The liaison psychiatric service
Chambers Mary in Psychiatric and mental health nursing, 2017
Assessments tools for specific conditions have been developed (see Table 52.2). Staff should be aware of the potential cultural bias that any tool may have. An example of cultural bias would be a cognitive tool which relies on the service user being familiar with the Roman alphabet or able to recognize English-sounding names. If the service user is not as familiar with either of those areas as a native speaker would be, the assessment may not reflect their cognition accurately. Work is being done to develop and understand the role of culture in cognition,54 as well as developing screening tools that are more culturally sensitive, such as the Bangla Adaptation of Mini Mental State Examination (BAMSE).55 Using collateral information for people who know the person well may help mitigate the bias.
A model for self-directedness
Jenny Gavriel in The Self-Directed Learner in Medical Education, 2005
It first has to be noted that, like much of adult education literature, research into experiential learning is almost entirely based in Western culture. This cultural bias in the research may or may not be of significance to the construction of the Skills Pillar, but it must certainly be taken into consideration. hTis three pillar model has been developed to help educators work with the learner(s) that are in front of them; at each step I would ask that educators consider their learners as unique individuals. The skills bricks that are uncovered throughout the rest of this book will not all be applicable to all learners, as the bricks required will depend on their personality, current skills, previous experiences and the learning context. Keeping this in mind should help to minimise the cultural bias issue that arises when attempting to draw conclusions for broader, mixed groups of learners.
Concussion and behavioural science
Dominic Malcolm in The Concussion Crisis in Sport, 2019
Third, consider the subjects of this body of research. Team sports involving physical contact predominate. Relatively absent are studies of participants in combat sports such as boxing and martial arts, despite the fact that the potential for longer-term neurocognitive decline was identified so much earlier. Additionally, a great deal of evidence on which we develop our understanding relates to younger sport participants. This may be the population for which fears of developing Chronic Traumatic Encephalopathy (CTE) are particularly emotive, but they are also the population for which evidence of a correlation between playing sport and developing longer-term neurocognitive conditions is the weakest. The condition of former players in the NFL first raises concerns about CTE as an ‘occupational disease’ and, if proven, there is a long way to go before it can be established that CTE is linked to less prolonged or intense engagement with football activities. There is then a clear ethical, medical, and cultural bias in this field towards certain populations.
Positive experience, psychological functioning, and hope for the future as factors associated with mental health among young Sub-Saharan internally displaced people (IDP): A quantitative pilot study
Published in International Journal of Mental Health, 2019
Guido Veronese, Alessandro Pepe, Giovanni Sala, Ibrahim Yamien, Marzia Vigliaroni
Turning to the limitations of our research, the cross-sectional nature of the study prevents us from overemphasizing causal relations among the variables or drawing definitive conclusions. This is exploratory research that represents the first step in a multi-wave investigation of trajectories of well-being and their effect on good mental health. At this stage, the relatively small sample size, and convenience sampling method adopted cannot offer an exhaustive picture of the role of well-being in mitigating psychological distress. A degree of cultural bias and context-specific variables may also have conditioned our findings. In the future, a mixed-method explanatory research design will ensure a more solidly grounded explanation of the culturally-informed domains of well-being.
Cultural Safety or Cultural Competence: How Can We Address Inequities in Culturally Diverse Groups?
Published in Issues in Mental Health Nursing, 2022
Sabitra Kaphle, Catherine Hungerford, Denise Blanchard, Kerrie Doyle, Colleen Ryan, Michelle Cleary
Findings of research, such as that undertaken by Hunter and Cook (2020), Lauzière et al. (2021), and Hansen et al. (2021), are concerning in light of the poor health status of indigenous populations globally (WHO 2007). Reasons for this situation include overt and implicit discrimination, cultural bias, and the violation of human rights (WHO 2007). Questions must also be asked about the influence of cultural safety in closing the gap in health outcomes between indigenous and non-indigenous cultures. For example, in Australia, cultural safety in health care for Indigenous Australians is monitored by a national framework (Australian Institution of Health & Welfare, 2021). Yet, the ongoing health status, including the mental health status of Indigenous Australians, remains lower on all indices than non-Indigenous Australians (Doyle et al., 2017).
Language accessibility in allied healthcare for culturally and linguistically diverse (CALD) families of young children with chronic health conditions: a qualitative systematic review
Published in Speech, Language and Hearing, 2021
Zheng Yen Ng, Monique Waite, Louise Hickson, Katie Ekberg
Studies in this review recommended clinicians use a holistic approach, which align with Epley et al. (2010)’s principle of family as the unit of attention. Clinicians were recommended to take on a holistic approach for assessment, by gathering more knowledge on families’ language backgrounds and gain more cultural understanding of CALD populations. This could aid to prevent a potential implicit cultural bias in working with ethnic groups as described by Hall et al. (2015), i.e. implicit stereotyping, in patient-provider interactions, health outcomes, and to some extent treatment decision and adherence. Ways clinicians could reduce a potential implicit cultural bias include positive contact with these ethnic groups during clinical training, perspective taking, seeking individualized information, and identifying one’s own biases and taking responsibility to address these biases (Hall et al., 2015).
Related Knowledge Centers
- Cognitive Bias
- Cognitive Dissonance
- Confirmation Bias
- Psychology
- White People
- Psychological Testing
- Social Constructionism
- Framing
- Observer-Expectancy Effect
- Out-Group Homogeneity