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The different pathways chosen to efficiently and effectively provide relief to those struggling with mental health challenges reflect different assumptions about the human condition and have led to disagreements over which intervention strategies are best suited to particular individuals or populations. Evidence-based practice and culturally competent services, as discussed within the United States, have been characterized as opposites. However, neither approach captures all of the elements that embody the full treatment experience. This article offers a framework that includes the personal identity of the practitioner and the organizational context as two elements that serve as active agents in the helping relationship, although they have rarely been included in the discourse about evidence-based practice or cultural competence. Suggestions for practice, education, and research are included based on this analysis.

In this case study, the author discusses the use of secondary data in completing a dissertation that explores the impact of cultural competence on treatment outcomes for depressed youth of color. The challenges faced in the PhD process, as well as the pros and cons of the use of secondary data, are also discussed. In addition, the author bullets several things to consider with the use of secondary data to complete one's dissertation.

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Актуальность статьи обусловлена необходимостью изучения эффективности новых организационно-методических приемов и технологий по совершенствованию языковой подготовки студентов-лингвистов на младших курсах. В современных условиях образовательного процесса для достижения студентами высокого уровня владения коммуникативной межкультурной компетенцией, предусмотренной ФГОС нового поколения, необходимо уделять особое внимание культурно-дидактическим и социально-психологическим аспектам. Проведенный анализ научных источников позволил доказать важность применения в образовательном процессе нестандартных методов обучения, содержащих элементы творческого подхода к усвоению нового языка, позволяющих качественно формировать профессиональные компетенции студентов. В статье предлагается комплексный анализ эффективности использования таких методов, авторы статьи дают подробные рекомендации по применению этих элементов на уроках немецкого языка при обучении студентов-лингвистов на младших курсах и иллюстрируют их наглядными примерами. В статье уделяется внимание анализу словообразовательных средств и словообразовательных моделей как способу не только систематизации языкового материала, но и усвоения концептуальной модели мира немецкого социума. Работа с немецкими аудиотекстами, овладение интонационными образцами, знакомство с темпоритмикой немецкой речи, использование видеоматериалов также рассматриваются в исследовании как эффективные средства формирования межкультурной компетенции. Статья предназначена для работников системы образования, руководителей образовательных учреждений, исследователей, магистрантов и студентов.
The relevance of the article is due to the need to study the effectiveness of new organizational and methodological techniques and technologies for improving the language training of junior students. Nowadays, it is necessary to pay special attention to the cultural-didactic and social-psychological aspects of the educational process when mastering this competence to achieve a high level of knowledge of students' possession of the communicative cross-cultural competence provided by the new FSES. The analysis of literary sources made it possible to prove the importance of using non-standard teaching methods containing elements of creative continuation in language acquisition that allow students to form professional competencies qualitatively. The article offers an integrated analysis of the effectiveness of the use of such methods. The authors of the article give detailed recommendations on the use of these elements at German lessons with junior students and illustrate them with examples. The article focuses on the analysis of means and models of word-formation as a way of systematizing the language material and mastering the conceptual worldview of German society. Working with German audio texts, mastering intonation patterns, the tempo and rhythm of German speech and the use of different videos are considered as effective means of forming cross-cultural competence. The article is intended for education workers, heads of educational institutions, researchers, graduate and undergraduate students.

The role of the patient's mother tongue in clinical communication is of vital importance and yet it is not always dealt with adequately by healthcare professionals and healthcare systems. Cultural competence should deal with and redress asymmetries in doctor–patient communication, including those having an impact on the patient's mother tongue. The aim of this study was to answer a research question: what are the health professionals' perceptions of the importance and role of the patients' mother tongue in diglossic situations? To answer our research question, we carried out two focus groups, one with doctors and another with nurses working in public hospitals in the Valencian Community (Spain) where two languages share officiality, Catalan and Spanish. Yet, Catalan is a right and Spanish a duty. The results showed that perceptions of professionals in relation to the importance of the patient's mother tongue in situations in which two official languages coexist in an asymmetric relationship vary a great deal and seem to form a continuum of positive and negative judgements. Different values were represented in the participants' perceptions, ranging from respect for and full alignment with the patient's perspective to negative perceptions. More qualitative and quantitative research on health professionals' attitudes and values is needed to understand the role of the patient's mother tongue in clinical communication. Educational and institutional efforts are also needed to redress the linguistic and cultural asymmetries that have a negative impact on patients in terms of inequality, inefficiency, and even exclusion.

Social workers have often considered cultural competence to be an individual ability or skill (Green;, 1999; Ponterotto, Sanchez, & Magids, 1990). Some scholars, however, have transcended this individual-based approach and addressed cultural competence at the interpersonal, agency and systems levels. (Yan & Wong, 2005; Hyde, 2004). In this study, the authors pursued a multilevel approach to studying cultural competence, conceptualized as the knowledge, attitudes, and skills of individuals, agencies, and wider systems to address the needs of underserved and minority populations. Professionals who work with victims of domestic violence were surveyed to assess cultural competence. There were positive relationships between individual cultural competence and both agency and systems cultural competence, indicating that individual, agency, and systems cultural competence are connected and that a multilevel approach to addressing the needs of underserved individuals could prove useful in promoting the ends of social justice.