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Culture, beliefs, values, and ethics One Health Course

Photo from kidlink.net. Culture, beliefs, values, and ethics One Health Course. Introduction. Culture, beliefs, values, and ethics One Health Course. Module competencies. Competency #1 Identify and interpret local norms, wisdom and culture about human, animal and environmental health

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Culture, beliefs, values, and ethics One Health Course

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  1. Photo from kidlink.net Culture, beliefs, values, and ethics One Health Course

  2. Introduction Culture, beliefs, values, and ethics One Health Course

  3. Module competencies • Competency #1 • Identify and interpret local norms, wisdom and culture about human, animal and environmental health • Competency #2 • Generate trust among the community within One Health (OH) interventions • Competency #3 • Demonstrate values, ethics and professionalism in planning and implementing One Health Interventions

  4. Module overview

  5. Culture and Health Beliefs Culture, beliefs, values, and ethics One Health Course

  6. Orangutans and the minangkabau The future of the orangutan (Pongo spp.) in Sumatra is far from secure despite the species’ high profile and media attention. The traditional threat to the orangutan has been widespread logging, but the continuing conversion of their remaining habitat for oil palm (Elaeis guineensis) is hastening the organgutan’s extinction in the wild. This situation is driven by a robust global market for palm oil as a vegetable oil and biofuel. In tackling this conservation problem, therefore, economic factors cannot be overlooked. Of significance are the high opportunity costs of orangutan conservation and market failures associated with the public-goods nature of the orangutans’ forest habitat. Conservationists should consider these constraints when formulating remedial action.

  7. Orangutans and the minangkabau (continued) There have been reports that the local community in Kalimantan living near oil palm plantations are suffering from infection due to Mycobacterium tuberculosis. Although some believe tuberculosis (TB) is transmitted to humans from orangutans kept as pets (due to being orphaned as a result of the forest clearing for theplantations), additional studies are needed to determine if the TB actually originated among humans. The Indonesia Government is concerned whether a Minangkabau community in Saluang village in Sumatera is also vulnerable to such zoonosesdue to similar exposures. The government has assigned a group of One Health practitioners to assess the situation in Saluang village.

  8. One health practitioners • Were you successful in getting permission to interview each family? • Could qualified local health staff assist with TB screening? • Were you successful in getting the permission to interview families and do a TB screening? • If yes, how did you approach community members and what made you successful? • If not, what do you think were the stumbling blocks? • What did you learn about the Saluang Village culture? Who makes the decisions and what is the protocol for approaching them? • How did the different One Health practitioners (e.g. veterinarian, health care worker, ecologist, etc.) work together?

  9. Saluang community • What were your reactions to the One Health team? • What did the One Health Team do that made you trust them? • What could the One Health Team have done to better gain your trust?

  10. Culture and health care beliefs • What are your learnings about working with people from a culture different from your own? • How would this simulation have been different if this was a patriarchal culture? • What skills/knowledge is required before working with a local community and how might you obtain this information?

  11. Culture and health care beliefs • From your perspective as a One Health practitioner, what did this activity demonstrate about working with people from a different or new culture? • How would the simulation have been different if this was a patriarchal culture? • What skills and knowledge are required before working with a local community and how might you obtain this information?

  12. Cultural Dimensions and Models Culture, beliefs, values, and ethics One Health Course

  13. CULTURE

  14. CULTURE is… “that complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits acquired by man as a member of society.” Edward Taylor,1871

  15. CULTURE is… “…the capacity for constantly expanding the range and accuracy of one's perception of meanings.” John Dewey, 1916

  16. CULTURE … “consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievement of human groups, including their embodiment in artifacts; the essential core of culture consists of traditional (i.e. historically derived and selected) ideas and especially their attached values; culture systems may, on the one hand, be considered as products of action, on the other as conditioning elements of further action.” Kroeber and Kluckhold,1952

  17. CULTURE … “means the whole complex of traditional behavior which has been developed by the human race and is successively learned by each generation. A culture is less precise. It can mean the forms of traditional behavior which are characteristics of a given society, or of a group of societies, or of a certain race, or of a certain area, or of a certain period of time.” Margaret Mead,1973

  18. CULTURE is… “…the software of the mind.” Hofstede, 1997

  19. Culture is like an iceberg…

  20. SURFACE CULTURE Above the surface What we can see Low Emotion Culture is like an iceberg

  21. SURFACE CULTURE Above the surface What we can see Low Emotion DEEP CULTURE Just below the surface Unspoken rules Behavior based High Emotion Culture is like an iceberg

  22. SURFACE CULTURE Above the surface What we can see Low Emotion DEEP CULTURE Just below the surface Unspoken rules Behavior based High Emotion UNCONSCIOUS RULES Far below the surface Value based Intensive emotion Culture is like an iceberg

  23. Three models for understanding culture • Authors: • Geert Hofstede • Fons Trompeanaars • Edward Hall

  24. Hofstede • Power Distance • Individualism vs. collectivism • Uncertainty avoidance • Masculinity vs. femininity • Long-term vs. short term orientation

  25. Trompenaars • Universalism vs. particularism • Individual vs. collectivism • Neutral vs. emotional • Specific vs. diffuse • Achievement vs. ascription • Sequential vs. synchronic • Internal vs. external control

  26. Hall • Context: - High context vs. low context • Time: - Monochromic time vs. polychromic time • Space: - High territoriality vs. low territoriality

  27. What do you think? • Is it possible to truly understand a culture outside of your own? Why or why not? • In determining the behaviors and values of a culture, how can we avoid stereotyping? • How are the cultural models similar? Different? • Do you think these models are applicable to gaining cultural insight into South East Asian community? • How could you apply these models to beliefs about health/heath care, animals, and the environment?

  28. Culture and Gender Culture, beliefs, values, and ethics One Health Course

  29. women in Indonesia Women play a major role in family nutrition and efforts to improve nutrition. However, lower levels of female education result in a lack of understanding of nutrition. The lower socioeconomic level of women also has an effect on levels of malnutrition. The number of women and children younger than 18 years of age comprises more than half of Indonesia's population. Many of these women and their children have been categorized as vulnerable in the areas of health, education, employment, and income. UNICEF reports that half a million women die from pregnancy complications each year. WHO reports that globally, women represent about half of people with HIV infection. Given these statistics, it has been identified that vulnerable women to be educated, protected and empowered.

  30. What do you think? • In your community, what do you see as the most serious issue facing women? How are the issues facing women different from those facing men? • How do the issues change over a women’s life cycle (e.g. infant, childhood, adolescence, child bearing, nursing, old age)? • What is the impact of these challenges on women’s health? • How do women’s health issues impact men? • Think back to the Minangkabau people in the opening simulation: • Would it be surprising if more women than men got TB? Why? • How do men and women interact differently with domestic animals? With wildlife? • What is the impact of deforestation on women?

  31. DEBATE: CULTURE AND GENDER • Topic: There is a difference in health care so that women receive lesser quality health care than men receive. • 20 minutes to prepare • 20 minutes to debate

  32. What do you think? • How difficult was it for you to play the other gender? • As you assumed the opposite role, what stereotypes did you make about the role you played? • How do these possible stereotypes become reflected in health care systems? • What are your recommendations for bringing more equality in health care? • How do men benefit when women are treated equally in a culture?

  33. Culture and Animals Culture, beliefs, values, and ethics One Health Course

  34. food DOMESTIC ANIMALS wildlife pet god

  35. What do you think? • Why do you think we see certain animals as food or a pet or a god? • Have you been to another culture or know about another culture which might classify these animals differently? • What would you do if you were in another culture and you were given an animal as food to eat, but, in your culture, the animal is seen as a pet or a god? • What are the One Health implications for how different cultures view animals differently?

  36. What do you think? • How can learning about how another culture views animals bring insight into the culture? • How can this insight help a One Health practitioner?

  37. Culture and the Environment Culture, beliefs, values, and ethics One Health Course

  38. Proverbs… • What is the meaning of the proverb? • What does the proverb say about the culture’s view of nature? • What does the proverb say about the culture’s relationship with the environment? • How might the culture’s relationship with the environment impact a One Health initiative?

  39. What do you think? • What are the One Health implications for how different cultures view the environment?

  40. Creating Trust Across Cultures Field Observation Culture, beliefs, values, and ethics One Health Course

  41. What do you think? • Where do you fit in comparison to the majority of people in your culture? • Where you tend to be different from the majority of people in your culture? • How do your similarities and differences impact you as a One Health practitioner in your culture?

  42. What do you think? • Consider the presentations. What can we conclude about the communities visited? What do they have in common? How are they different? • If teams selected the same group to observe, how were the observations similar? Different? What could cause groups to see the same community differently? • What advice would you give a One Health practitioner to be effective in preventing disease in the community(ies) visited? For promoting human, animal and ecological wellness?

  43. Personal Values and Professionalism Culture, beliefs, values, and ethics One Health Course

  44. values

  45. ValueSearch™ Map

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