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- Title
- CULTURAL RELEVANCE IN MEDICINE: AN EVALUATION OF CULTURAL COMPETENCE CURRICULUM INTEGRATION IN SOUTHEASTERN MEDICAL SCHOOLS.
- Creator
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Gannon, Leslie, Mishtal, Joanna, University of Central Florida
- Abstract / Description
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Cultural competence in health care provision has been broadly identified as the need for providers to acknowledge, address, or incorporate an understanding of the cultural and social context of patients' lives into the process of treating and managing patient's illnesses. However, how cultural competence can be incorporated has been the subject of debates in biomedicine and anthropology, and has often been met with difficulties in physician practice. These challenges arise from differing...
Show moreCultural competence in health care provision has been broadly identified as the need for providers to acknowledge, address, or incorporate an understanding of the cultural and social context of patients' lives into the process of treating and managing patient's illnesses. However, how cultural competence can be incorporated has been the subject of debates in biomedicine and anthropology, and has often been met with difficulties in physician practice. These challenges arise from differing perspectives about how cultural competence is understood and institutional neglect of culturally relevant education. While the need for cultural competence integration into health care practitioner training during medical school education has been discussed for over six decades, effective incorporation of cultural competence into medical curriculum remains a multifaceted topic of interdisciplinary debate and a challenging task. The purpose of this project is to evaluate cultural competence integration in Southeastern medical school curriculum. Theoretically, this research utilizes critical medical anthropology as developed by anthropologists Arthur Kleinman, Janelle Taylor and Nancy Sheper-Hughes as a theoretical lens through which cultural competency implementation in Southeastern medical school curricula can be examined curricula Southeastern. This research also fills an interdisciplinary gap in both anthropological and medical scholarly knowledge bases. Methodologically, multiple project parameters have been explored utilizing qualitative data collection methods of cultural competence background and evaluation. This research combines primary data collection and secondary data analysis. Primary data collection involved interviewing individuals from Florida medical institutions concerning their experience and personal views of the benefit of cultural competence integration. The analysis of secondary data explored the integration of cultural competence into medical school curricula. These analyses include an examination of the content, format, and language of Southeastern medical school curricula, demographic trends as related to cultural competence in health care, federal grant allocation as related to cultural competence in health care, and institutional perspectives on incorporating social science concepts in medical education. This thesis makes three distinct but interrelated claims: (1) I argue that based on the provided descriptions of medical institution curriculum guides, there is a substantial discrepancy between the cultural competency incorporation claims made by the schools and what is actually integrated into their curriculum; (2) I argue that cultural competence integration must be delivered vertically across disciplines and horizontally across the entire four year span of medical education, and (3) Available ethnographic guides are presented with too narrow of a focus to apply to all medical school curricula. Understanding the shortcomings of medical school curricula in incorporating cultural competence training is significant because it draws attention to the need to develop more effective and systematic ways to train future health care providers to address the needs of an increasingly diverse patient population.
Show less - Date Issued
- 2014
- Identifier
- CFH0004717, ucf:45370
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004717
- Title
- EVALUATION OF THE ANTECEDENTS OF CULTURAL COMPETENCE.
- Creator
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Harper, Mary, Byers, Jacqueline, University of Central Florida
- Abstract / Description
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Purpose: The threefold purpose of this research is to identify the essential antecedents of cultural competence as identified by international nurse researchers, to compare the content of the extant cultural competence instruments to these antecedents and to potentially identify gaps in their conceptualization. A secondary aim of this research is to initiate validation of Harper's model of ethical multiculturalism. Conceptual Basis: The model of ethical multiculturalism depicts the...
Show morePurpose: The threefold purpose of this research is to identify the essential antecedents of cultural competence as identified by international nurse researchers, to compare the content of the extant cultural competence instruments to these antecedents and to potentially identify gaps in their conceptualization. A secondary aim of this research is to initiate validation of Harper's model of ethical multiculturalism. Conceptual Basis: The model of ethical multiculturalism depicts the attributes of ethical multiculturalism as the fulcrum of a balance between two ethical philosophies of fundamentalism and relativism. The attributes of moral reasoning, beneficence/nonmaleficence, respect for persons and communities, and cultural competence form the pyramidal fulcrum. The antecedents form the base of the pyramid and include cultural awareness, culture knowledge, cultural sensitivity, cultural encounters, cultural skill and understanding of ethical principles. Methodology: An on-line Delphi method was conducted with 35 international nurse researchers identified through published research, university directories, and professional organizations. Consensus was reached after two rounds. Following the Delphi rounds, sixteen members of the expert panel participated in an on-line focus group to validate results of the Delphi and discuss cultural competence in the international arena. Findings: Eighty antecedents of cultural competence were identified. Focus group discussion validated findings of the Delphi. Consensual thematic analysis of the focus group transcripts resulted in six themes: chimerical, contact, contextual, collaboration, connections, and considering impact. The Transcultural Self-Efficacy Tool (TSET) contained the most antecedents identified by the expert panel. Conclusions: Cultural competence is a process, not an outcome, and must be considered from the perspective of the recipient of care or research participant. Nurses must strive to deliver culturally acceptable care. The model of ethical multiculturalism is revised to include cultural desire as an antecedent. Nurses must understand the impact of globalization on individual health and care delivery. Implications for Nursing: Further testing of cultural competence instruments is needed to determine the correlation of self-efficacy with behavior, self-assessment with client assessment, and cultural competence with client outcomes. In education, research is needed to determine the most effective methods of teaching cultural competence. Increased recruitment of minorities into nursing programs is warranted. In practice, nurses must be prepared to provide language assistance as needed, recruitment and hiring of minorities must be increased, and minority thresholds must be used to determine cultural knowledge content for organizations.
Show less - Date Issued
- 2008
- Identifier
- CFE0002046, ucf:47600
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002046
- Title
- SOCIAL WORK STUDENTS AND COMPETENT PRACTICE WITH LGBTQ CLIENTS.
- Creator
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Arney, Drionne, Molina, Olga, University of Central Florida
- Abstract / Description
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Research suggests that social work students' attitudes towards the LGBTQ populations fail to mirror the expectations of the National Association of Social Workers (NASW), and its code of ethics. In this cross-sectional research study, a survey distributed to undergraduate and post-graduate part-time and full-time social work students conducted by two students of a post-graduate social work program, is an assessment of social work students' attitudes and knowledge of competent practice with...
Show moreResearch suggests that social work students' attitudes towards the LGBTQ populations fail to mirror the expectations of the National Association of Social Workers (NASW), and its code of ethics. In this cross-sectional research study, a survey distributed to undergraduate and post-graduate part-time and full-time social work students conducted by two students of a post-graduate social work program, is an assessment of social work students' attitudes and knowledge of competent practice with lesbian, gay, bisexual, transgender and questioning clients. This researcher used the findings of the study used to analyze: the relationship between social work students' age and knowledge of competent practice with LGBTQ clients, the relationship between social work students' gender and attitudes toward practice with LGBTQ clients, the relationship between social work students' race and attitudes toward practice with LGBTQ clients, the relationship between social work students' campus region and attitude and knowledge of competent practice with LGBTQ clients, the relationship between social work students' degree program/level and knowledge of competent practice with LGBTQ clients, and students' knowledge of effective responses to ethical dilemmas involving LGBTQ clients. The goal of this researcher is to use the study's findings to contribute to the literature on this topic and to influence changes in social work schools' methods of preparing students for practice with this population.
Show less - Date Issued
- 2012
- Identifier
- CFH0004212, ucf:44926
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004212
- Title
- The Development and Validation of the Multicultural Competency Assessment(&)copy; (MCA(&)copy;).
- Creator
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Mitchell, Michelle, Lambie, Glenn, Bai, Haiyan, Butler, S. Kent, Shillingford-Butler, Ann, Bai, Haiyan, University of Central Florida
- Abstract / Description
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A sound and tested multicultural therapeutic approach is an essential component in providing ethical services to all client populations (e.g., Medley, Lipari, Bose, Cribb, Kroutil, (&) McHenry, 2015). Therefore, concepts of multiculturalism have been integrated in ethical codes, guidelines on competence, and standards for training in preparation programs within counseling, psychology, and social work fields (e.g., American Counseling Association Code of Ethics, 2014; American Psychological...
Show moreA sound and tested multicultural therapeutic approach is an essential component in providing ethical services to all client populations (e.g., Medley, Lipari, Bose, Cribb, Kroutil, (&) McHenry, 2015). Therefore, concepts of multiculturalism have been integrated in ethical codes, guidelines on competence, and standards for training in preparation programs within counseling, psychology, and social work fields (e.g., American Counseling Association Code of Ethics, 2014; American Psychological Association Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, 2002; Council for Accreditation of Counseling and Related Educational Programs Standards, 2016; National Association of Social Workers Standards and Indicators for Cultural Competence in Social Work Practice, 2015). Despite mandates for therapists to utilize a multicultural perspective, multiculturalism has remained a challenging construct to measure. Thus, the goal of this research was to develop and test the psychometrics features of the Multicultural Competency Assessment(&)copy; (MCA) scores with a national sample of therapists in clinical practice. The MCA and items were constructed employing instrument development best practices (e.g., AERA, APA, (&) NCME, 2014; DeVellis, 2017; Dimitrov, 2012; Haladyna (&) Rodriguez, 2013; Lambie, Blount, (&) Mullen, 2017). The initial 50 item MCA scores were tested with Data1 (N = 407) using exploratory factor analysis (EFA) and parallel analysis (PA), resulting in a 25-item MCA with a four-factor structure that accounted for 64.11% of the total variance. Next, the 25-item MCA scores were tested with Data 2 (N = 233) using confirmatory factor analysis (CFA) and the results supported the four-factor MCA structural model. The four-factor MCA structure represents (a) Knowledge, Skills, and Interventions (21.86% of the variance); (b) Awareness of Self (19.27% of the variance); (c) Awareness of Client Worldview (11.95% of the variance); and (d) System and Institutional Structures (11.03% of the variance). In addition, the MCA scores yielded sound internal consistency reliability (e.g., .953). Evidence of concurrent validity was supported with a positive correlation between MCA and Multicultural Counseling Self-Efficacy Scale -Racial Diversity Form (MCSE-RD) scores (r = .746; p (<) .001; 55.61% variance explained). Further, a positive correlation was identified between the MCA scores and participants' reported age. The findings from the investigation may be used to: (a) assist researchers in measuring the construct of multicultural competence, (b) aid therapists in evaluating their levels of as multicultural competence, and (c) promote sound curriculum in counselor education programs to promotion trainees' development of multicultural competence. Limitations of the study and areas for future research are presented.
Show less - Date Issued
- 2018
- Identifier
- CFE0007580, ucf:52563
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007580
- Title
- Diverse 3rd Grade Non-School Activity Participation: Associations With Social Competence and Reading Performance.
- Creator
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Mahone, Robert, Hoffman, Bobby, Crevecoeur, Edwidge, Biraimah, Karen, Bai, Haiyan, University of Central Florida
- Abstract / Description
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This study examined indicators of 3rd Grade students' non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to...
Show moreThis study examined indicators of 3rd Grade students' non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to derive the most robust composite for use in tests of the main hypotheses of the study. Results confirmed prior research findings that social competence has strong positive associations with academic performance. Thereafter, the social competence composite and ECLS Reading IRT Scale Score were used as alternative outcome measures in the bivariate analyses and linear regressions on non-school activity participation (NSAP) and breadth of non-school activity participation (BNSAP) scores.Cluster and multiple regression analyses combined in the study and brought demographic and cognitive controls to bear on iterations of five distinct views of the independent variables. Results indicated that girls influenced the association strengths observed for NSAP, and boys seemed to drive the direction and strength of BNSAP associations. Although regression betas for total samples were nominal, when viewed by demographic cluster samples the values were appreciatively improved. The use of the cluster distinctions provided views of significant associations that were otherwise dissolved into nominal aggregates. The results of these analyses support the construct validity of applying the aggregate scoring metric of EAP research to NSAP. Regression results prompted a call for future inquiries into student self-selection.
Show less - Date Issued
- 2011
- Identifier
- CFE0004132, ucf:49123
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004132
- Title
- The Client Assessment of Multicultural Competent Behavior (CAMCB): Development and Validation.
- Creator
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Oh, Seungbin, Shillingford-Butler, Ann, Lambie, Glenn, Taylor, Dalena, Witta, Eleanor, University of Central Florida
- Abstract / Description
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The significance of multicultural counseling competence (MCC) has been increasingly recognized in the literature on mental health. Cultural diversification in the United States has prompted greater research in specialized mental health needs among diverse populations. However, despite the specialized mental health needs, diverse cultural groups have faced challenges in finding multiculturally competent mental health services. Accordingly, mental health professions have placed a greater...
Show moreThe significance of multicultural counseling competence (MCC) has been increasingly recognized in the literature on mental health. Cultural diversification in the United States has prompted greater research in specialized mental health needs among diverse populations. However, despite the specialized mental health needs, diverse cultural groups have faced challenges in finding multiculturally competent mental health services. Accordingly, mental health professions have placed a greater emphasis on the development of therapists' MCC through the training and education, but also made ongoing efforts to integrate MCC into evidenced-based treatment. However, the mental health professions have faced difficulty in exploring evidence for the validity of MCC in therapy, due to a measurement concern regarding MCC. Specifically, such measurement concern in the MCC literature is involved with the fact that there has not existed a client-rated instrument designed to measure therapists' actual MCC performance (i.e., multicultural competent behaviors) in therapeutic process. Therefore, the present study aimed to develop the Client Assessment of Multicultural Competent Behavior (CAMCB) and examine its psychometric properties with a sample of clients.With a correlational research design, the present study involved two phases (Phase I and II) with a sample of diverse clients to inform the development and validation investigation of the CAMCB. Exploratory factor analysis (EFA; n = 280) with the initial pool of 30 items resulted in a three-factor, 23-item CAMCB model. Subsequently, confirmatory factor analysis (CFA; n = 282) was performed to cross-verify the three-factor, 23-item structure of the CAMCB (as identified from EFA) and accumulate evidence of its psychometric properties. CFA resulted in a final three-factor, 19-item CAMCB model with an acceptable model fit. The final CAMCB was found to have good internal consistency reliability and initial evidence for convergent validity with the current data. Lastly, results from a multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) indicated small but significant difference in the CAMCB total or subscale scores by some subgroups (e.g., race, gender, religion). Discussion of results, limitations of the present study, recommendations for future research, and implications for mental health professionals, researchers, and educators are provided.
Show less - Date Issued
- 2018
- Identifier
- CFE0007582, ucf:52566
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007582
- Title
- A STUDY OF COMPETENCIES PERCEIVED TO BE IMPORTANT BY PROFESSIONALS IN ENTRY-LEVEL POSITIONS WITHIN COLLEGE STUDENT AFFAIRS.
- Creator
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Coffey, Christa, Cintron, Rosa, University of Central Florida
- Abstract / Description
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The researcher utilized the 2007 American College Personnel Association (ACPA) Steering Committee on Professional Competencies report, Professional Competencies, to determine the importance of a set of competencies for work in entry-level student affairs positions. The researcher also studied whether there were any differences in importance of these competencies based on functional area (e.g., residence life/housing, student activities) and institutional type (i.e., four-year public and four...
Show moreThe researcher utilized the 2007 American College Personnel Association (ACPA) Steering Committee on Professional Competencies report, Professional Competencies, to determine the importance of a set of competencies for work in entry-level student affairs positions. The researcher also studied whether there were any differences in importance of these competencies based on functional area (e.g., residence life/housing, student activities) and institutional type (i.e., four-year public and four-year private). Via an online questionnaire, the researcher sent the list of competencies to a sample of 970 members of ACPA who were self-selected as entry-level members and received 224 usable responses. Of the 75 individual competency items studied, 66 were found to be, minimally, ÃÂ"importantÃÂ" for entry-level positions overall, thus reinforcing the fact that entry-level practitioners need a wide array of competencies to perform the responsibilities within their positions. Competencies related to advising and helping others, including students and colleagues, were rated the highest, while those related to the legal foundations of the field were rated the lowest, yet still at least ÃÂ"somewhat important.ÃÂ" Several significant differences were found between groups within the studied demographic variables and the degree of importance of the competencies. Specifically, there were very few significant differences in the degree of importance of competencies based on respondent institutional type. Compared to other demographic items, functional area by far indicated the most significant differences between groups.
Show less - Date Issued
- 2010
- Identifier
- CFE0003233, ucf:48551
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003233
- Title
- AN INTEGRATED MODEL OF WORK CLIMATE.
- Creator
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Kuenzi, Maribeth, Schminke, Marshall, University of Central Florida
- Abstract / Description
-
Management scholars have become increasingly interested in the role of organizational context. As part of this trend, research on work climates has thrived. This contemporary climate research differs from traditional approaches by concentrating on facet-specific climate types like service or innovation, rather than general, global conceptualizations of climate. Consequently, the climate literature has become fragmented and disorderly. I seek to remedy this in my dissertation. Specifically, I...
Show moreManagement scholars have become increasingly interested in the role of organizational context. As part of this trend, research on work climates has thrived. This contemporary climate research differs from traditional approaches by concentrating on facet-specific climate types like service or innovation, rather than general, global conceptualizations of climate. Consequently, the climate literature has become fragmented and disorderly. I seek to remedy this in my dissertation. Specifically, I propose and test an integrated model of work climate that examines both molar and facet-specific climates. Chapter 1 is a review of the organizational work climate literature. This review seeks to review, reorganize, and reintegrate the climate literature. In addition, this review brought to light an issue that hinders the integration of the climate literatures: the literature does not contain a quality instrument for assessing the general characteristics of the molar work climate of an organization. In Chapter 2, I develop a theoretically-driven measure of work climate by drawing on the competing values framework (Quinn & Rohrbaugh, 1983). Preliminary results from three studies suggest that the proposed four-component model of molar work climate appears to be viable. The results indicate the instrument has internal reliability. Further, the results demonstrate discriminant, convergent, and criterion-related validity. In Chapter 3, I propose and test an integrated model of work climate by drawing on bandwidth-fidelity theory (Cronbach & Gleser, 1957). I predict that facet-specific climates will be more strongly related to specific outcomes and molar climates will be more strongly related to global outcomes. Further, I suggest weaker, indirect relationships between molar climate and specific outcomes and between facet-specific climates and global outcomes. The results indicate support for my predictions.
Show less - Date Issued
- 2008
- Identifier
- CFE0002032, ucf:47576
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002032
- Title
- THE SPIRITUAL COMPETENCY SCALE: A COMPARISON TO THE ASERVIC SPIRITUAL COMPETENCIES.
- Creator
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Robertson, Linda, Young, Mark, University of Central Florida
- Abstract / Description
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Spiritual and religious beliefs are significant aspects of a person‟s worldview and have been well established within many disciplines as a resource for physical and mental health. Therefore, they are relevant topics for counselors. The governing bodies of the counseling profession support the discussion of these beliefs in counseling. To meet the ethical mandates for competency in this area, the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) produced...
Show moreSpiritual and religious beliefs are significant aspects of a person‟s worldview and have been well established within many disciplines as a resource for physical and mental health. Therefore, they are relevant topics for counselors. The governing bodies of the counseling profession support the discussion of these beliefs in counseling. To meet the ethical mandates for competency in this area, the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) produced the Spiritual Competencies. Despite these efforts, spiritual and religious material continues to be neglected in counselor training programs. In the absence of a formal measure of spiritual competency, curricular recommendations have been based more on speculation about what should be taught than on empirical evidence of students‟ deficits in spiritual competency. A further concern is that there is no existing measure to empirically evaluate the efficacy of this type of training. The purpose of this study was to meet these needs through the development of the Spiritual Competency Scale (SCS). The pilot instrument was administered to 100 participants at a southeastern secular university. The final study included 602 participants from 25 secular and religiously-based universities in 17 states across the nation. All participants were master‟s level students who were enrolled in mental health, community, school, marriage and family, and pastoral counseling tracks. The items were drawn from the literature and address each of ASERVIC‟s nine Spiritual Competencies. Content validity was establishing through item-competency consensus by an expert panel. A 6 factor oblique model was extracted through exploratory factor analysis and an item analysis supported the revised instrument. The pilot instrument yielded favorable test-retest reliability (i.e., .903) and internal consistency coefficients (i.e., .932). Cronbach‟s alpha for the 28-item revised instrument (i.e., .896) and for each of the resultant factors (i.e., from .720 to .828) was also satisfactory. There was no evidence of socially desirable response sets in either administration. The discriminant validity of the SCS was supported by this finding and through a contrasted groups approach. Students from religiously-based schools had significantly higher scores than their secular counterparts. There were also differences in scores based on a variety of demographic variables. The findings of this study support the use of the SCS to inform curriculum development, as a measure of training outcomes, and as a tool for the certification of spiritually competent counselors. Recommendations are made for future analysis of the psychometric properties of the SCS and the limitations of the study are discussed.
Show less - Date Issued
- 2008
- Identifier
- CFE0002422, ucf:47740
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002422
- Title
- SOCIAL COMPETENCE OF HIGH SCHOOL STUDENTS ENROLLED IN ONLINE PHYSICAL EDUCATION COURSES.
- Creator
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Ware, Deborah, Higginbotham, Patricia, University of Central Florida
- Abstract / Description
-
The purpose of this study was to assess the social competence of high school students enrolled in online Physical Education courses. Additionally, the demographic information regarding students who enroll in online Physical Education courses was examined. The subjects for this study included sixty students taking one of two Physical Education courses at the Florida Virtual School during the spring 2005 term. The entire curriculum of the Florida Virtual School is presented online and students...
Show moreThe purpose of this study was to assess the social competence of high school students enrolled in online Physical Education courses. Additionally, the demographic information regarding students who enroll in online Physical Education courses was examined. The subjects for this study included sixty students taking one of two Physical Education courses at the Florida Virtual School during the spring 2005 term. The entire curriculum of the Florida Virtual School is presented online and students live throughout the entire state of Florida. Therefore, the entire study was administered online. The assessment instrument used was the Teenage Inventory of Social Skills created by Heidi Inderbitzen. The Teenage Inventory of Social Skills is a 40-item self-report questionnaire consisting of statements rated on a 6-point continuum. The instrument was divided into two sub-scales; a positive scale and a negative scale. A One-Sample T-Test was used to compare the mean sample scores with the standard means. Frequencies were run to review demographic information. Results indicated that there was no significant mean difference found between the students enrolled in online Physical Education courses and the mean of students established by the TISS. The majority of respondents were female, Caucasian, and were attending public or private schools for most of their classes.
Show less - Date Issued
- 2005
- Identifier
- CFE0000624, ucf:46532
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000624
- Title
- AN EXAMINIATION OF COMPETENCIES, ROLES, AND PROFESSIONAL DEVELOPMENT NEEDS OF COMMUNITY COLLEGE DISTANCE EDUCATORS WHO TEACH MATHEMATICS.
- Creator
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Williams, Falecia, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
This study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty...
Show moreThis study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty development when teaching an online course were examined. Results of these perceptions by group were re-examined in relation to gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. The Survey of Competencies for Teaching an Online Course, a 23-item instrument designed by the researcher, was mailed to 28 distance education administrators with membership to the Florida Distance Learning Consortium (FDLC) and 100 faculty teaching mathematics or statistics online during spring term 2006. Twenty administrators and fifty-two online faculty returned surveys, for a usable response rate of 71% and 52%, respectively. Results from the study suggested: (a) distance education administrators and online faculty ascribed a similar level of importance to core competencies and roles for teaching an online course; (b) providing grades and feedback, facilitating online activities to support learning, and creation of online assignments and tasks were perceived to be the most important competencies and roles for online instruction; (c) distance education administrators and online faculty ascribe varying levels of importance to skill areas needed for faculty development to support a fully Web-based course; (d) knowledge of distance education instructional techniques and planning and instructional design skills were perceived to be the most important skill area need to target for faculty development; and (e) neither gender nor age had any bearing on distance education administrator and online faculty perceptions of the need for faculty development to support online instruction. The results further indicate that although the perceived importance of core competencies and roles for teaching online were similar for distance education administrators and online faculty, the levels of importance for each competency and role varied within each group based upon gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. For example, male faculty, more so than female faculty, viewed greater relevance for production of new and relevant knowledge as competency. Distance education administrators between the ages of 30 and 40, more so than administrators between 49 and 55 years old, consider facilitating to understand course content a high priority competency. Recommendations for further study included conducting a parallel study by varying the faculty subject area, the institution type, geographic location, or level of accreditation. Further research is also suggested to examine ethnic minority representation within distance learning. For this study, the distance education administrator sample was just above 5%, and it was only 10% among the online faculty as it relates to ethnic minorities. Further research is needed to analyze the factors contributing to overall under-representation of ethnic minorities, particularly African-Americans.
Show less - Date Issued
- 2006
- Identifier
- CFE0001066, ucf:46806
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001066
- Title
- LATINO CULTURAL COMPETENCY IN SOCIAL WORK EDUCATION: A REVIEW OF THE LITERATURE.
- Creator
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Menendez, Liana, Leon, Ana, University of Central Florida
- Abstract / Description
-
Cultural competence serves as resource for social workers and other helping professionals to improve service delivery by using approaches that are compatible with the client's cultural values and beliefs. As the Latino population continues to grow, understanding the culture has important implications for social work practice, advocacy and research. There is a dearth of cultural competence training and educational programs that seek to effectively identify, address and meet the unique cultural...
Show moreCultural competence serves as resource for social workers and other helping professionals to improve service delivery by using approaches that are compatible with the client's cultural values and beliefs. As the Latino population continues to grow, understanding the culture has important implications for social work practice, advocacy and research. There is a dearth of cultural competence training and educational programs that seek to effectively identify, address and meet the unique cultural and linguistic needs of Latinos. With the growing population and a lack of culturally responsive services, clinicians familiar with the Latino culture and Latino cultural competency training and education programs, disparities among Latinos will continue to steadily rise. It is important for social work students and clinicians to receive advanced training in understanding the diverse needs of Latino populations. The purpose of this thesis is to review the existing literature to identify culturally competent practice methods and examine efforts to prepare social work students and clinicians to work with the Latino population. A search was conducted using PsychINFO, PubMed, Education Resources Information Center (ERIC) and Cumulative Index of Nursing and Allied Health Literature (CINAHL) databases. Key terms used in the searches were"cultural competency training", "cultural competency education" and/or "social work/clinician" coupled with terms Hispanic or Latino. This thesis concludes with some considerations for integrating Latino cultural competency into the social work curriculum.
Show less - Date Issued
- 2015
- Identifier
- CFH0004747, ucf:45346
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004747
- Title
- THE USAGE OF YOUNG ADULT LITERATURE AS A VEHICLE TO TEACH CULTURAL EMPATHY.
- Creator
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Voltaire, Samuelle, Wharton, Tracy, University of Central Florida
- Abstract / Description
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Social Work education is focused on helping students identify triggers and biases prior to entering the workforce, with an aim towards cultural competence. Class discussions and homework assignments are particularly intentional: through various assignments, students are urged to work on those issues before entering clinical practice. Young Adult (YA) literature has been successfully used in the field of Education to teach empathy and reflectivity regarding diversity to preservice teachers....
Show moreSocial Work education is focused on helping students identify triggers and biases prior to entering the workforce, with an aim towards cultural competence. Class discussions and homework assignments are particularly intentional: through various assignments, students are urged to work on those issues before entering clinical practice. Young Adult (YA) literature has been successfully used in the field of Education to teach empathy and reflectivity regarding diversity to preservice teachers. The use of YA literature may hold promise for Social Work education as a teaching tool, but the extent of current use in Social Work education is unknown. An anonymous survey of Social Work faculty at Florida universities was conducted using Qualtrics. The survey was sent to approximately 250 instructors of undergraduate and graduate courses. Eighteen surveys were completed, and 17 were used in data analysis. It was found that the majority of respondents used non-textbook and print material at least some of the time in their courses. Of those who used YA Literature in their courses, more than half the time it was used to facilitate cultural and diversity learning. Based on the data, YA literature holds promises for social work education in the area of development of cultural empathy. This study lays the groundwork for further research on how YA literature can be incorporated into cultural competency coursework.
Show less - Date Issued
- 2016
- Identifier
- CFH2000006, ucf:45590
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000006
- Title
- ADULT ATTACHMENT PATTERNS, ETHNIC EXPERIENCE, AND SOCIAL COMPETENCE: COMPARING AFRICAN AMERICAN AND CAUCASIAN COLLEGE STUDENTS.
- Creator
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Robin, Melissa, Chin, Matthew, University of Central Florida
- Abstract / Description
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The purpose of this thesis was to examine adult attachment patterns and ethnic experience and the relationship on social competence. There are limited studies that have examined the differences among racially and ethnically diverse populations. A total of 60 university undergraduate students completed the Relationship Questionnaire, Interpersonal Competence Questionnaire, Measure of Adolescent Hetersocial Competence, and the Scale of Ethnic Experience. Results showed that some differences...
Show moreThe purpose of this thesis was to examine adult attachment patterns and ethnic experience and the relationship on social competence. There are limited studies that have examined the differences among racially and ethnically diverse populations. A total of 60 university undergraduate students completed the Relationship Questionnaire, Interpersonal Competence Questionnaire, Measure of Adolescent Hetersocial Competence, and the Scale of Ethnic Experience. Results showed that some differences existed between the two groups in terms of attachment patterns. Ethnic identity was related to social competence with both groups. It is suggested that ethnic experience may be useful for studying social competence.
Show less - Date Issued
- 2013
- Identifier
- CFH0004403, ucf:45135
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004403
- Title
- ESSAYS IN OUTSOURCED IS PROGRAM MANAGEMENT.
- Creator
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Parolia, Neeraj, Jiang, James, University of Central Florida
- Abstract / Description
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IS vendor organizations are increasingly using program management practices to manage complex projects (Gierra 2004). The move to program teams is due to the realization that the management of many client projects and their underlying dependencies requires teamwork among project managers from different projects (Cooke-Davies 2002; Ferratt et al. 2006; Sanghera 2007). With two separate studies, first we extend the team competence framework and utilize organizational learning theory to...
Show moreIS vendor organizations are increasingly using program management practices to manage complex projects (Gierra 2004). The move to program teams is due to the realization that the management of many client projects and their underlying dependencies requires teamwork among project managers from different projects (Cooke-Davies 2002; Ferratt et al. 2006; Sanghera 2007). With two separate studies, first we extend the team competence framework and utilize organizational learning theory to understand the antecedents and outcomes of teamwork behaviors. Empirical results from the first study indicated that teamwork behaviors within the program team were significantly related to an increase in team competencies of personnel development, methodology development and dissemination and customer focus. Further, the three program team competencies were a significant predictor of program outcomes. In the second study, we investigate the outcomes of conflict resolution and their impact on program performance. The results indicated that conflict resolution can enhance the level of communication, mutual support and effort among IS program members Directions for practitioners and implications for future research are discussed.
Show less - Date Issued
- 2008
- Identifier
- CFE0002344, ucf:47794
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002344
- Title
- Meeting planner loyalty to convention service managers: An investigation of convention service manager emotional and functional competence in the business-to-business exchange.
- Creator
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Holm, Michelle, Dickson, Duncan, Muller, Christopher, Severt, Denver, University of Central Florida
- Abstract / Description
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The current state of literature surrounding the business-to-business (BTB) exchange in the meetings, incentives, conventions, and events (MICE) industry is limited. Likewise, the manner in which meeting planners forge their intentions to repurchase was unknown until the present study was conducted. The following research focused on the role of the hotel convention service manager (CSM) in the BTB exchange with the meeting planner to understand the role they play in the meeting planner's...
Show moreThe current state of literature surrounding the business-to-business (BTB) exchange in the meetings, incentives, conventions, and events (MICE) industry is limited. Likewise, the manner in which meeting planners forge their intentions to repurchase was unknown until the present study was conducted. The following research focused on the role of the hotel convention service manager (CSM) in the BTB exchange with the meeting planner to understand the role they play in the meeting planner's decision to repurchase. Since hotel CSMs have not been assessed in previous literature, one of the major contributions of this study was that it established a set of functional competencies on which to evaluate hotel CSM performance in on-the-job tasks. The current study also introduced an emotional competence evaluation by means of asking meeting planners to evaluate hotel CSMs on well-being, emotionality, self control and sociability, in the face of client interaction. It was found that both forms of competency performance significantly contribute to the planner's perceptions of relationship quality. The current state of the literature was also ambiguous surrounding relationship quality in the BTB exchange. It was well established that relationship quality was most commonly composed of at least two dimensions: trust and commitment. However, because this study investigated the BTB exchange in an individual-individual context, likability was added as a new dimension of relationship quality. The second order factor structure of relationship quality was confirmed, and post-hoc tests revealed that a meeting planner's perceptions of emotional and functional competence in the exchange, appears to hinge on the quality of that relationship, when the meeting planner is evaluating their intentions to repurchase with the property and the hotel CSM. In fact, repeat purchase intentions with the hotel CSM were found to supersede intentions with the property, thereby establishing hotel CSMs as directors of repeat business for their respective employer (property). To accomplish this study's objectives, a mixed-mode methodology was employed. Qualitative analysis was conducted after collecting data via semi-structured interviews and focus groups to establish the functional competencies of hotel CSMs and create a generic scale for assessing those competencies. Quantitative analysis was preceded by a survey composed of five sections: functional competence, emotional competence, relationship quality, repeat purchase intention, and demographics. Data was collected from meeting planners, which resulted in a usable sample of 324 responses. Exploratory factor analysis was conducted on functional competence to understand its underlying latent structure. A robust reliability analysis and a priori testing was employed prior to conducing confirmatory factor analyses, which were followed by structural equation modeling to test the proposed theoretical model. The results showed the following. Functional and emotional competence were positively related to relationship quality, respectively. The second order factor structure of relationship quality was established, composed of the following first order factors: trust, commitment, and likability. Finally, perceived relationship quality is positively related to repeat purchase intention with the property and with the hotel CSM. The study offered a number of theoretical and practical implications, and limitations and directions for future research were also discussed in the final chapter.
Show less - Date Issued
- 2016
- Identifier
- CFE0006688, ucf:51925
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006688
- Title
- Transformative Learning:Improving Teachers' Cultural Competencies Through Knowledge and Practice of Ubuntu Pedagogy.
- Creator
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Blackwood, Alecia, Hopp, Carolyn, Biraimah, Karen, Little, Mary, Boote, David, Washington, Kevin, University of Central Florida
- Abstract / Description
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The pursuit of this ethnographic study was inspired by my lived experiences as an urban school teacher for 18 years, as well as, the experiences of a group of other urban teachers. The study explored the following question: Does knowledge and practice of Ubuntu pedagogy help to improve teachers' cultural competencies in an urban school? The research documents how knowledge and practice of the three pillars of Ubuntu pedagogy help to transform the perspective of urban teachers. The three...
Show moreThe pursuit of this ethnographic study was inspired by my lived experiences as an urban school teacher for 18 years, as well as, the experiences of a group of other urban teachers. The study explored the following question: Does knowledge and practice of Ubuntu pedagogy help to improve teachers' cultural competencies in an urban school? The research documents how knowledge and practice of the three pillars of Ubuntu pedagogy help to transform the perspective of urban teachers. The three pillars are (1) Humanism and Ubuntu Competency, (2) Collaboration and Partnership, and (3) Relationship and Learning Community. Data were collected using multiple techniques, which included semi-structured interviews, book study, reflective digital journal notes, observations and a focus group. Seven participants, who were interviewed, were selected using convenience sampling (Creswell, 2013). Transformative learning and Ubuntu pedagogy are constructs in the conceptual framework that guided the process of the research design. For the data analysis procedures, the description of the interpretation of the cultural-sharing group provided more insights about teachers' experiences in an urban school. Recommendations were made based on the data collected, which provided evidence of how the knowledge and practice of Ubuntu pedagogy helped to improve teachers' cultural competencies. The teachers' focus group, book study reflections and classroom observations revealed that all the teachers experienced levels of a disorienting dilemma, a shift in frame of reference that was more inclusive and self-reflective.
Show less - Date Issued
- 2018
- Identifier
- CFE0007157, ucf:52326
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007157
- Title
- An investigation of master's level counselor education admissions criteria: The predictive validity of undergraduate achievement and aptitude on the attainment of counseling competence.
- Creator
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Kendrick, Emma, Hagedorn, William, Hundley, Gulnora, Lambie, Glenn, Robinson, Edward, Ieva, Kara, University of Central Florida
- Abstract / Description
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The goal of this research was to examine the relationship between the Graduate Record Examination (GRE) and undergraduate grade point average (UGPA) admissions criteria and the prediction of future counseling competencies in four domain areas; knowledge, counseling skills, professional dispositions, and professional behaviors. The Counselor Preparation Comprehensive Examination (CPCE) provided the measure for knowledge, paired with the Counseling Competencies Scale (CCS), measuring counseling...
Show moreThe goal of this research was to examine the relationship between the Graduate Record Examination (GRE) and undergraduate grade point average (UGPA) admissions criteria and the prediction of future counseling competencies in four domain areas; knowledge, counseling skills, professional dispositions, and professional behaviors. The Counselor Preparation Comprehensive Examination (CPCE) provided the measure for knowledge, paired with the Counseling Competencies Scale (CCS), measuring counseling skills, professional dispositions, and professional behaviors. Three types of correlational analyses (Multiple-linear Regression, Pearson Product Moment, and Canonical) were used to test the relationships between the variables and subscales. Overall, significant models were produced in areas consistent with past research: GRE and UGPA scores show a relationship to CPCE scores but not the CCS skills assessment. The author concluded that counselor educators should review their admissions criteria and ensure that the value that they place on the GRE and UGPA criteria is backed by research. Recommendations for future research should focus on the use of alternate admissions criteria which assess applicants for personal characteristics and other qualities considered necessary for a counselor to be successful.
Show less - Date Issued
- 2012
- Identifier
- CFE0004395, ucf:49364
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004395
- Title
- DEVELOPMENT AND VALIDATION OF THE CROSS-CULTURAL COMPETENCE INVENTORY.
- Creator
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Thornson, Carol, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
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Understanding the factors responsible for successful interactions between cultures has been an ongoing investigation among anthropologists, social workers, and organizational psychologists. The need for employees who are able to function effectively across cultures has resulted in a great deal of research examining which factors enable expatriate effectiveness. Despite the necessity of a workforce that is able to function across cultures in todayÃÂ's global economy, an...
Show moreUnderstanding the factors responsible for successful interactions between cultures has been an ongoing investigation among anthropologists, social workers, and organizational psychologists. The need for employees who are able to function effectively across cultures has resulted in a great deal of research examining which factors enable expatriate effectiveness. Despite the necessity of a workforce that is able to function across cultures in todayÃÂ's global economy, an even greater case can be made for cross-cultural competence (3C) in the U.S. military. The potential for loss of life and international-level consequences is high if our military forces are not adequately prepared. This is why the Department of Defense has identified 3C as a critical determinant of success for military missions. Despite the critical need for military 3C, a review of the literature found no validated instruments developed to assess the readiness of our troops to work closely with foreign nationals and coalition forces in the context of military deployments. As such, the overarching goal of this validation study was to enable the U.S. military to prepare and train its forces in 3C, specifically allowing the military to: (1) better assess troop readiness to engage other cultures; (2) target training to those skills that help achieve missions in the field; (3) design more authentic cross-cultural training exercises; (4) assess the effectiveness of cross-cultural training; and (5) guide the development of future cultural training efforts. To that end, a blended approach to scale development was undertaken, whereby critical-incident interviews with subject matter experts informed which of the individual difference predictors from the civilian literatures would likely be applicable to the military domain. Initial administration of the prototype instrument to 792 military members, followed by exploratory factor analysis, revealed six hypothesized factors of 3C. Following scale development, the Cross-Cultural Competence Inventory (3CI) was administered to almost 5,000 service members, and the six-factor structure was confirmed as well as cross-validated. Another data collection effort focused on assessing the stability of the six factors over time, via test-retest reliability analysis. A final validation study revealed Cultural Exploration to be a significant predictor of three of the four performance criteria, as rated by supervisors on deployment. Furthermore, this study offered the unique perspective gained by administering two popular civilian instruments along with a military-based tool, providing insight into the nature of military 3C and the ways in which it is similar to, and distinct from, civilian 3C. Additionally, important theoretical contributions may help guide future empirical research and military applications. This study is the initial step in assessing readiness for cultural interaction in the military. The results may serve to guide future efforts in military research in order to support our forces in the field as well as to guide the military establishment in making decisions on training, education, and operations in the context of mission success.
Show less - Date Issued
- 2010
- Identifier
- CFE0003437, ucf:48388
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003437
- Title
- ASSESSING THE PSYCHOMETRIC PROPERTIES OF THE COUNSELING COMPETENCIES SCALE: A MEASURE OF COUNSELING SKILLS, DISPOSITIONS, AND BEHAVIORS.
- Creator
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Swank , Jacqueline, Lambie, Glenn, University of Central Florida
- Abstract / Description
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Ethical and competent professional counselors are needed to provide quality counseling services to the public. Counselor educators and supervisors have the responsibility of training competent counselors. Furthermore, counselors and counselors-in-training have the responsibility of continually assessing their own development and implementing measures to increase their competency. Assessment instruments have sought to measure counseling competencies through evaluating counseling skills....
Show moreEthical and competent professional counselors are needed to provide quality counseling services to the public. Counselor educators and supervisors have the responsibility of training competent counselors. Furthermore, counselors and counselors-in-training have the responsibility of continually assessing their own development and implementing measures to increase their competency. Assessment instruments have sought to measure counseling competencies through evaluating counseling skills. However, a paucity of research exists that examines counseling competencies in a comprehensive manner using a psychometrically sound approach. Therefore, a need exists for a psychometrically sound assessment instrument that measures the construct of counseling competencies in a holistic manner. Thus, the purpose of this study was to assess the psychometric properties of the Counseling Competencies Scale (CCS; UCF Counselor Education Faculty, 2009), an instrument designed to measure counseling competencies, within the areas of counseling skills, professional dispositions, and professional behaviors. The sample included 81 counseling practicum students and 21 counseling practicum supervisors from two graduate counselor education programs at public institutions accredited by the Council for Accreditation for Counseling and Related Educational Programs (CACREP) within the United States (one program in the southeast and another in the northwest). The practicum supervisors evaluated the counseling competencies of the counseling practicum students per the CCS at the semester midpoint and conclusion. Additionally, the counseling practicum students evaluated their own counseling competencies per the CCS at the semester midpoint and conclusion. Furthermore, the counseling practicum students and supervisors both completed a demographic questionnaire developed by the researcher. The data analysis procedures employed to test the research hypotheses were: (a) factor analysis, (b) Pearson product-moment correlation (two-tailed), and (c) Cronbach's alpha. The exploratory factor analyses yielded five midterm CCS factors (Factor 1: Assessment and Application, Factor 2: Professional Behaviors and Dispositions, Factor 3: Beginning Counseling Skills, Factor 4: Advanced Counseling Skills, Factor 5: Directive Counseling Skills) and four final CCS factors (Factor 1: Professional Dispositions and Behaviors, Factor 2: Counseling Skills, Factor 3: Assessment and Application, Factor 4: Growth). Additionally, the CCS exhibited strong internal consistency reliability for both the individual factors and the overall models. The interrater reliability among raters yielded a low correlation (Skills [r = .436], Dispositions [r = .515], Behaviors [r = .467], and Total [r = .570]). Furthermore, an assessment of criterion-related validity yielded a high correlation (r = .407) between the final total score on the CCS and the students' final grade in the counseling practicum course. The results of the statistical analyses support the development of the CCS, a promising assessment instrument for evaluating counseling competencies within counselors-in-training. Through the further development of the CCS, counselor educators and supervisors will have a sound method for assessing their students' levels of counseling competencies and learning outcomes. Additionally, the CCS may support counselor educators and supervisions in their ethical and legal responsibilities as teachers, evaluators, and gatekeepers for the counseling profession. Furthermore, the CCS offers counselors-in-training a tool to assist them in understanding and developing their level of comprehensive counseling competencies.
Show less - Date Issued
- 2010
- Identifier
- CFE0003028, ucf:48342
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003028