Transcultural communication in CAMHS: developing practitioners' awareness with an online cultural competency course

Abstract

Background: CAMHS practitioners must be skilled in transcultural communication in order to meet the needs of their culturally diverse clients. Method: This article reports on the use of an online cultural competence course1 in promoting transcultural communication with CAMHS practitioners. Results: A qualitative analysis of practitioners’ course assignments indicated that new learning had occurred in relation to transcultural communication. Moreover, many practitioners reported actual changes to their clinical practice as a result. Conclusions: The course is considered to be an example of good practice for developing practitioners’ awareness of transcultural communication, and prompting positive practices that may contribute to a more culturally competent CAMHS.

Cultural Competence Interventions in European Healthcare: A Scoping Review

“…This is due to the fact that six interventions have generated several publications and analyses, developed in different documents. (1) The Netherlands (e.g., [58][59][60][61]); (2) Sweden (e.g., [62,63]); (3) United Kingdom (e.g., [64][65][66][67][68]); and (4) Denmark (e.g., [69][70][71][72]).…”

Using Control-Mastery and Jungian Theories to Treat Nightmare Disorder: A Case from Thailand

“…Therapists may wish to build both sets of skills by reading relevant texts and case examples with a cultural focus. Whenever feasible, it is considered good practice for mental health practitioners to seek guidance from cultural consultants (Walker & Sonn, 2010) and to participate in transcultural training courses (Elsegood & Papadopoulos, 2011).…”

Design and Evaluation of an Educational Course in Cultural Competence for Nursing

“…The literature revised offers a great deal of variety in terms of training in cultural competence. The time dedicated to training varies from 3 hours (Siraj et al, 2011), some days (Papadopoulos, Tilki, & Ayling, 2008), weeks (Berlin et al, 2010;Elsegood & Papadopoulos, 2011) or months (Levine & Perpetua, 2006) and may be transversal in pre-university studies (Kardong-Edgren et al, 2010). Among the authors who explicitly state if the training is imparted in pre-university studies or postgraduate, the majority recommend it be in pre-university (Pecukonis, et al 2008;Chun, 2010;Comer, Whichello & Neubrander, 2013).…”

“…There are programs intended only for doctors (Like, 2011;Siraj et al, 2011), only for nurses (Smith, 2001;Levine & Perpetua, 2006;Berlin et al, 2010;Xu et al, 2010), and other programs which are interdisciplinary (Taylor-Ritzler et al, 2008;Muñoz et al, 2009). Some authors specify which model should be used to design and make the training effective; the Campinha-Bacote model is the most commonly used (Muñoz, DoBroka & Mohammad, 2009;Berlin et al, 2010;Kardong-Edgren et al, 2010); other authors use their own model (Papadopoulos, et al, 2008;Elsegood & Papadopoulos, 2011), although the majority do not in fact specify if they have used any model at all.…”

“…In addition some authors set out in their articles what type of educational strategies are to be incorporated into their programs; the great majority endorse lectures, conferences, debates, clinical cases and summaries of the day's work throughout the course (Papadopoulos et al, 2008;Elsegood & Papadopoulos, 2011). However, some propose innovative strategies such as the incorporation of the participants' specific objectives (Taylor-Ritzler et al, 2008), or the use of clinical cases with simulated patients (Xu et al, 2010;Like, 2011).…”