Culturally Competent Counseling for Culture-Bound Syndrome of Hwa-byung: A Case Study of a Korean American Woman

2011 ◽  
Vol 1 (2) ◽  
pp. 123-137 ◽  
Author(s):  
Caleb Kim ◽  
◽  
Kyung-Mee Choi
Keyword(s):  
American Woman ◽  
Korean American ◽  
Culturally Competent

Foam Rubber Pica and Cautopyreiophagia in a Highly Educated Woman: A Clinical Case Study

2021 ◽  
pp. 153465012110142
Author(s):  
Michael Van Wert ◽  
Kelsey McVey ◽  
Tammy Donohue ◽  
Taylor Wasserstein ◽  
Jefferson Curry ◽  
...  
Keyword(s):  
Transtheoretical Model ◽  
Randomized Clinical Trials ◽  
American Woman ◽  
Health Behavior Change ◽  
Treatment Team ◽  
Obsessive Compulsive ◽  
Foam Rubber ◽  
Highly Educated ◽  
Outpatient Program

Pica, the developmentally and culturally-inappropriate eating of non-nutritive and non-food substances, is most often documented in people with developmental disabilities and children, frequently in institutional and residential settings. To date, there are no randomized clinical trials on pica-specific treatments, and very little literature is available regarding the characteristics or treatment of pica in adults with no intellectual or social deficits, and co-morbid disorders. This case study addresses this gap, and involves a highly educated 30 year-old American woman with foam rubber pica and burned match consumption (cautopyreiophagia) behaviors, along with co-morbid depressive, anxiety, and obsessive-compulsive symptoms, who received treatment in a general intensive outpatient program for adults in a large urban community psychiatry setting. The case study describes how the Biosocial Theory and Transtheoretical Model of Health Behavior Change were used to conceptualize this woman’s symptoms and guide a treatment team of clinicians who did not specialize in pica. Providers in non-specialty clinic settings would benefit from reflecting on ways to adapt evidence-based techniques to the treatment of uncommon symptoms.

Moral Reform and Feminism: A Case Study

1975 ◽  
Vol 17 (4) ◽  
pp. 386-397 ◽  
Author(s):  
Cynthia Jeffress Little
Keyword(s):  
Latin American ◽  
Women Activists ◽  
American Woman ◽  
The United States ◽  
Moral Reform ◽  
Reform Movements ◽  
Time Period ◽  
International Reputation ◽  
The Subject

For the uninitiated the subject of moral reform appears to be a topic best suited for examining the traditional view of the Latin American woman: that of a female preoccupied with sin and salvation and with no interest in the world outside the home or increased rights for her sex. Closer investigation reveals, however, that moral reform movements often have indicated women's active presence and concern about the direction of a nation's social policies and customs. (Addams, 1912: 160-195; Davis, 1973; Smith-Rosenberg, 1971: 381-385, 562-564). Involvement in moral reform activities often but not always has meant that a woman considered herself a feminist and believed that the goals of these two movements were inextricably linked together. In order to explore these two hypotheses, this essay will focus on Paulina Luisi (1875-1950), an Uruguayan doctor whose lifelong dedication to moral reform and feminism earned her an international reputation as a fighter for one sexual moral standard and women's rights (Mapons, 1950; Scarone, 1937: 284-289). Examining her extensive writings and many projects provides an excellent insight into two movements which claimed the loyalty of numerous women activists, both bourgeois and socialist, in Latin America, Europe, and the United States (Addams, 1912; Chataway, 1962; Lloyd, 1971; Luisi, 1948). Given the Latin American context and the time period, Luisi can be seen as a major figure in the international feminist and moral reform movements.

Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence

2021 ◽  
pp. 460-481
Author(s):  
Erin Hogan Rapp ◽  
Melissa Landa
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Cultural Competence ◽  
Teacher Candidates ◽  
Children’S Literature ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Collective Case Study ◽  
Asking Questions

This chapter presents the results from a collective case study of 23 undergraduate preservice teachers enrolled in a Children's Literature course at a large Mid-Atlantic university. It explores how course instruction in and around high-quality, culturally diverse children's literature facilitated both displays of culturally competent dispositions and cultural knowledge of self and others. The chapter also describes how the preservice teachers under study applied their culturally competent dispositions as they rehearsed selecting texts, planning activities, and asking questions to their future students. The Cultural Competence for Teaching Framework provided a useful metric to evaluate participants' displays of cultural competence across the course of the semester. Within this chapter, the authors describe how they embedded cultural competence education inside the course including a description of the activities, texts, and pedagogy used.

Identity

2019 ◽  
pp. 15-46
Author(s):  
Varda Konstam
Keyword(s):  
Identity Formation ◽  
Emerging Adults ◽  
Middle Eastern ◽  
Group Identification ◽  
American Woman ◽  
Theoretical Background ◽  
Identity Statuses ◽  
Couple Identity ◽  
Personal Experiences

The dynamic processes of individual and couple identity formation are discussed against a theoretical background. Absence of strict codes of behavior creates an environment in which emerging adults feel freer to explore and experiment with identity options, both as individuals and as couples. Marcia’s four “identity statuses” are presented in a contemporary context, and the concept of group identification is discussed. The challenges of transitioning from an individual identity to a couple identity—from an I to a we—are analyzed. The 29 research participants discuss their personal experiences in forming a we identity and the difficulties in developing and maintaining an I while living in a we relationship. The chapter concludes with a case study of a young American woman of Middle-Eastern ethnicity who must contend with strong cultural and parental influences while trying to forge an individual and a couple identity.

Using the Transtheoretical Model of Change to Improve Lifestyle Behaviors in a Woman With Metabolic Syndrome

2016 ◽  
Vol 9 (1) ◽  
pp. 81-87
Author(s):  
Kimberly M. Davis ◽  
Patricia T. Alpert ◽  
Marcia Clevesy
Keyword(s):  
Metabolic Syndrome ◽  
Stages Of Change ◽  
Transtheoretical Model ◽  
African American Woman ◽  
Change Theory ◽  
American Woman ◽  
Lifestyle Behaviors ◽  
Lifestyle Modifications ◽  
Case Patient

Purpose: To provide information on how the stages of change theory can be initiated using a case study of a 64-year-old African American woman with metabolic syndrome. A questionnaire on lifestyle modifications operationalizes the stages of change theory and the case patient illustrates the process of change using this questionnaire. Data Source: An exhaustive literature review was conducted on the stages of change theory. The questionnaire used in the clinical setting presented as part of this case study encapsulates the stages of change theory after being modified from a similar tool used by the Ohio Department of Health Fresh Start Program. Conclusion: Using an objective tool to assess progress made by this case patient demonstrates the value of being able to monitor lifestyle modifications for patients with chronic diseases. Significance for Practice: This questionnaire provides a means to assess change over time and can help both patient and provider identify outcomes of treatment.

scholarly journals Heritage Language and Ethnic Identity: A Case Study of Korean-American College Students

2009 ◽  
Vol 11 (1) ◽  
Author(s):  
Clara Lee Brown
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Language Proficiency ◽  
Heritage Language ◽  
Korean American ◽  
Heritage Languages ◽  
Negative Stereotypes ◽  
High Level ◽  
Heritage Language Speakers

The current study explores how heritage language proficiency affects the ethnic identity of four Korean-American college students who have maintained a high level of heritage language proficiency. Findings from in-depth interviews are consistent with previous studies which show close relationships between heritage languages and ethnic identity, yet the study reveals that a high level of heritage language proficiency is not necessarily associated with a heightened sense of ethnic identity for the selected students. Interview data suggest that participants’ perceived expectations from society in general contribute to identity conflicts. A path to maintaining heritage language should start from creating a safe environment, especially in schools where heritage language speakers are protected from negative stereotypes.

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