self-evaluations of cultural sensitivity is a widely known limitation of research on cultural competence of healthcare professionals (Alizadeh and Chavan 2016). More specifically, a recent meta-analysis revealed that respondents in such studies tended to give socially desirable answers to questions related to their cultural competence (Larson and Bradshaw 2017). Moreover, all our respondents were employed by one care organization, which may limit generalizability of our results to other care institutions.…”

Section: Discussionmentioning

confidence: 86%

Cultural competence in lifelong care and support for individuals with intellectual disabilities

2019

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Objectives: Although an extensive amount of research has been devoted to models defining cultural competence of healthcare professionals in short-term care, there is unclarity about the cultural competencies that professionals providing lifelong care and support should have. The current study aimed to explore which cultural competencies are used by these healthcare professionals, and whether these competencies enabled them to make cultural adaptations to their regular care practices. Design: To investigate cultural competencies and cultural adaptations, semi-structured in-depth interviews were conducted with eight professionals who provide lifelong care and support to individuals with intellectual disabilities. Five cultural competencies were explored: awareness, knowledge, skills, motivation, and encounters. Results: A thematic analysis of the interviews revealed that professionals providing lifelong care and support used all cultural competencies in their care practices. Moreover, our analysis suggested that these competencies could be categorized as either practical or analytical cultural competencies. Although these competencies were conditional in order to make cultural adaptations to care practices, the presence of cultural competencies did not automatically lead to these cultural adaptations. Conclusions: All five cultural competencies were used by professionals in lifelong care and support. Our analysis revealed that both practical and analytical cultural competencies were essential in providing culturally sensitive lifelong care and support. We additionally suggest that the cultural competence of professionals is necessary, but not sufficient, for making cultural adaptations to lifelong care and support for individuals with intellectual disabilities. In many cases, other factors also played a role in a professional's final decision to adapt their care practices.

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Section: Discussionmentioning

confidence: 86%

Cultural competence in lifelong care and support for individuals with intellectual disabilities

2019

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“…Thirdly, studies that used questionnaires with predetermined answers mentioned the importance of interviews to capture students' perceptions more effectively (Bradley et al, 2012;Byrne, 2015;Turpin et al, 2012). The use of interviews was therefore a strength in terms of providing a more detailed picture of student perceptions, despite the possibility of social desirability bias, which also exists in quantitative methodology (Larson & Bradshaw, 2017).…”

Section: Discussionmentioning

confidence: 99%

Perceptions, Competencies and Motivation for Study Choice: Occupational Therapy and Social Work Student Perspectives

et al. 2020

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Caring for others is one of the most important attributes for individuals who want to be occupational therapists or social workers. Students are not necessarily aware of the challenges and responsibilities of the helping relationship. Deeper insights are needed into these aspects in order to train and prepare students to become competent, work-ready professionals. This study therefore aimed to describe student beliefs about their chosen profession, the competencies they perceived were most important to develop, and their motivators for their choice of profession. In this explorative study, 51 first-year students from occupational therapy (22 students) and social work (29 students) participated in individual semi-structured interviews. The interviews were transcribed and analysed thematically. Although participants had difficulty defining their future profession, they agreed it was all about helping people. A range of competencies was identified, such as establishing interpersonal relationships, sensitivity to difference, communication, flexibility, and teamwork. Differences emerged according to the chosen profession, such as creativity and imagination for occupational therapy students, and administrative skills and the desire to effect change for social work students. Concerning the choice of profession, most participants wanted to help others and engage in human relationships. Diversity and variety of tasks were also attractive elements of both professions. From the beginning of the program, educational institutions should describe more clearly occupational therapy and social work, so that students can develop a realistic vision of their future profession.

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“…Counselors and trainees of racial/ethnic minority statuses report significantly higher multicultural competency than White counselors and trainees (Barden et al, 2017; Chao, 2013; Holcomb‐McCoy & Myers, 1999; Larson & Bradshaw, 2017; Worthington et al, 2007), yet they report significantly lower competency working with lesbian, gay, bisexual, transgender, and queer individuals within school settings in particular (Bidell, 2012; Schmidt, Scott Glass, & Wooten, 2011). Furthermore, those identifying as female report significantly higher social justice competency (Crook et al, 2015).…”

Section: Scholarship: a Brief Reviewmentioning

confidence: 99%

Multicultural and Social Justice Counseling Competency Research: Opportunities for Innovation

Hays

2020

Jour of Counseling & Develop

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The development of the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) provides a framework to reflect upon previous scholarship and explore further approaches for methodological innovation in counseling. The author presents available counseling and interdisciplinary scholarship related to multicultural and social justice competency, identifies gaps and future research directions of that research, and proposes innovative strategies and methods for conducting rigorous multicultural and social justice research. Implications for preparing future counseling scholars are also included.

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Cultural competence and social desirability among practitioners: A systematic review of the literature

Cited by 79 publications

References 60 publications

Cultural competence in lifelong care and support for individuals with intellectual disabilities

Cultural competence in lifelong care and support for individuals with intellectual disabilities

Perceptions, Competencies and Motivation for Study Choice: Occupational Therapy and Social Work Student Perspectives

Multicultural and Social Justice Counseling Competency Research: Opportunities for Innovation

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