Teaching Note—Revisiting Stereotypes: Enhancing Cultural Awareness Through a Web-Based Tool

Intercultural Experiences Prior to the Educational Program: Occupational Therapy and Social Work Students

“…The first component is related to becoming aware of one's own cultural background. This means examining by self-reflection and questioning one's own values, attitudes, beliefs, practices, and patterns of thinking, and also biases, prejudices, and stereotypes vis-à-vis other worldviews and behaviors (Beagan, 2015;Cai, 2016;Cohen-Emerique, 2011;Conley, Deck, Miller, & Borders, 2017;Hall & Theriot, 2016;Henderson et al, 2018;Kohli et al, 2010;Nadan, 2016;Reyneke, 2017). A second component involves awareness and sensitivity with regard to the values, beliefs, and attitudes of culturally different clients (Beagan, 2015;Cai, 2016;Cohen-Emerique, 2011;Hall & Theriot, 2016;Kohli et al, 2010;Murden et al, 2008).…”

“…It requires openness, respect, empathy and curiosity toward others (Beagan, 2015;Cai, 2016;Kohli et al, 2010;Reyneke, 2017). A third component corresponds to the acquisition of cultural knowledge, namely, what specific groups believe and why, and what their practices are (what is accepted or not), to better understand those elements (Beagan, 2015;Cai, 2016;Kohli et al, 2010;Nadan, 2016;Reyneke, 2017). However, Nadan (2016) warns against the danger of overgeneralization, stereotyping, and the development of "folkloric" or "exotic" views of other cultures.…”

“…This situation can alter the trust and relationship between individuals and lead to inappropriate interventions (Govender et al, 2017;Hammell, 2013). In order to deal with these obstacles, guidelines recommend the development of intercultural competence, whether in health or social work (Beagan, 2015;Cai, 2016;Hall & Theriot, 2016;Hammell, 2013;Henderson, Horne, Hills, & Kendall, 2018;Kohli, Huber, & Faul, 2010;Nadan, 2016;Sonn & Vermeulen, 2018). In other words, professionals should adopt an open and respectful attitude toward people with different cultural backgrounds.…”

Évolution du rapport à l’Autre chez les étudiant·e·s en ergothérapie et en travail social : variables prédictives des orientations d’acculturation de la communauté d’accueil

“…Ainsi, le rapport à l'Autre se définit par la façon dont les intervenant•e•s agissent dans les situations d'interaction avec les individus qu'elles ou ils perçoivent comme différents. En outre, l'Autre existe par rapport au Soi, ce qui implique que la différence est relative, c'est-à-dire qu'elle se situe dans la relation (Ben Messahel, 2009;Ogay et Edelman, 2011;Prum, 2010 (Beagan, 2015;Cai, 2016;Feize et Gonzales, 2018;Hall et Theriot, 2016;Henderson et al, 2018;Nadan, 2016). En effet, intervenir en contexte de diversité, de même qu'au sein d'une culture institutionnelle, peut donner lieu à des malentendus et des incompréhensions de part et d'autre (Cohen-Emerique, 2011;Govender, Mpanza, Carey, Jiyane, Andrews et Mashele, 2017;Hall et Theriot, 2016).…”

Child protection and cultural awareness: Simulation-based learning

“…The critics further assert that such "culturalization" of clients leads social workers to risk underemphasizing the unique situation of the individual and overlooking the power relationships affecting him or her (Garran & Werkmeister Rozas, 2013). As Nadan (2016) pointed out against the background of these and other criticisms, the importance of cultural awareness, rather than of cultural knowledge and skills, has come to be emphasized in social work education (see also Garran & Rozas, 2013;Heydt & Sherman, 2005;Yan & Wong, 2005).…”