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a. Japanese students were more ready to offer (and receive) apologies.
b. Japanese students used more elaborate types of remorse statements. They tended to repeat words whereas American respondents used intensifiers, as shown in the following examples:
Japanese: \American: \
c. American respondents tended to attribute an offense to forgetfulness or circumstances beyond their control while Japanese students admitted their fault and stressed the lack of malicious intention.
d. Unlike Americans, Japanese students described the negative side of the situation, as shown in the following examples:
Japanese: \of your spring break.\
American: \break to enjoy.\
6. Japanese students strived more to \their Americans counterparts tended to try to keep their autonomy by not offering to help remedy the situation. For American respondents, reparation was considered a declaration of responsibility and future actions where the failure to do so would be a bigger offense than the first. On the other hand, Japan More Japanese students stressed the importance of atonement.
7. The four most used strategies were statement of remorse, accounts, description of damage, and reparation which Japanese students used more than their American counterparts.
8. Secondary strategies include compensation and promise not to repeat offense, which were mainly used by Japanese students.
9. Japanese students offered elaborate types of promises not to repeat offense and were more open in their request of forgiveness.
10. Cultural differences in the use of apologies were evident in the following nuances:
e. Japanese students were more ready to offer (and receive) apologies.
f. Japanese students used more elaborate types of remorse statements. They tended to repeat words
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whereas American respondents used intensifiers, as shown in the following examples:
Japanese: \American: \
g. American respondents tended to attribute an offense to forgetfulness or circumstances beyond their control while Japanese students admitted their fault and stressed the lack of malicious intention.
h. Unlike Americans, Japanese students described the negative side of the situation, as shown in the following examples:
Japanese: \of your spring break.\
American: \break to enjoy.\
i. Japanese students strived more to \face\while their Americans counterparts tended to try to keep their autonomy by not offering to help remedy the situation. For American respondents, reparation was considered a declaration of responsibility and future actions where the failure to do so would be a bigger offense than the first. On the other hand, Japanese offenders are not obligated to keep their promises as long as the offended realizes that the offender feels with him/her.
Homework:
Please respond to these questions as realistically and honestly as possible.
1. You borrowed an umbrella from your best friend, and the wind broke it beyond repair. What do you say to him/ her?
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2. You have made plans to go to a concert with your friends; you could not make it and you still owe them money for the ticket. What would you say to them?
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3. You showed up an hour late for a group trip on spring break. What do you say to the students traveling with you?
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4. You have borrowed a classmate’s homework, submitted yours and failed to return his/ hers. What do you say to him/ her?
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5. You did not show up for a meeting due to a friend’s
accident. What do you say to the students who were supposed to meet with you?
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6. You borrowed a CD from your roommate and did not return it for 3 weeks. What do you say to him/ her?
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7. You failed to meet a friend at the hotel due to miscommunication. What do you say to him/her?
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8. You were playing with your friend’s computer and erased the important paper s/he had been working on for the past two weeks. What do you say to him/ her?
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9. You borrowed your brother’s/ sister’s Walkman and broke it. What do you say to him/ her?
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11. You cancelled a club meeting and inconvenienced all the members of the club. What do you say to them? 教学时数： 2学时
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Chapter Nine Cultural Influences on Context: The health Care Setting
教学要点：
EXPLANATIONS, TREATMENT AND PREVENTION OF ILLNESS
? Cultures differ in the way they explain, treat and prevent illness.
? All health systems can be divided into three categories: Bio-medical, personalistic, and naturalistic
? There are cultural variations in the course of illness ? There are cultural variations in the treatment of illness ? There are cultural variations in the prevention of illness
Religion spirituality and health care
? Religion, spirituality and health care are often intertwined,
? For many cultures religion and prayer often provide solutions and solace when one is suffering ill health.
Gender roles and health care
? Cultures divide the social world into male and female categories. These divisions affect the healthcare setting.
? In much of the world the North American concept of equality between the sexes does not exist
? In many cultures women hold traditional roles that are subservient to men’s. These subservient roles are evident in the healthcare setting.
? In many cultures female purity and modesty are of paramount importance.
? In all cultures of the world child-bearing and the gift of life are treated with celebration.
The United States healthcare in the diverse patient population ? If optimal healthcare is to be provided in a multi-ethnic society such as the United States awareness of culturally diverse patterns of communication is essential.
? Language barriers, non-verbal messages, and formality and
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politeness can cause miscommunication in the healthcare setting.
Improving the multicultural healthcare interaction
Often it is not a lack of shared cultural knowledge that causes the breakdown of communication in a multicultural healthcare interaction. Instead failure to act on that knowledge can cause problems.
Activities
In a small group, discuss the various cross-cultural beliefs in the explanation, treatment and prevention of illness.
In a small group, discuss the impact of gender and spirituality on the healthcare setting
Discussion ideas
? Discuss how effective intercultural communication is crucial in the multi-ethnic healthcare setting
? Discuss how non-verbal behaviour can complicate the multi-ethnic healthcare setting
? Discuss how more than one medical belief system can be incorporated to treat patients
教学时数： 2学时
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