Cultural immersion

Introduction
Neurodiversity is a new concept that has been gaining prominence all over the world.

It has been defined as" an idea which asserts that atypical neurological development is

a normal human difference that is to be recognized and respected as any other human

variation".

In wider terms, it means individuals with brain differences that makes them a diverse

group. The examples of neuro diversity include conditions like ADHD and autism.

Most of the people consider these as abnormal. In fact, they are simply variations of

the human brain. The brain-imaging studies has brought different variations that exist

among brains of different individuals. These studies explains the difficulty which

students face owing to different brain patterns. This results in learning and thinking

differences as compared to their peers.

The idea of neurodiversity has real advantages for youth with different learning and

thinking patterns. This concept of neuro diversity can help kids to identify and frame

their challenges as differences rather than as deficits. The term "neuro diversity" was

coined by Judy Singer in the late 1990s. Drawing on the autism spectrum, Singer

rejected the notion that people with neuro- diverse characteristics such as autism are

disabled. It is just a matter of different variations in brain. The proponents of neuro-

diversity have used this notion to promote inclusion in schools and in the workplace.
The occurrence of neuro-diversity and autism related mental vulnerabilities is

common in young adolescents is common. 

Role in activity as clinical cardiac physiologist :

The role as clinical cardiac physiologist will be to translate the learning into real

practice. The role placement will involve interacting with First year students about in

order to guide them. The purpose will be to make them realise that how they will role

play as clinical cardiac physiologist. In this regard, the students will learn how to

actively place themselves after completing the degree. The first year work placement

will start with basic learning about how to place the 12 lead ECG electrode on the

patients. The process is very much the same as we have learned in class room where

the sternal space is located before the electrode is placed. The next step is placing 12

lead ECG electrode Ambulatory, ECG Ambulatory and Blood pressure. Then, Follow

with stress test, where the chest pain have been referred to check if there is any

Ischeamic heart disease. Then , one has to undertake Myocardium perfusion

procedure (MPI) where dye in inserted to identify if there is ant blockage.

In the invasive department such as assisting the cardiologist with inserting a STENT

during the angiography procedure by placing ECG electrode on patient and keeping

an eye on the ECG during the procedure. In case of patient having a cardiac arrest,

the role will be to assist the cardiologist with pacing procedure along with monitoring
the threshold and other carrier pathway. Students can also choose respiratory field

where a breathing test is carried out or go into research.

Virtual fundraising

Besides that, another activity involves virtual fundraising activity for students because

most of them are on scholarships. In this regard, one can start the fundraising

activity by creating a landing page for the event to collect the fees. The slide templates

can also be used with in virtual breakout rooms where people can be made aware of

the problems and challenges that such students face. The fundraising activity can also

inculcate awareness among people about children with neuro-diversity and how to

cope with it. The fundraisers can also initiate specific questions with regard to

students in order to elicit their point of views. The virtual Fund raising can also

comprise of individual activities that can be completed in groups to develop

coordination. The motivations speakers can also be invited to create further awareness

about challenges and ideas to tackle the issues. 

The Socialization Process; Comparison & Contrast

In different Societies, the groups share distinct and diverse features which distinguish

one group from other.  All the groups have developed consensus on their basic values

system and social or cultural practices. As to regional variation, Nisbett and his

colleagues also bring forth a cultural framework that reiterates that how different

cultures possess values that significantly affect the way people process information

and understand the world. Thus, each group represents the Cultural essence of its

people in such an extreme way that it becomes synonymous with the "spirit" or

"genius" of a people' (Sapir, 1924: 405).  

Nisbett proposed that East Asian culture is widely different from western culture

because if it's overall world perspective. The people of East Asian culture possess a

more holistic world view. This holistic view is evident in harmonic relationships

among people and social environment. These views are embedded in Chinese

philosophical and religious traditions of Taoism and Confucianism. Thus, this culture

retain a collective characteristics such as relatedness and social attributes. On the

Contrary, Western culture presents a stark contrast in terms of its cultural and social

orientations. Their cultural norms derives from philosophical conception of

individualism and utilitarianism. They tend to give more credence to logical

reasoning. Thus, Westerners are more analytical. In a nutshell, Culture influences

the individual cognitive capacities and beliefsin liaison with that of larger group.

Thus each culture inculcates the values and beliefs of culture in their peculiar way. As

we all know that it's through socialization process that one learns the norms and

values of group. Thus each group’s cultural values and practices determine individual

attitudes, or behavior. (Eckstein, 1988).  These values and norms reflect in the

behavior of individuals of that particular group. Cultural meanings are transmitted

from generation to generation hence they are historically embedded in social

institutions and practices of society. The family and kinship groups are the primary

agents of this socialization process through which meaning of different cultural

orientation are taught.

Social Intervention Strategies 

It can also bring to light different instructional approaches that may help to highlight

strengths and how to cope with deficiencies. One such approach is Universal Design

for Learning (UDL). Thus, neo diversity among youth can challenge Interpersonal

Relationships and social interactions In order to promote cultural immersion among

neuro-diverse groups, the social health workers and counselors can carry out different

social intervention strategies. 

In this regard at micro level, the counselors or teachers can undertake strength

awareness and positive role models strategies. These strategies can invoke student the

neuro-diverse students to engage in in self-reflection and inner dialogue. As a result,

individual endeavors to reflect about their existence and identity within a larger

framework of neuro-diversity. This can help in making them aware of another's

context. Besides that, teachers can develop a check-list to assess the personal strengths

such as highlighting their good traits such as honesty, integrity, fairness. The teacher

can help them in setting realistic goals for such students and can enhance their

personal vitality and vigor.

Besides this, teacher can also assess their cognitive, social and emotional strengths in

order to further nourish them so that they can utilize these strengths to effectively face

the other deficiency challenges. The teachers or social workers can ensure the

flourishment of such children by directly intervention. In this regard, the councilors

can adapt and modify the environment in a constructive way to enhance the child’s

chances for success. At macro level, the social councilors can initiate intervention

strategies by bridging the racial, cultural or intellectual difference between groups

through values of pluralism and mutual co-existence.  In order to promote cultural

Immersion among neo-diverse groups, the social councilors can play a pivotal role In

this regard, the social councilors can expose students to "other". This can help in

bridging the inter-cultural group gaps through actual pedagogical training

practices. TheMulticultural principles for Group Workers lays responsibility upon

the group facilitators. They can facilitate the process of immersion by identifying

the socio-political influence, differences in cultures, and one’s own values and

biases. It seems clear that training methods can focus on bridging these differences

and experience cultural differences.

The top-down intervention strategies has been suggested by Berry (2003). A group

can adopt or reject which ranges from total acceptance to total rejection. The four

reactions are assimilation, separation, integration, and marginalization. The individual

councilors can integrate the attitudes, and behaviors under a recommended framework

of assimilation and integration. On the other hand, separation and marginalization

results in inconsistent outcomes, which ultimately arouses stress and anxiety. This

cultural or social conflict can be thwarted through positive culture inclusion and

immersion of minority groups.

Other approaches to target the autism and other neuro-diverse vulnerabilities are

therapeutic session with such people. During these therapeutics sessions, techniques

can be used such as cognitive support and unconditional positive regard in order to

foster high self-esteem among youth. The autistic related issues can be solved through

viable speech-language therapy that specifically target social communication. Besides

that identity therapy techniques can also be undertaken to mentally coach and support

such vulnerable groups. Therefore, the primary aim of this model is to address the

deficient needs of youth related to neuro-diversity. The social councilors can support

and rekindle a sense of belonging and pride among such people.

Conclusion 

In order to understand neuro and neo-diversity, the students and individuals has

to develop a culturally intellectual brain that can deal and cope with diversity. In this

regard, people should be made culturally aware about how others think and act. In this

way, they can understand the diversity that people manifests in neural processing.

This different neural processing result in differences such as effective communicators

and ineffective ones. In order to survive and thrive in a multicultural and multi-

diverse world, people have to compete and coordinate the cultural and intellectual

differences. The cross-cultural skills of communication and coordination can only

help in this regard.

Works cited

Armstrong, T. (2010). The Power of Neurodiversity: Unleashing the Advantages of

Your Differently Wired Brain. Cambridge, MA: DaCapo Lifelong.

Berry, J.W. (2003). Conceptual approaches to acculturation. In K. M. Chun, P.

B. Organista, & G. Mar´ı n (Eds.), Acculturation: Advances in theory, measurement,
and applied research (pp. 17–37). Washington, DC: American Psychological
Association
Eckstein, H (1988), `A Culturalist Theory of Science Review 82 pp. 789-804.
Nisbett, R. E., & Masuda, T. (2003). Culture and point of view. Proceedings of the
National Academy of Sciences of the United States of America, 100, 11163–11170.
Sapir Edward (1924), `Culture, Genuine and Spurious', in American Journal of
Sociology29:4 pp.401- 429.
Strang, J., Klomp, S., Caplan, R., Griffin, A., Anthony, L., & Harris, M. et al. (2019).
Community-based participatory design for research that impacts the lives of
transgender and/or gender-diverse autistic and/or neurodiverse people. Clinical
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