Competence (human resources)

About: Competence (human resources) is a research topic. Over the lifetime, 53557 publications have been published within this topic receiving 988884 citations. The topic is also known as: competence (human resources) & Competency.

Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families

Abstract: As the U.S. population grows more and more diverse, how can professionals who work with young children and families deliver the best services while honoring different customs, beliefs, and values? The answers are in the fourth edition of this bestselling textbook, fully revised to reflect nearly a decade of population changes and best practices in culturally competent service delivery.The gold-standard text on cross-cultural competence, this book has been widely adopted by college faculty and trusted as a reference by in-service practitioners for almost 20 years. For this timely NEW edition, the highly regarded authors have carefully updated and expanded every chapter while retaining the basic approach and structure that made the previous editions so popular. Professionals will Get a primer on cultural competence. Readers will examine how their own cultural values and beliefs shape their professional practice, how the worldviews of diverse families may affect their perceptions of programs and services, and how providers can communicate more effectively with families from different cultural backgrounds. Deepen their understanding of cultural groups. Learn from in-depth chapters with nuanced, multifaceted explorations of nine different cultural backgrounds: Anglo-European, American Indian, African American, Latino, Asian, Filipino, Native Hawaiian and Samoan, Middle Eastern, and South Asian. Readers will get up-to-date insights on history, demographics, traditions, values, and family structure, and they'll examine the diverse ways each culture approaches child rearing, medical care, education, and disability. Discover better ways to serve families. Readers will get concrete recommendations for providing more effective, sensitive, and culturally competent services to children and families. They'll find practical guidance for every step in the service delivery process, from initiating contact with families to implementing and evaluating services. Vivid case stories and photos bring the principles of cultural competence to life, and the helpful appendixes give professionals quick access to cultural courtesies and customs, key vocabulary words, significant cultural events and holidays, and more. Plus an expanded list of resources points readers to books, films, theater, and other media that will enhance their understanding of other cultures. New to this edition is a revised chapter on African American roots; thoroughly updated and expanded chapters; expanded coverage of disabilities; more on spiritual and religious diversity; and strategies for helping families make decisions about language use (English-only vs. preservation of native language). Equally valuable as a textbook and a reference for practicing professionals, this comprehensive book will prepare early interventionists and other professionals to work effectively with families whose customs, beliefs, and values may differ from their own.

The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students.

Abstract: . In this article, family--school partnerships are discussed as a viable and essential way to increase the opportunities and supports for all students to enhance their learning progress and meet the recent demands of schooling inherent in accountability systems and most notably of Title I No Child Left Behind legislation. School psychologists are encouraged to make the family--school partnership a priority by collaborating with school personnel to (a) apply principles from systems-ecological theory to children's learning; (b) maintain an opportunity-oriented, persistent focus when working with youth and families living in challenging situations; and (c) attend to the process of partnering with families. Example opportunities for school psychologists to make this partnership a priority for children's academic, social, and emotional learning are delineated. ********** As I reflect on the past two decades of research and practices with respect to family involvement in education, I am reminded of a Charles Dickens (1859) phrase from A Tale of Two Cities, "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness ..." (p. 1). The "best of times" is reflected in an increased awareness of the (a) effect of family influences on and contributions by families to children's educational outcomes; (b) conceptual models for family involvement; (c) importance of establishing shared goals and monitoring child success; (d) characteristics of constructive, collaborative relationships; and (e) variety of home- and school-based activities to engage families in education (Chen, 2001; Christenson & Sheridan, 2001; Comer, Haynes, Joyner, & Ben-Avie, 1996; Epstein, 1995; Henderson & Mapp, 2002; Nord & West, 2001; Sheridan, Kratochwill, & Bergan, 1996; Swap, 1993). It is noteworthy that previous efforts to examine school psychological service delivery at invited conferences (Brown, Cardon, Coulter, & Meyers, 1982; Ysseldyke & Weinberg, 1981) and publications (Talley, Kubiszyn, Brassard, & Short, 1996) have highlighted the seminal role of parents for students' school success. At the beginning of the 21st century, our myriad efforts as a discipline--researchers, trainers, and practitioners--have resulted in the family--school partnership being recognized as salient for positive developmental and learning outcomes of children and youth. (1) The "worst of times" is evident in the disconnect of the two primary socializing agents for educational success. This disconnect is seen daily across our schools in (a) predominant use of the school-to-home transmission model (Swap, 1993); (b) the extreme social and physical distance between some educators and families; (c) diminished resources for implementing family--school programs; (d) challenges reaching all families; (e) challenges related to addressing the needs of non-English speaking families and children identified as English Language Learners (ELL); and (f) too little focus on the interaction process that yields a strong relationship as various interventions are implemented (Christenson & Sheridan, 2001; Liontos, 1992). Although shared responsibility across home and school for educational outcomes is the rhetoric, school policies and practices are not always aligned with this notion. I suspect an analysis of current assessment and intervention practices would reveal infrequent use of those that focus on home and school as contexts for children's development and learning. Our Challenge as a Discipline Educators often ask: How can schools get families to support their values and practices? Coincidentally, families often ask: How can families get schools to be responsive to their needs and aspirations for their children? Less often educators and families ask: How can we work together to promote the educational experiences and performance of students or this student? …

Public Space and the Culture of Childhood

Abstract: Contents: Childhood in crisis? Terror talk: geographies of fear Gender and parenting cultures 'I can handle it': children and competence The retreat from the street Contested terrain: teenagers in public space Children and the future of public space References Index.

The Impact of Role Models on Medical Students

Abstract: To explore the relationship between exposure to clinical role models during medical school and the students' choice of clinical field for residency training, and to estimate the strength of this association. Cross-section study. McGill University School of Medicine, Montreal, Canada. Of the 146 graduating medical students in the class of 1995, 136 participated. Clinical field chosen by students for residency training and the students' assessment of their exposure to and interaction with physician role models were the main measurements. Ninety percent of graduating students had identified a role model or models during medical school. Personality, clinical skills and competence, and teaching ability were most important in the selection of a role model, while research achievements and academic position were least important. Odds ratios between interacting with "sufficient" role models in a given clinical field and choosing that same clinical field for residency were 12.8 for pediatrics, 5.1 for family medicine, 4.7 for internal medicine, and 3.6 for surgery. Most students (63%) received career counseling and advice from their role models. Exposure to role models in a particular clinical field is strongly associated with medical students' choice of clinical field for residency training. Knowing which characteristics students look for in their role models should help identify the physicians who may be most influential in medical students' career choice.