Cultural competence, acculturation orientations, and attachment dimensions in future social workers and occupational therapists before entering these professions: A comparative study
Bibliographic record
Abstract
The paper discusses the importance of considering diversity in public institutions and the need for intercultural training for practitioners. It emphasizes the psychological characteristics essential for dealing with diversity, focusing on multicultural personality traits, host community acculturation orientations, and adult attachment. The study aims to assess these psychological characteristics in future social workers and occupational therapists across three settings (France, n=273, Quebec, n=63, and Switzerland, n=66) before their integration internships. It is expected that certain personality profiles will be associated with favorable acculturation orientations and secure attachment, while others will be linked to less welcoming acculturation orientations and insecure attachment. Participants completed the Multicultural Personality Questionnaire (MPQF), the Host Community Acculturation Scale (HCAS) and the Revised Adult Attachment Scale (R-AAS). Analysis methods include hierarchical cluster analysis on the MPQF to identify intercultural personality profiles and subsequent ANOVAs to explore associations with acculturation orientations and attachment dimensions. Four multicultural personality profiles are identified: considerate (open and attentive), adaptive (handling new situations well), maladaptive (low scores on all traits, uncomfortable in intercultural situations), and reticent (reserved in intercultural encounters). Specific profiles align with distinct acculturation orientations, such as the considerate profile with a rejection of exclusion. Additionally, the adaptive profile displays consistently low anxiety levels. The study highlights that a significant proportion of students (40% to 60%) may lack competence in intercultural contexts. It questions the adequacy of intercultural training in curricula and emphasizes the need for further research on the impact of such training on students’ competence in handling diversity.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".