Becoming culturally competent in ethnic psychopharmacology

People from minority backgrounds who have a mental illness experience double discrimination associated with both mental illness and race. In 2001, the Surgeon General's landmark report on race, culture, ethnicity, and mental health compellingly documented racial and ethnic disparities in mental heath care related to issues of misdiagnosis, underuse, overrepresentation, and improper treatment. The report called for sound research, including investigation into the area of psychopharmacology, to determine the extent to which the variability of an individual's response to medications is accounted for by factors related to race, ethnicity, age, gender, family history, or lifestyle. This article will focus on the realm of ethnic psychopharmacology and propose a practice model for nurses to become culturally competent in the area of ethnic psychopharmacology.     

Global standards for social work education and training

This paper explores the ways in which social workers can be helped to acquire the wider understanding of relevant legal frameworks which is currently necessary for child-centred practice, given the influence of an ecological perspective on such practice. It arises from the development of a module on child care social work and the community for the Post Qualifying Child Care Award by members of the Law and Social Work Departments at Brunel University. The authors believe that to reach beyond a tokenistic acknowledgement of the ecological perspective requires an understanding and experience of the complex layers which make up the widening and complex social worlds of the child. The paper explains how social workers were encouraged to appreciate both the ever-widening circles of potentially relevant law and the different roles through which law operates. It concludes that a deeper engagement with the legal implications of an ecological dimension to practice would make such practice more effective and would also help combat social exclusion and discrimination.     

Becoming fascinating

The conservative Christian women's movements which include Fascinating Womanhood, the Total Women, and the Philosophy of Christian Womanhood are described. These three groups share the beliefs that men and women are interestingly different; that women ought to submit themselves to their husbands; and that women must keep themselves attractive and well-groomed in order to maintain their husbands' interest and affection. This article attempts to portray some of the processes through which women become involved in each of these groups. With the assistance of Kanter's model of commitment mechanisms involved in participation in communes, this article analyzes the techniques used by the Fascinating Womanhood movement to gain the commitment of new members. Many aspects of this movement are similar to meaning-seeking movements discussed by Klapp.     

Research note: Promoting intercultural education through art education

Taking UNESCO’s proposal ‘learning how to live together’ as a starting point, we examined to what extent visual education can be used as a tool to promote the aims of intercultural education. We analyzed the power of using artistic images from different cultures to change students’ perception of cultural differences, thereby facilitating the development of attitudes of respect towards different ethnic/cultural groups. We also investigated to what extent this strategy could contribute to the integration of minority peers into a majority group. Students were assigned to either an experimental or a control group. The experimental treatment consisted of exposing students to several art object images associated with different cultures. Our measurement instrument was based on an adapted version of the ‘Draw‐A‐Person‐Test’, which we have called the ‘Draw‐Two‐Persons‐Test’. We also used a questionnaire to examine attitudes among subjects     

Gender,education and training: an international perspective

This article examines the causes and consequences of sex discrimination in education in developing countries and considers whether the available educational structures improve gender equity or reinforce the status quo. After an introduction that distinguishes between "education" and "schooling" and identifies schooling as a means of patriarchal control, the article sketches the growing awareness of gender disparities in education. The next section describes how gender inequality in education leads to low participation of women in the labor market and limits women's access to information and services, to mobility, and to decision-making. The article then reviews the international agenda on promoting female education that has resulted in donor-driven initiatives arising from such events as the 1990 World Conference on Education For All. A look at the benefits of educating women then focuses on the "family welfare" perspective and the acknowledgement of women's full socioeconomic role. After pointing to the slow progress towards gender equity in education, the article discusses barriers to this goal posed by poverty, social conventions, early marriage, violence in schools, and curricular gender stereotyping. The article then considers problems encountered by efforts to provide informal education and training and the fact that educational initiatives are donor-driven and fail to address the causes of the gender gap. It is concluded that governments and donors must transform schools as part of a larger program of socioeconomic reforms designed to improve women's status.     

Social work education,training and standards in Africa

This paper describes the historical development of social work education in South Africa, paying particular attention to the transformation of social work education and training post‐1994, and provides some detail about the efforts being made toward the development of a regional qualifications framework. It also describes the constitution of the Social Work Standards Generation Body (SGB), its functions, the processes followed by the SGB, and details the outcomes generated by the SGB. The potential costs and benefits of the development of minimum standards are discussed, with specific reference to the debates around the ‘whole qualifications’ and ‘unit standards’ approaches to generating standards. Although the registration of social work qualifications on the National Qualifications Framework (NQF) is a statutory requirement of the South African Qualifications Authority (SAQA), and was imposed, it holds promise and signifies an achievement by the social work profession. Since the inception of social work education and training in South Africa in the 1920s these are the first nationally formulated standards that have been accepted.     

Child welfare education and training: future trends and influences

Based on a review of current economic, political, social, and professional trends, the authors propose recommendations for child welfare education and training. Future partnerships between child welfare agencies and schools of social work will need to incorporate cross-system collaboration, multiculturalism, and family-centered approaches with a broader conceptualization of child well-being.     

Becoming independent through au pair migration: self-making and social re-positioning among young Filipinas in Denmark

Over the past decade, growing numbers of young Filipinas have entered Denmark on the au pair scheme. While its official aim is to broaden the cultural horizons of youth, researchers generally view Filipina au pairing as a form of labour migration using au pairs as inexpensive domestic workers. This article argues that, despite this critique, au pairing does play an important formative role for young Filipinas because it opens up for experiences abroad that enable them to be recognised as independent adults in Philippine society. Rather than autonomy, however, au pairs define their independence in terms of their capacity to assume responsibility for others, thereby achieving a position of social respect. Based on ethnographic fieldwork in Denmark and the Philippines, this article explores how young Filipinas use the social, economic, and cultural resources they gain from their au pair stay abroad to re-position themselves vis-à-vis family and friends at home.     

Evaluation of HIV/AIDS prevention through peer education, counselling, health care, training and urban refuges in Ghana

Since 1996, Ireland Aid has supported UNICEF Ghana in the implementation of five activities that promote behaviour change to limit the spread of HIV/AIDS and STIs. The interventions are run by different local organisations, and have provided over 75,000 in and out-of-school youth and commercial sex workers with preventive education. People retained the information given, are knowledgeable about how HIV is transmitted, and can name key preventive methods. They pass on the information to their friends. Commercial sex workers were empowered to support one another in negotiating for safer sex. The programme was supported by community members, leading to demand for condoms and for education on HIV/AIDS/STIs. One project gave support to pregnant girls, including health care and vocational training. A drawback in the programme has been the occasional delays in the supply of the educational materials to the peer educators.     

Nonprofit management education through distance learning

Course books 1–12 for “Managing Voluntary and Non-Profit Enterprises.” Milton Keynes, U.K.: The Open University, 1991. (For information, contact Open University Enterprises, 12 Coferidge Close, Stony Stratford, Milton Keynes, MK11 1BY, U.K.) Issues in Voluntary and Non-Profit Management: A Reader, edited by Julian Batsleer, Chris Cornforth, and Rob Paton. Workingham, England: Addison-Wesley, in association with The Open University, 1991. 215 pp., paper. Writers on Organizations (4th ed.), by D. S. Pugh and D. J. Hickson. London: Penguin Books, 1989. 201 pp., paper.     

Becoming: Identity and spirituality

An individual’s identity answers the questions of who, what, where, and why the individual is. An overall identity is made up of multiple constituent identities. These identities may not be fixed over the life course, but may change as a result of conscious choices as well as serendipity or calamity—life transforming events which cannot be anticipated, which remove what had been the certainties and norms of life, and which can leave the individual disconnected from what had been her past and from her hoped for future. In this paper we develop a two-period behavioral model of an individual whose personal identity is an amalgam of N identities, one or more of which may be spiritual in nature. Some identities are actualized at a point in time and some remain latent. We model how individuals allocate resources among current and hoped for future identities, and how these resource allocation decisions and identity actualizations are affected by the interaction of choices and unanticipated external events. We argue why a spiritual identity may be actualized, how it interacts with other identities, and why, in giving context to an individual’s life, it enables her to define and to strive toward her overall identity—to become.     

Using child abuse inquiries in child protection education and training

In this article the two authors describe and analyse their experiences of using child abuse inquiries in child protection education with pre-qualifying social work students, over a period of 10 years. The article addresses a range of issues, including the effects of changes in child protection policy and practice; changes in social work education; the cumulative effects of the number of inquiry reports over the past 25 years; use of particular inquiry reports to discuss issues of oppression; the importance of sensitivity to the processes of such teaching and the emotional impact on social work students. The authors, one woman and one man, are both white and in their middle years. Prior to teaching social work, both were in child care and child protection practice for many years. One author's experience of sexist oppression informs particular aspects of the content of this teaching (see article) and both authors' experiences of endeavouring to be aware of, and sensitive to, the needs of social work students as individuals and as groups, has led them to take a particular approach when using child abuse inquiry reports in educating social workers in the complex and contested field of child protection practice.