Advertisement

Diversitätssensible Hochschullehre in den therapeutischen Gesundheitsberufen Ergotherapie, Logopädie und Physiotherapie

  • Sandra SchillerEmail author
Chapter
Part of the Prekarisierung und soziale Entkopplung – transdisziplinäre Studien book series (PSETS)

Zusammenfassung

Im Gesundheitsbereich hat sich zunehmend ein Verständnis dafür entwickelt, dass qualitativ anspruchsvolle Gesundheitsdienstleistungen an den Bedürfnissen und Zielen ihrer Nutzer*innen ausgerichtet sein müssen. Entsprechend gewinnt der Umgang mit gesellschaftlicher Vielfalt an Bedeutung als Beitrag zur Herstellung von gesundheitlicher Chancengleichheit. Unter Einbezug von internationaler Literatur aus den therapeutischen Gesundheitsberufen Ergotherapie, Logopädie und Physiotherapie wird die Auseinandersetzung mit dieser Thematik seit dem späten 20. Jahrhundert aufgezeigt. Auf dieser Grundlage werden Hinweise für eine diversitätssensible Hochschullehre in den therapeutischen Gesundheitsberufen vorgestellt.

Schlüsselwörter

Kulturelle Kompetenz Diversitätssensible Hochschullehre Kritische Wissenschaft Therapeutische Gesundheitsberufe Ergotherapie Logopädie Physiotherapie 

Literatur

  1. Abel, T., & Frohlich, K. L. (2012). Capitals and capabilities. Linking structure and agency to reduce health inequalities. Social science & medicine 74, 236–244.CrossRefGoogle Scholar
  2. Ahlsen, B., & Solbraekke, K. N. (2018). Using narrative perspectives in the clinical setting of physiotherapy. Why and how? In B. E. Gibson, D. A. Nicholls, J. Setchell, & K. S. Groven (Hrsg.), Manipulating practices. A critical physiotherapy reader (S. 356–377). Oslo: Cappelen Damm Akademisk/Nordic Open Access Scholarly Publishing. URL: https://press.nordicopenaccess.no/index.php/noasp/catalog/book/29. Zuletzt abgerufen: 20. März 2018.
  3. Aldrich, R. M., & Grajo, L. C. (2017). International educational interactions and students’ critical consciousness: A pilot study. The American journal of occupational therapy 71.  https://doi.org/10.5014/ajot.2017.026724.CrossRefGoogle Scholar
  4. Altgeld, T., Bächlein, B., & Deneke, C. (Hrsg.) (2006). Diversity Management in der Gesundheitsförderung. Nicht nur die leicht erreichbaren Zielgruppen ansprechen! Frankfurt am Main: Mabuse.Google Scholar
  5. Andrews, F., Griffiths, N., Harrison, L., & Stagnitti, K. (2013). Expectations of parents on low incomes and therapists who work with parents on low incomes of the first therapy session. Australian occupational therapy journal 60, 436–444.  https://doi.org/10.1111/1440-1630.12044.CrossRefGoogle Scholar
  6. Arndt, S. (2015). Rasse. In S. Arndt & N. Ofuatey-Alazard (Hrsg.), Wie Rassismus aus Wörtern spricht. (K)Erben des Kolonialismus im Wissensarchiv der deutschen Sprache (S. 660–664). 2. Aufl. Münster: Unrast.Google Scholar
  7. ASHA (American Speech Hearing Association) (o.J.). Cultural competence. URL: https://www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence/. Zuletzt abgerufen: 20. März 2018.
  8. Ball, J., & Lewis, M. (2011). “An altogether different approach”. Roles of speech-language pathologists in supporting indigenous children’s language development. Canadian journal of speech-language pathology and audiology 35, 144–158.Google Scholar
  9. Barksdale, D. J. (2009). Provider factors affecting adherence. Cultural competency and sensitivity. Ethnicity & disease 19, 5-3-7.Google Scholar
  10. Battle, D. E. (1997). Multicultural considerations in counseling communicatively disordered persons and their families. In T. A. Crowe (Hrsg.), Applications of counseling speech-language pathology and audiology (S. 118–141). Baltimore: Williams & Wilkins.Google Scholar
  11. Battle, D. E. (2000). Becoming a culturally competent clinician. Special interest division 1: Language, learning and education 7, 20-23.Google Scholar
  12. Beagan, B. L. (2015). Approaches to culture and diversity: A critical synthesis of occupational therapy literature. Canadian journal of occupational therapy 82, 272–282.  https://doi.org/10.1177/0008417414567530.CrossRefGoogle Scholar
  13. Beagan, B. L. (2007). Experiences of social class: Learning from occupational therapy students. Canadian journal of occupational therapy 74, 125–131.  https://doi.org/10.2182/cjot.06.012.CrossRefGoogle Scholar
  14. Beagan, B. C., & Chacala, A. (2012). Culture and diversity among occupational therapists in Ireland. When the therapist is the ‘diverse’ one. British journal of occupational therapy 75.  https://doi.org/10.4276/030802212x13311219571828.CrossRefGoogle Scholar
  15. Beagan, B. L., & Etowa, J. (2009). The impact of everyday racism on the occupations of African Canadian women. Canadian journal of occupational therapy 76, 285–293.  https://doi.org/10.1177/000841740907600407.CrossRefGoogle Scholar
  16. Beagan, B. L., Chiasson, A., Fiske, C., Forseth, S., Hosein, A., Myers, M., & Stang, J. (2013). Working with transgender clients: Learning from physicians and nurses to improve occupational therapy practice. Canadian journal of occupational therapy 80, 82–91.  https://doi.org/10.1177/0008417413484450.CrossRefGoogle Scholar
  17. Becker, M. (2016). Was ist Diversity Management? In K. Fereidooni & A. P. Zeoli (Hrsg.), Managing Diversity. Die diversitätsbewusste Ausrichtung des Bildungs- und Kulturwesens, der Wirtschaft und Verwaltung (S. 291–317). Wiesbaden: VS Springer.Google Scholar
  18. Bhopal, R., & Donaldson, L. (1998). White, European, Western, Caucasian, or what? Inappropriate labeling in research on race, ethnicity, and health. American joumal of public health 88, 1303–1307.CrossRefGoogle Scholar
  19. Black, R. M. (2002). Occupational therapy’s dance with diversity. The American journal of occupational therapy 56, 140–148.CrossRefGoogle Scholar
  20. Black, R. M., & Wells, S. A. (2007). Culture and occupation. A model of empowerment in occupational therapy. Bethesda: AOTA Press.Google Scholar
  21. Bonder, B. R., Martin, L., & Miracle A. W. (2002) Culture in clinical care. Thorofare, NJ: Slack.Google Scholar
  22. Borgetto, B., Max, S., Tomlin, G., Gantschnig, B. E., Schiller, S., & Pfingsten, A. (2017). Die Forschungspyramide – Teil 1: Theoretische und konzeptionelle Grundlagen. In Ergoscience 12, 46–55.  https://doi.org/10.2443/skv-s-2017-54020170201.
  23. Boutain, D. M. (2005). Social justice as a framework for professional nursing. Journal of nursing education 44, 404–408.Google Scholar
  24. Brach, C., & Fraser, I. (2000). Can cultural competency reduce racial and ethnic health disparities? A review and conceptual model. Medical care research and reviews 57 (Suppl 1), 181–217.CrossRefGoogle Scholar
  25. Breland, H., & Ellis, C. (2012). Is reporting race and ethnicity essential to occupational therapy evidence? American Journal of Occupational Therapy 66, 115–119.  https://doi.org/10.5014/ajot.2012.002246.CrossRefGoogle Scholar
  26. Burch, A. (2008). Health care providers’ knowledge, attitudes, and self-efficacy for working with patients with spinal cord injury who have diverse sexual orientations. Physical therapy 88, 191–198.CrossRefGoogle Scholar
  27. Burnes Bolton, L, Giger, J. N., & Georges, C. A. (2004). Structural and racial barriers to health care. Annual review of nursing research 22, 39-58.CrossRefGoogle Scholar
  28. Buschner, S. (2006). Eine Kultur des Miteinanders – Transkulturelle Kompetenz in der Ergotherapieausbildung. Ergotherapie & Rehabilitation 45(2), 6–11.Google Scholar
  29. Buschner, S., Gablick, K., Kahraman, K., Koberstaedt, A., & Tekgümüs, F. (2017). Mehr als ein Stück Stoff. Studierende und Auszubildende mit Kopftuch in der Ergotherapie. Ergotherapie und Rehabilitation 56, 24–27.Google Scholar
  30. Campesino, M. (2008). Beyond transculturalism: Critiques of cultural education in nursing. Journal of nursing education 47, 298–304.CrossRefGoogle Scholar
  31. Campinha-Bacote, J. (1999). A model and instrument for addressing cultural competence in health care. Journal of nursing education 38, 204–207.CrossRefGoogle Scholar
  32. Castro, D., Dahlin-Ivanoff, S., & Mårtensson, L. (2016). Feeling like a stranger. Negotiations with culture as experienced by Chilean occupational therapists. Scandinavian journal of occupational therapy 23.  https://doi.org/10.3109/11038128.2016.1152295.CrossRefGoogle Scholar
  33. Cleaver, S. R., Carvajal, J. K., & Sheppard, P. S. (2016). Cultural humility. A way of thinking to inform practice globally. Physiotherapy Canada 68.  https://doi.org/10.3138/ptc.68.1.gee.CrossRefGoogle Scholar
  34. Copti, N., Shahriari, R., Wanek, L., & Fitzsimmons, A. (2016). Lesbian, gay, bisexual, and transgender inclusion in physical therapy. Advocating for cultural competency in physical therapist education across the United States. Journal of physical therapy education 30, 11–16.CrossRefGoogle Scholar
  35. Cremer, H. (2010). Ein Grundgesetz ohne „Rasse“ – Vorschlag für eine Änderung von Artikel 3 Grundgesetz. Policy Paper No. 16. Deutsches Institut für Menschenrechte. URL: http://www.institut-fuer-menschenrechte.de/themen/schutz-vor-rassismus/begriff-rasse/. Zuletzt abgerufen: 20. März 2018.
  36. Czollek, L. C., Perko, G., & Weinbach, H. (2012). Praxishandbuch Social Justice und Diversity. Theorien, Training, Methoden, Übungen. Weinheim: Beltz/Juventa.Google Scholar
  37. Deal-Williams, V. R., & Johnson, M. (2012). Student leaders join forces to address leadership and diversity. ASHA leader March 37, 40–46.Google Scholar
  38. Domenig, D. (2007). Das Konzept der transkulturellen Kompetenz. In D. Domenig (Hrsg.), Transkulturelle Kompetenz. Lehrbuchbuch für Pflege-, Gesundheits- und Sozialberufe (S. 165–189). 2., vollst. überarb. und erw. Aufl. Bern: Huber (Pflegepraxis Fachpflege). (1. Aufl 2001 unter dem Titel: Professionelle Transkulturelle Pflege: Handbuch für Lehre und Praxis in Pflege und Geburtshilfe.)Google Scholar
  39. Domening, D., & Cattecin, S. (2015). Gerechte Gesundheit. Grundlagen – Analysen – Management. Bern: Hogrefe.Google Scholar
  40. Dornheim, J. (2007). Kultur als Begriff und als Ideologie – historisch und aktuell. In D. Domenig (Hrsg.), Transkulturelle Kompetenz. Lehrbuch für Pflege, Gesundheits- und Sozialberufe (S. 29–48). 2., vollst. überarb. und erw. Aufl. Bern: Huber (Pflegepraxis – Fachpflege).Google Scholar
  41. Duxbury, J. (2002). Umgang mit „schwierigen“ Klienten – leicht gemacht. Bern: Huber.Google Scholar
  42. Eggers, M. M., Kilomba, G., Piesche, P., & Arndt, S. (Hrsg.) (2009). Mythen, Masken und Subjekte. Kritische Weißseinsforschung in Deutschland., 2. Aufl. Münster: Unrast.Google Scholar
  43. Farias, L., & Laliberte Rudman, D. (2016). A critical interpretive synthesis of the uptake of critical perspectives in occupational science. Journal of occupational science 23.  https://doi.org/10.1080/14427591.2014.989893.CrossRefGoogle Scholar
  44. Fereidooni, K., & Zeoli, A. P. (Hrsg) (2016). Managing Diversity. Die diversitätsbewusste Ausrichtung des Bildungs- und Kulturwesens, der Wirtschaft und Verwaltung. Wiesbaden: VS Springer.Google Scholar
  45. Fougner, M., & Horntvedt, T. (2012). Perceptions of Norwegian physiotherapy students. Cultural diversity in practice. Physiotherapy theory and practice 28, 18–25.  https://doi.org/10.3109/09593985.2011.560238.CrossRefGoogle Scholar
  46. Fraser, N. (2001). Die halbierte Gerechtigkeit: Schlüsselbegriffe des postindustriellen Sozialstaats. Frankfurt am Main: Suhrkamp.Google Scholar
  47. Freire, P. (1982). Erziehung als Praxis der Freiheit. Beispiele zur Pädagogik der Unterdrückten. Reinbek bei Hamburg: Rowohlt.Google Scholar
  48. French, S., & Swain, J. (2011). Changing relationships for promoting health. In S. Porter (Hrsg.), Tidy’s Physiotherapy (S. 561–583). 14. Aufl. Edinburgh: Churchill Livingstone.Google Scholar
  49. French, S., Swain, J. (2008). Understanding disability. A guide for health professionals. Edinburgh: Elsevier/Churchill Livingstone.CrossRefGoogle Scholar
  50. Galvaan, R. (2012). Occupational choice. The significance of socio-economic and political factors. In G. E. Whiteford & C. Hocking (2012) (Hrsg.), Occupational science. Society, inclusion, participation (S. 152–162). Oxford: Wiley-Blackwell.CrossRefGoogle Scholar
  51. Geiger, I. K., & Razum O. (2012). Migration und Gesundheit. In K. Hurrelmann & O. Razum (Hrsg.), Handbuch Gesundheitswissenschaften (S. 609–637). 5., vollst. überarb. Aufl. Weinheim: Beltz/Juventa.Google Scholar
  52. Gerlach, A. J. (2012). A critical reflection on the concept of cultural safety. Canadian journal of occupational therapy 79.  https://doi.org/10.2182/cjot.2012.79.3.4.CrossRefGoogle Scholar
  53. Gibson, B. E. (2016). Rehabilitation. A Postcritical Approach. Boca Raton: CRC Press (Rehabilitation Science in Practice).Google Scholar
  54. Gibson, B. E. (2006). Disability, connectivity and transgressing the autonomous body. Journal of medical humanities, 27, 187–196.CrossRefGoogle Scholar
  55. Gibson, B. E., Nicholls, D. A., Setchell, J., & Groven, K. S. (Hrsg.) (2018). Manipulating practices. A critical physiotherapy reader. Oslo: Cappelen Damm Akademisk/Nordic Open Access Scholarly Publishing. doi:  https://doi.org/10.23865/noasp.29.
  56. Gibson, B. E., Nicholls, D. A., Setchell, J., & Groven, K. S. (2018a). Working against the grain. Criticality for an otherwise physiotherapy. In B. E. Gibson, D. A. Nicholls, J. Setchell & K. S. Groven (Hrsg.), Manipulating Practices. A critical physiotherapy reader (S. 14–32). Oslo: Cappelen Damm Akademisk/Nordic Open Access Scholarly Publishing. URL: https://press.nordicopenaccess.no/index.php/noasp/catalog/book/29. Zuletzt abgerufen: 20. März 2018.
  57. Gordon, S. P. (2005). Making meaning of whiteness. A pedagogical approach for multicultural education. Journal of physical therapy education 19, 21–27.CrossRefGoogle Scholar
  58. Gramelt, K. (2010). Der Anti-Bias-Ansatz. Zu Konzept und Praxis einer Pädagogik für den Umgang mit (kultureller) Vielfalt. Wiesbaden: VS Springer.CrossRefGoogle Scholar
  59. Gray, M., & McPherson, K. (2005). Cultural safety and professional practice in occupational therapy. A New Zealand perspective. Australian occupational therapy journal, 52, 34–42.  https://doi.org/10.1111/j.1440-1630.2004.00433.x.CrossRefGoogle Scholar
  60. Greenwood, N., Lim K. H., & Bithell, C. (2005). Perceptions of occupational therapy compared with physiotherapy and nursing among minority ethnic and White United Kingdom school and college students. Implications for recruitment. British journal of occupational therapy 68, 75–84.CrossRefGoogle Scholar
  61. Greenwood, N., May, S., Lissouba, P., & Bithell, C. (2007). Widening participation. Accessing careers in the allied health professions. International journal of therapy and rehabilitation 14, 494–501.CrossRefGoogle Scholar
  62. Griffer, M. R., & Perlis, S. M. (2007). Developing cultural intelligence in preservice speech-language pathologists and educators. Communication disorders quarterly 29.  https://doi.org/10.1177/1525740107312546.CrossRefGoogle Scholar
  63. Hall, E. T. (1989). Beyond Culture. New York: Doubleday Anchor Books.Google Scholar
  64. Hammell, K W. (2015). Participation and occupation. The need for a human rights perspective. Canadian journal of occupational therapy 82.  https://doi.org/10.1177/0008417414567636.CrossRefGoogle Scholar
  65. Hammell, K. W. (2013). Client-centred practice in occupational therapy. Critical reflections. Scandinavian journal of occupational therapy 20.  https://doi.org/10.3109/11038128.2012.752032.CrossRefGoogle Scholar
  66. Hammell, K. W. (2013a). Occupation, well-being, and culture. Theory and cultural humility. Canadian journal of occupational therapy 80.  https://doi.org/10.1177/0008417413500465.CrossRefGoogle Scholar
  67. Hammell, K. W. (2011). Resisting theoretical imperialism in the disciplines of occupational science and occupational therapy. British journal of occupational therapy.  https://doi.org/10.4276/030802211x12947686093602.CrossRefGoogle Scholar
  68. Hammell, K. W. (2009). Sacred texts. A sceptical exploration of the assumptions underpinning theories of occupation. Canadian journal of occupational therapy, 76, 6–13.  https://doi.org/10.1177/000841740907600105.CrossRefGoogle Scholar
  69. Hammell, K. W. (2006). Perspectives on disability & rehabilitation. Contesting assumptions, challenging practice. Edinburgh: Churchill Livingstone.CrossRefGoogle Scholar
  70. Hammell, K. W., & Iwama, M. (2012). Well-being and occupational rights. An imperative for critical occupational therapy. Scandinavian journal of occupational therapy 19.  https://doi.org/10.3109/11038128.2011.611821.CrossRefGoogle Scholar
  71. Hay, M. E., Connelly, D. M., & Kinsella, E. A. (2016). Embodiment and aging in contemporary physiotherapy. Physiotherapy theory and practice 32, 241–250.CrossRefGoogle Scholar
  72. Helman, C. (2013). Culture, health and illness. An introduction for health professionals. Bristol: Wright PSG.Google Scholar
  73. Hocking, C. (2008). The way we were. Romantic assumptions of pioneering occupational therapists in the United Kingdom. British journal of occupational therapy 71, 146–154.CrossRefGoogle Scholar
  74. Hofstede, G. (1997). Lokales Denken, globales Handeln. Kulturen, Zusammenarbeit, Management. Aktualis. Ausg. d. dt. Übers. München: DTV.Google Scholar
  75. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations. Software of the mind; Intercultural cooperation and its importance for survival. New York: McGraw Hill.Google Scholar
  76. Hopkirk, J. H. (2012). E rua ng ¯ a ao, kotahi te taura tangata. Two worlds and one profession. New Zealand journal of occupational therapy, 60, 5-15.Google Scholar
  77. Howells, S. R., Barton, G. M., & Westerveld, M. F. (2016). Exploring the development of cultural awareness amongst post-graduate speech-language pathology students. International journal of speech-language pathology 18.  https://doi.org/10.3109/17549507.2016.1154982.CrossRefGoogle Scholar
  78. Iwama, M. K. (2007). Kawa-(Fluss)-Modell – Überwinden kultureller Begrenzungen der zeitgenössischen Theorie der Ergotherapie. Ergoscience 2.  https://doi.org/10.1055/s-2007-963305.CrossRefGoogle Scholar
  79. Iwama, M. K. (2006). The Kawa model. Culturally relevant occupational therapy. Edinburgh, UK: Churchill Livingstone.CrossRefGoogle Scholar
  80. Iwama, M. (2003). Toward culturally relevant epistemologies in occupational therapy. The American journal of occupational therapy 57.  https://doi.org/10.5014/ajot.57.5.582.CrossRefGoogle Scholar
  81. Javaherian, H., Christy, A. B., & Boehringer, M. (2013). Occupational therapy practitioners’ comfort level and preparedness in working with individuals who are gay, lesbian or bisexual. Journal of allied health 37, 150–155.Google Scholar
  82. Johnson, J. L., Bottorff, J. L., Browne, A. J., Grewal, S., Hilton, B. A., & Clarke, H. (2004). Othering and being othered in the context of health care services. Health communication 16, 255–271.CrossRefGoogle Scholar
  83. Jorgensen, P. (2000). Concepts of body and health in physiotherapy. The meaning of the social/cultural aspects of life. Physiotherapy theory and practice 16, 105–115.CrossRefGoogle Scholar
  84. Jungersen, K. (2002). Cultural safety. Kawa whakaruruhau – an occupational therapy perspective. New Zealand journal of occupational therapy 49, 4–9.Google Scholar
  85. Kähler, S., & Schiller, S. (2008). Theoretische Ansätze für die ergotherapeutische Behandlung von islamischen Klienten in Deutschland. Vortrag am 23.8.2008 auf dem 8. Europäischen Ergotherapie-Kongress in Hamburg (unveröffentlichtes Dokument).Google Scholar
  86. Kayser, H. (1995). Cultural/linguistic variation in the USA and its implications for assessment and intervention in speech-language pathology. An epilogue. Language, speech, and hearing services in schools 27, 385–387.Google Scholar
  87. Kilcher, A. (2007). Rassismus und rassistische Diskriminierung. In D. Domenig (Hrsg.), Transkulturelle Kompetenz. Lehrbuch für Pflege-, Gesundheits- und Sozialberufe (S. 105–120). 2., vollst. überarb. und erweiterte Aufl. 2007. Bern: Hans Huber (Pflegepraxis – Fachpflege).Google Scholar
  88. Kinébanian, A., & Stomph, M. (2009). Diversity matters. Guiding principles on diversity and culture. Forrestfield, Western Australia: World Federation of Occupational Therapists.Google Scholar
  89. Kinébanian, A., & Stomph, M. (2008). Workshop „WFOT – guiding principles on diversity under construction. The consequences for OT education in Europe“ auf dem 14th Annual ENOTHE Meeting Berlin 18.-20.10.2008 (unveröffentlichtes Dokument).Google Scholar
  90. Kingsley, P., & Molineux, M. (2000). True to our philosophy? Sexual orientation and occupation. British journal of occupational therapy 63, 205–210.CrossRefGoogle Scholar
  91. Kinsella, E. A. (2012). Knowledge paradigms in occupational science. Pluralistic perspectives. In G. E. Whiteford & C. Hocking (Hrsg.), Occupational science. Society, inclusion, participation (S. 69–85). Oxford: Wiley-Blackwell.CrossRefGoogle Scholar
  92. Köller, B. (2008). Anwendbarkeit ergotherapeutischer Modelle bei Klienten mit unterschiedlichem kulturellen Hintergrund. Eine Befragung von Ergotherapeuten in Deutschland und in der Schweiz. Ergoscience 3.  https://doi.org/10.1055/s-2008-1027830.CrossRefGoogle Scholar
  93. Kowarowsky, G. (2011). Der schwierige Patient. Kommunikation und Patienteninteraktion im Praxisalltag. 2., überarb. Aufl. Stuttgart: Kohlhammer.Google Scholar
  94. Kreutzmann, Ş. (2008). Individuelle und institutionelle Aufgaben auf dem Weg zu einer „Kultursensitiven Sprachtherapie“. Forum Logopädie 22, 6–9.Google Scholar
  95. Kumagai, A. K., & Lypson, M. (2009). Beyond cultural competence. Critical consciousness, social justice, and multicultural education. Academic medicine 84, 782–787.Google Scholar
  96. Laliberte Rudman, D., & Dennhardt, S. (2008). Shaping knowledge regarding occupation. Examining the cultural underpinnings of the evolving concept of occupational identity. Australian occupational therapy journal, 55.  https://doi.org/10.1111/j.1440-1630.2007.00715.x.CrossRefGoogle Scholar
  97. Lee, A. C. W., Litwin, B., Cheng, M. S., & Harada, N. (2012). Social responsibility and cultural competence among physical therapists with international experience. Journal of physical therapy education 26, 66–73.CrossRefGoogle Scholar
  98. Lefebvre, K., & Lattanzi, J. B. (2010). Racial and ethnic disparities in health status, health care, and physical therapy. In R. L. Leavitt (Hrsg.), Cultural competence. A lifelong journey to cultural proficiency (S. 99–119). Thorofare: Slack.Google Scholar
  99. Litterst, T. A. E. (1992). Occupational therapy. The role of ideology in the development of a profession for women. The American journal of occupational therapy 46, 20–25.CrossRefGoogle Scholar
  100. Lyons, M., & Hayes, R. (1993). Student perceptions of persons with psychiatric and other disorders. The American journal of occupational therapy 47, 541–548.CrossRefGoogle Scholar
  101. Madsen, E. E., Morville, A.-L., Enemark Larsen, A., & Hansen, T. (2016). Is therapeutic judgement influenced by the patient’s socio-economic status? A factorial vignette survey. In Scandinavian journal of occupational therapy 23.  https://doi.org/10.3109/11038128.2016.1154106.CrossRefGoogle Scholar
  102. Mattingly, C., & Lawlor, M. (2000). Learning from stories. Narrative interviewing in cross-cultural research. Scandinavian journal of occupational therapy 7, 4–14.CrossRefGoogle Scholar
  103. Mirkopoulos, C., & Evert, M. M. (1994). Cultural connections. A challenge unmet. The American journal of occupational therapy 48, 583–585.CrossRefGoogle Scholar
  104. Muñoz, J. P. (2007). Culturally responsive caring in occupational therapy. Occupational therapy international 14.  https://doi.org/10.1002/oti.238.CrossRefGoogle Scholar
  105. Nelson, A. (2007). Seeing white. A critical exploration of occupational therapy with indigenous Australian people. Occupational therapy international 14, 237–255.  https://doi.org/10.1002/oti.236.CrossRefGoogle Scholar
  106. Nicholls, D. A., & Gibson, B. E. (2010). The body and physiotherapy. Physiotherapy theory and practice 26, 497–509.CrossRefGoogle Scholar
  107. Oevermann, U. (2002). Professionalisierungsbedürftigkeit und Professionalisiertheit pädagogischen Handelns. In M. Kraul, W. Marotzki & C. Schweppe (Hrsg.), Biographie und Profession (S. 19–63). Bad Heilbrunn: Klinkhardt.Google Scholar
  108. Owens, L. (2017). Our professional existence is political. Critical reflections on ‚seeing White‘ in occupational therapy. In D. Sakellariou & N. Pollard (Hrsg.), Occupational therapies without borders. Integrating justice with practice (S. 194-202). 2. Aufl. Edinburgh: Elsevier.Google Scholar
  109. Paparella-Pitzel, S., Eubanks, R., & Kaplan, S. L. (2016). Comparison of teaching strategies for cultural humility in physical therapy. Journal of allied health 45, 139–46.Google Scholar
  110. Peltier, S. (2011). Providing culturally sensitive and linguistically appropriate services. An insider construct. In Canadian journal of speech-language pathology and audiology 35, 126–134.Google Scholar
  111. Pillay, M., & Kathard, H. (2015). Decolonizing health professionals´ education. Audiology & speech therapy in South Africa. African journal of rhetoric 7, 195–227.Google Scholar
  112. Pollard, N., & Sakellariou, D. (2014). The occupational therapist as a political being. Cadernos de Terapia Ocupacional da UFSCar, São Carlos 22. doi: http://doi.editoracubo.com.br/10.4322/cto.2014.087.CrossRefGoogle Scholar
  113. Pollard, N., & Walsh, S. (2000). Occupational therapy, gender and mental health: an inclusive perspective? British journal of occupational therapy 63, 425–431.CrossRefGoogle Scholar
  114. Pollard, N., Sakellariou, D., & Kronenberg, F. (2009). A political practice of occupational therapy. Edinburgh: Elsevier Churchill Livingstone.Google Scholar
  115. Probst, A. (2007). Modell der menschlichen Bewegung in der Physiotherapie. Diskussionsbeitrag zur theoretischen Fundierung eines physiotherapeutischen Bewegungsbegriffs. Physioscience 3, 131–135.CrossRefGoogle Scholar
  116. Quinn, R., Goldstein, B., & Peña, E. D. (1996). Cultural/linguistic variation in the United States and its implications for assessment and intervention in speech-language pathology: An introduction. Language, speech, and hearing services in schools 27, 345–346.CrossRefGoogle Scholar
  117. Ratima, M., Waetford, C. & Wikaire, E. (2006). Cultural competence for physiotherapists. Reducing inequalities in health between Mäori and non-Mäori. New Zealand Journal of Physiotherapy 34, 153–159.Google Scholar
  118. Ries, E. (2007). Enriching care to patients with low income. PT magazine Dec, 26–29.Google Scholar
  119. Roschka, A. (2009). Kulturelle Diversität in der Ergotherapie – Entwicklung eines Reflexionskataloges. Unveröffentl. Abschlussarbeit an der HAWK Hochschule für Angewandte Wissenschaft und Kunst Hildesheim/Holzminden/Göttingen, Fakultät Soziale Arbeit und Gesundheit, Masterstudiengang Ergotherapie, Logopädie, Physiotherapie.Google Scholar
  120. Roush, S. E., & Sharby, N. (2011). Disability reconsidered. The paradox of physical therapy. Physical therapy 91, 1715–1725.CrossRefGoogle Scholar
  121. Salzbrunn, M. (2014). Vielfalt/Diversität. Bielefeld: Transcript.Google Scholar
  122. Scharff Rethfeld, W. (2016). Kultursensible logopädische Versorgung in der Krise – zur Relevanz sozialer Evidenz. Forum Logopädie 30.  https://doi.org/10.2443/skv-s-2016-53020160507.
  123. Schiller, S. (2017). Betätigung ist Menschenrecht. Positionen der internationalen Ergotherapie; Europäisches Jahr der Entwicklung 2015 (Teil 1). Ergotherapie und Rehabilitation 54, 26–29.Google Scholar
  124. Schiller, S., Auracher, F., Bode, K., Buttlar, H.-J., Constabel, V., Koselleck, U., & Liebig, C. (2018). The transformative potential of urban gardening. Experiences with collective occupations in changing the physical environment and fostering a sense of community in a low-income city quarter in Hildesheim, Germany. In H. van Bruggen, S. Kantartzis, N. Pollard (Hrsg.), „And a seed was planted…“. Occupation based approaches for social inclusion. London: Whiting & Birch. (in Vorbereitung.)Google Scholar
  125. Schiller, S., Zinkstok, R., & Engelen, A. (2015). Empowerment-Prozesse in Gang setzen. Reflexionsrahmen für die gemeinwesenorientierte Ergotherapie. Ergotherapie und Rehabilitation 56, 20–24.Google Scholar
  126. Schiller, S., Dürr, J., Herrmann, L., & Weidle, L. (2012). Gemeinsam mit Eltern die Gesundheit von Kindern fördern. Erfahrungen mit zwei ergotherapeutischen Hochschulprojekten im Setting Kindertagesstätte. Ergotherapie und Rehabilitation 51, 10–16.Google Scholar
  127. Schröder, M. (2011). Wie man behindert wird – oder (möglicherweise) auch nicht. Bietet die sozialkonstruktivistische kulturwissenschaftliche Perspektive der „Disability Studies“ eine Perspektive für die Ergotherapie? Ergoscience 6, 71–75.Google Scholar
  128. Setchell, J., Nicholls, D. A., & Gibson, B. E. (2017). Objecting. Multiplicity and the practice of physiotherapy. Health.  https://doi.org/10.1177/1363459316688519.CrossRefGoogle Scholar
  129. Sieben, A., & Straub, J. (2011). Stereotype, Vorurteile und Diskriminierung in der interkulturellen Psychiatrie und Psychotherapie. In W. Machleidt & A. Heinz (Hrsg.), Praxis der interkulturellen Psychiatrie und Psychotherapie. Migration und seelische Gesundheit (S. 67–74). München: Elsevier Urban & Fischer.CrossRefGoogle Scholar
  130. Silcock, M., Campbell, M., & Hocking, C. (2016). How Western structures shape our practice. An analysis of the competencies for registration for occupational therapists in Aotearoa New Zealand 1990-2014. New Zealand journal of occupational therapy 63, 4–12.Google Scholar
  131. Skjaerven, L. H., Kristoffersen, K., & Gard, G. (2008). An eye for movement quality. A phenomenological study of movement quality reflecting a group of physiotherapists’ understanding of the phenomenon. Physiotherapy theory and practice 24.  https://doi.org/10.1080/01460860701378042.CrossRefGoogle Scholar
  132. Spector, R. E. (2013). Cultural diversity in health and illness. 8. Auflage. Boston: Pearson.Google Scholar
  133. Steed, R. (2014). Caucasion [sic] allied health students’ attitudes towards African Americans. Implications for instruction and research. The ABNF journal Summer, 80–85.Google Scholar
  134. Steed, R. (2014a). The effects of an instructional intervention on racial attitude formation in occupational therapy students. Journal of transcultural nursing 25.  https://doi.org/10.1177/1043659614523471.CrossRefGoogle Scholar
  135. Sullivan Commission on Diversity in the Healthcare Workforce (2004). Missing persons. Minorities in the health professions; A report. URL: https://depts.washington. edu/ccph/pdf_files/SullivanReport.pdf. Zuletzt zugegriffen: 20. März 2018.
  136. Szabo, L. (2015). Interkulturelle Kompetenz für Physiotherapeuten. Physioscience 11.  https://doi.org/10.1055/s-0034-1398929.CrossRefGoogle Scholar
  137. Talero, P., Kern, S. B., & Tupé, D. A. (2015). Culturally responsive care in occupational therapy. An entry-level educational model embedded in service-learning. Scandinavian journal of occupational therapy 22.  https://doi.org/10.3109/11038128.2014.997287.CrossRefGoogle Scholar
  138. Taylor, M. C. (2007). The Casson Memorial Lecture 2007. Diversity amongst occupational therapists – rhetoric or reality? British journal of occupational therapy 70, 276–283.CrossRefGoogle Scholar
  139. Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence. A critical distinction in defining physician training outcomes in multicultural education. Journal of health care for the poor and underserved 9.  https://doi.org/10.1353/hpu.2010.0233.CrossRefGoogle Scholar
  140. Thibodaux, L. R. (2005). Habitus and the embodiment of disability through lifestyle. In The American journal of occupational therapy 59, 507–515.CrossRefGoogle Scholar
  141. Thomas, D. C., & Inkson, K. (2009). Cultural intelligence. Living and working globally. 2. Aufl. San Francisco: Berrett-Koehler.Google Scholar
  142. Thomson, D. (2000). „Problem’’ patients as experienced by senior physiotherapists in the context of their working lives. Advances in physiotherapy 2, 2–13.CrossRefGoogle Scholar
  143. Thornquist, E. (2006). Face-to-face and hands-on. Assumptions and assessments in the physiotherapy clinic. In Medical anthropology 25.  https://doi.org/10.1080/01459740500514489.CrossRefGoogle Scholar
  144. Tolvett, M. P., & Leiva, M. D. (2017). Challenges in the education of occupational therapists discussed from a critical perspective. In D. Sakellariou & N. Pollard (Hrsg.), Occupational therapies without borders. Integrating justice with practice (S. 587-595). 2. Aufl. Edinburgh: Elsevier.Google Scholar
  145. Torres, I. G. (2011). Language differences. More than expressive. The ASHA leader November, 9.Google Scholar
  146. Trompetter, E. (2015). Die Kulturverständige. Physiopraxis 13, 16–17.CrossRefGoogle Scholar
  147. Tucker, C. M., Marsiske, M., Rice, K. G., Jones, J. D., & Herman, K. C. (2011). Patient-centered culturally sensitive health care. Model testing and refinement. Health psychology.  https://doi.org/10.1037/a0022967.CrossRefGoogle Scholar
  148. Twinley, R., & Price, L. (2017). Appreciating the lived experience of some older gay people. Considerations for contemporary occupational therapy practice. In D. Sakellariou & N. Pollard (Hrsg.), Occupational therapies without borders. Integrating justice with practice (S. 109–117). 2. Aufl. Edinburgh: Elsevier.Google Scholar
  149. Van Keuk, E., Joksimovic, L., & Ghaderi, C. (2011). Diversity im klinischen und sozialen Alltag. Kompetenter Umgang mit kultureller Vielfalt. In E. van Keuk, C. Ghaderi, L. Joksimovic & D. M. David (Hrsg.), Diversity. Transkulturelle Kompetenz in klinischen und sozialen Arbeitsfeldern (S. 83–103). Stuttgart: Kohlhammer.Google Scholar
  150. Völz, S. (2014). Interkulturelles Lernen in der Ergotherapie-Ausbildung. Eine empirische Untersuchung zum Umgang von Schülern mit einem Reflexionskatalog. Ergoscience 9, 2–11.Google Scholar
  151. Wehbe-Alamah, H., & Fry, D. (2014). Creating a culturally sensitive and welcoming academic environment for diverse health care students. A model exemplified with Muslim physical therapist students. Journal of physical therapy education 28, 5–15.CrossRefGoogle Scholar
  152. Wells, S. A., & Black, R. M. (2000). Cultural competency for health professionals. Bethesda: Aota.Google Scholar
  153. Welsch, W. (2010). Was ist eigentlich Transkulturalität? URL: http://www2.uni-jena.de/welsch/papers/W_Welsch_Was_ist_Transkulturalität.pdf. Zuletzt zugegriffen: 20. März 2018.
  154. Whiteford, G. (2017). Participation in higher education as social inclusion. An occupational perspective. Journal of occupational science 24.  https://doi.org/10.1080/14427591.2017.1284151.CrossRefGoogle Scholar
  155. Wikström-Grotell, C., & Eriksson, K. (2012). Movement as a basic concept in physiotherapy. A human science approach. Physiotherapy theory and practice 28, 428–438.CrossRefGoogle Scholar
  156. Wilcock, A. A. (2002). Occupation for health. A journey from prescription to self health. London: British College of Occupational Therapists.Google Scholar
  157. Winker, G., & Degele, N. (2010). Intersektionalität. Zur Analyse sozialer Ungleichheiten. 2., unveränd. Aufl. Bielefeld: Transcript.Google Scholar
  158. Wong, C. K., & Blissett, S. (2007). Assessing performance in the area of cultural competence. An analysis of reflective writing. Journal of physical therapy education 21, 40–47.CrossRefGoogle Scholar
  159. Wright-St. Clair, V. (2012). The case for multiple research methodologies. In G. E. Whiteford & C. Hocking (2012) (Hrsg.), Occupational science. Society, inclusion, participation (S. 152–162). Oxford: Wiley-Blackwell.Google Scholar
  160. Yeowell, G. (2013). „Isn’t it all Whites?“ Ethnic diversity and the physiotherapy profession. Physiotherapy 99, 341–346.CrossRefGoogle Scholar

Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2019

Authors and Affiliations

  1. 1.HAWK Hochschule für angewandte Wissenschaft und Kunst HildesheimHildesheimDeutschland

Personalised recommendations