Racially aware supervision : examining how White mental health clinicians address cultural competency with their White supervisors

This research examines how multicultural competency and racial difference are addressed in supervision between White mental health clinicians and their White supervisors in mental health settings that serve primarily clients of color. The researcher completed a qualitative case study analysis of five participants who were asked to discuss the content and nature of their supervision with their White supervisors. Three research questions served as the foundation to explore supervisors\u27 and clinicians\u27 attention to cultural competence in the supervisory relationship: (1) How are multicultural issues, race, and racism addressed in supervision? (2) How does attention to clinician-client cultural issues in supervision impact the supervisory relationship? and (3) How do clinicians conceptualize the development of cultural competence and their own White racial identity? For participants in the study race, racism, and cultural competency was not often addressed in supervision. All five participants felt that they had to initiate conversations about race, racism, and cultural competency with their White supervisors. The participants also felt that when they did raise issues of cultural competency that their supervisors were supportive. Many participants reported that addressing race, racism, and cultural competency was not a priority neither at their organization nor in their work with their supervisor. Many felt limited time in supervision impacted the frequency of these conversations. Participants shared a perception that training and supervision about cultural competency was most often found in their graduate education and not in their professional organizations or supervision. This research suggests the need for intentional discussions with clinicians about addressing race, racism, and cultural difference in academic institutions, organizations, and in supervision, and that more research is needed on how addressing such issues impact treatment

Poe and the short-story

Thesis (M.A.)--Boston Universit

Effect of matching uncertainty on population parameter estimation in mark-recapture analysis of photo-identification data

Thanks also to the SeaDoc Society, Molly and John Bailey, the Richardson family, Sarah Haney (Canadian Whale Institute), National Geographic, and Beto Bedolfe at the Marisla Foundation for financial support over the years, and to The Willow Grove Foundation for supporting the Knight Inlet expedition that made 2010 so productive. Erin thanks Air Canada’s Aeroplan Beyond Miles program for travel support. Erin was a beneficiary of a writing retreat for women in science supported by Lyda Hill Philanthropies and the National Geographic Explorers Program.Quantifying and dealing with uncertainty are key aspects of ecological studies. Population parameter estimation from mark-recapture analyses of photo-identification data hinges on correctly matching individuals from photographs and assumes that identifications are detected with certainty, marks are not lost over time, and that individuals are recognised when they are resighted. Matching photographs is an inherently subjective process. Traditionally, two photographs are not considered a “match” unless the photo reviewer is 100% certain. This decision may carry implications with respect to sample size and the bias and precision of the resultant parameter estimates. Here, we present results from a photo-identification experiment on Pacific white-sided dolphins to assign one of three levels of certainty that a pair of photographs represented a match. We then illustrate how estimates of abundance and survival varied as a function of the matching certainty threshold used. As expected, requiring 100% certainty of a match resulted in fewer matches, which in turn led to higher estimates of abundance and lower estimates of survival than if a lower threshold were used to determine a match. The tradition to score two photographs as a match only when the photo reviewer is 100% certain stems from a desire to be conservative, but potential over-estimation of abundance means that there may be applications (e.g., assessing sustainability of bycatch) in which it is not precautionary. We recommend exploring the consequences of matching uncertainty and incorporating that uncertainty into the resulting estimates of abundance and survival.Publisher PDFPeer reviewe

Strengthening Identities and Involvement of Aboriginal Children through Learning On Country.

Djarlgarra Koolunger (Canning River kids) is a culturally centred outdoor learning project referred to as ‘On Country Learning’ or OCL. The project explores Aboriginal connectedness to the spiritual, social, cultural, environmental and geographic dimensions of particular outdoor spaces. This allows Indigenous and non- Indigenous students and their educators to connect at what Nakata (2007) terms the ‘cultural interface’. OCL offers opportunities to transform the ways in which schools engage with Aboriginal perspectives whilst facilitating deep learning through what we describe as culturally responsive pedagogies. This paper stories the journey of Aboriginal students and their teachers, engaging in learning that is situated on Country. We examine the involvement of children when learning on Country and provide analysis using the Leuven Involvement Scales (1994). The analysis compares this group of children in a classroom context and an on Country context over a period of six months and provides preliminary evidence of the efficacy of this approach

From Pink Floyd to Pink Hill: Transforming Education From the Bricks in the Wall to the Connections of Country in Remote Aboriginal education.

In this paper, we present findings from an eighteen-month research project conducted in a remote community school in Western Australia. The data from this project includes documentation pertaining to the practices of educators engaging with Aboriginal Elders and children on Country. The aim of the project was to document the transformative potential of learning on Country for young Aboriginal children (4-8 years). We discuss our findings in the context of Pink Floyd’s metaphor of formal education being built and maintained as a Wall in which children are ‘just another brick’. We argue that education is an institution that produces and reproduces inequalities for Aboriginal children through conforming and colonial pedagogical practices. To support our analysis and framing of this research we draw on Habermas’ knowledge interests (1978) and MacNaughton’s curriculum positions (2003). Using this framework, we propose that transformative pedagogies necessitate the school and the community to be ‘ready, willing and able’ to engage in an approach to learning and teaching that is grounded in ‘Country’. We juxtapose the conforming pedagogies of the Wall with the transforming pedagogies represented by Pink Hill, a sacred feature of the landscape alongside the community where the research took place

Particle Size Distribution in Aluminum Manufacturing Facilities.

As part of exposure assessment for an ongoing epidemiologic study of heart disease and fine particle exposures in aluminum industry, area particle samples were collected in production facilities to assess instrument reliability and particle size distribution at different process areas. Personal modular impactors (PMI) and Minimicro-orifice uniform deposition impactors (MiniMOUDI) were used. The coefficient of variation (CV) of co-located samples was used to evaluate the reproducibility of the samplers. PM2.5 measured by PMI was compared to PM2.5 calculated from MiniMOUDI data. Mass median aerodynamic diameter (MMAD) and concentrations of sub-micrometer (PM1.0) and quasi-ultrafine (PM0.56) particles were evaluated to characterize particle size distribution. Most of CVs were less than 30%. The slope of the linear regression of PMI_PM2.5 versus MiniMOUDI_PM2.5 was 1.03 mg/m3 per mg/m3 (± 0.05), with correlation coefficient of 0.97 (± 0.01). Particle size distribution varied substantively in smelters, whereas it was less variable in fabrication units with significantly smaller MMADs (arithmetic mean of MMADs: 2.59 μm in smelters vs. 1.31 μm in fabrication units, p = 0.001). Although the total particle concentration was more than two times higher in the smelters than in the fabrication units, the fraction of PM10 which was PM1.0 or PM0.56 was significantly lower in the smelters than in the fabrication units (p < 0.001). Consequently, the concentrations of sub-micrometer and quasi-ultrafine particles were similar in these two types of facilities. It would appear, studies evaluating ultrafine particle exposure in aluminum industry should focus on not only the smelters, but also the fabrication facilities