Page 293 - Cultural Competence in Health Education

Subject Index 271

culturally competent practices in, 52 practices in diverse settings, 52–54
health education facilitated by leaders of, 240 prerequisites to, 58–60
Purnell model for cultural competence on, 107 principles for discipline-specifi c, 51–52
reclaiming four faces of culture by, 96 principles for personal, 50–51
role of elders in, 60 professional preparation programs and, 164–174
shared symbols of, 151 service learning used to develop, 173–174
structural obstacles to health in, 154 work environment barriers to, 175–176
See also Individuals the work setting and, 174–177
Community health, 156–157 See also Health education; Multicultural training
A Compentency-based Framework for Health Cultural competence models
Educators-2006, 187 Campinha-Bacote model of cultural competence,
Competencies Update Project (CUP), 72, 78 112–115
Complementary medicine, 70 MDCC (multiple dimensions of cultural
Core Curriculum in Ethnogeriatrics, 207fi g competence), 47–48
Coronary heart disease, 27–28 Purnell model of cultural competence, 107–112
Corporate cultures, 175 Cultural desire, 58, 114
COSMOS Corporation, 176 Cultural diversity
Council on Education for Public Health, 238 as health education factor, 187–188
Counseling recommendations for working with, 192–196
codifying dominant white culture, 95 Cultural encounters, 113–114
goals of, 61–62 Cultural factors
health education role of, 60–61 health beliefs and practices, 129
Cross-cultural communication identifying health education, 127–130
about health and disease, 153–154 language and communication, 128–129
historical perspective on, 151–153 religious practices, 130
Crystal meth, 221 Cultural identity

Cultural assessments definition of, 148
CAF framework for, 115–117 as health education factor, 116–117
program incorporation of, 194 PEN-3 model, 118fi g
Cultural awareness, 58, 112 Cultural kinetics, 150–151
Cultural Awareness and Sensitivity: Guidelines for Cultural knowledge, 112–113
Health Educators (AAHE), 44, 187, 237 Cultural profi ciency, 192
Cultural beliefs Cultural sensitivity
cultural encounters to understand other’s, 113–114 as cultural competence prerequisite,
disease causation, 98–99 58–59, 164

health care behaviors influenced by, 118–119 increased toward LGBT, 224–226
about health care practitioners, 112 Cultural skills, 113
as health education factor, 129 Cultural values
heritage consistency of, 172 as health education factor, 186–187
program incorporation of, 194 non-Western vs. Western, 186
regarding pregnancy, 111, 131 program incorporation of, 194
See also Cultural values See also Cultural beliefs
Cultural brokers, 239–240 Culture
Cultural competence clinical practice grounded in, 96
achieving, 235–236 communication relationship to, 148–149
communication relationship to, 149–151 counseling model codifying dominant white, 95

defining, 46, 48, 164, 192, 235, 236 definition of, 106, 127

four areas of, 192 differentiating among race, ethnicity and, 192
health importance of, 45, 164, 232–235 as health education component, 90–91
learning objectives for developing, 165–167 heritage consistency to, 172
models, frameworks, and constructs of, 47–50 high-risk behaviors influenced by, 110–111

multiple dimensions of, 43–44, 46–47 LGBT (lesbian, gay, bisexual, and transgender),
with Older Americans, 206–207 216–217

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