Introduction

A culturally safe and secure environment refers to a place where individuals feel safe and maximize strength in relation to their identity, culture, and community (Klein 2012, p. 75). Unsafe and insecure environment refer to the situation in which individuals feel insecure and vulnerable in relation to the threats to their identity, community, and relevant culture (McSherry 2012, p. 74). This is an indication that safe and unsafe spaces are vital in the enhancement of the identity, culture, and community of an individual in the context. Safe and unsafe places play a critical role in the determination of cultural self-awareness (Villegas 2002, p. 47). Cultural self-awareness refers to the concept of understanding one’s culture and its relevant values, ideas, and beliefs to enhance the development of identity (O’Donohue 2009, p. 71). Cultural safe and unsafe spaces are also critical in the examination of the levels of cultural intelligence. Cultural intelligence refers to the ability of an individual in understanding how he or she operates within the stated culture (Peterson 2004, p. 162). Cultural intelligence will enable an individual to understand the culture shock, cultural difference, and cross cultural communication. Another fundamental of the safe and unsafe spaces in the working environment is the enhancement of cultural capabilities. Cultural capabilities relate to the ability of an individual to develop quality cultural judgments (Diller 2011, p. 32). Cultural capabilities entail cultural empathy, development of safe spaces, and extensive preparation of cultural and relevant values.

Summary of Event

An illustration of unsafe work environment is the concept of “Once upon a time, when we were colored”. This scenario narrates the story of Afro-American discrimination thus creation of unsafe work environment. In the excerpt, an Afro-American mother took her baby to the medical center in the search of medical treatment for the infant. The mother took her baby to the center with no appointment. Dressed causally, the mother entered the center and approached a nurse within the reception area. In this encounter, the mother could not help but noticed the humble treatment to the Caucasian woman by the nurse. When her turn came, the nurse ignored the mother completely thus continuing with her duties. Before asking any question to the nurse, she turned towards the mother with expression of annoyance, distraction, and impatience. Being emotional, the mother felt uncomfortable and left after excusing herself. Non-verbal exchange was intense and powerful thus preventing the woman from obtaining medical advice for the case of her baby. The mother was intimidated in relation to the treatment to herself and the baby. This is an illustration of the case of race, culture, and color play critical role in the development of unsafe place or work environment. The outcome of the scenario indicate non-professional act by the nurse towards undermining the identity and culture of the mother and her baby while seeking medical assistance.

In this video (Cultural differences from “God Grew Tired of Us”), it is clear that there is a culture shock and differences in relation to the comparison between the case of the United States of America and Sudan. The video highlights on the cases that might threaten the development of one’s identity, culture, and community within the environment in the context.

Analysis

The creation and development of the safe spaces for individuals within the community or across the globe constitutes three crucial components: cultural self-awareness, cultural capabilities, and cultural intelligence. Safe space or environment enables individuals to exercise and maximize their identity, communications, and culture within the stated community or working context. Cultural self-awareness is essential in the understanding of one’s culture and identity. In the development of the safe space, individuals will adopt and implement the cultural self-awareness program towards understanding of the needs and identity of other individuals during interactions. Cultural self-awareness enables an individual to understand culture, knowledge, experience, and vital behavior in the creation of safe space (Haviland 2011, p. 132).

Unsafe spaces within the cultural aspects develop because of the culture shock and differences. In the development of culturally safe space, it is essential to integrate or incorporate cultural intelligence in understanding the cultural diversity and shocks through an extensive application of the multi-cultural communication methods. The individuals should understand on how to deal with the cultural differences thus the ability to adopt and implement the concepts of cross-cultural communication. Through cultural intelligence, an individual will have the ability to understand on how he or she operates as a cultural entity across the cultural diversity (Neo et al, 2007, p. 170).

Another elementary aspect in the development of safe space is the application of cultural capabilities. This entails the ability of an individual to make cultural judgments, develop cultural empathy, and prepare for the interactions within the diverse cultural globe. This will enable individuals to develop the concept of safe space towards maximization of the identity, culture, and community understanding by the cultural beings.

Conclusion

Culture has a role in the development of safe and unsafe working conditions or environment. Three crucial concepts are vital in the development of safe space or working environment: cultural self-awareness, cultural intelligence, and cultural capability. Cultural self-awareness, intelligence, and capabilities enable individuals to develop safe environment thus the ability to enhance identity and culture. This is through adoption of cultural empathy and capabilities to enhance cross-cultural communication through understanding of the cultural diversity.

References

McSherry, Wilfred, Robert McSherry, and Roger Watson. 2012. Care in Nursing: Principles, Values and Skills. Oxford: Oxford University Press.

Villegas, Ana M, and Tamara Lucas. 2002. Educating Culturally Responsive Teachers: A Coherent Approach. Albany: State University of New York Press.

Klein, Ana M. 2012. Raising Multicultural Awareness in Higher Education. Lanham: University Pr of America.

O’Donohue, William T, and Jane E. Fisher. 2009. General Principles and Empirically Supported Techniques of Cognitive Behavior Therapy. Hoboken, N.J: John Wiley & Sons, 2009. Internet resource

Peterson, Brooks. 2004. Cultural Intelligence: A Guide to Working with People from Other Cultures. Yarmouth, Me. [u.a.: Intercultural Press.

Diller, Jerry V. Cultural Diversity: A Primer for the Human Services. Belmont, CA: Thomson Brooks/Cole, 2011. Print.

Haviland, William A, and William A. Haviland. 2011. Cultural Anthropology: The Human Challenge. Belmont, CA: Wadsworth/Cengage Learning.

Neo, Boon S, and Geraldine Chen. 2007. Dynamic Governance: Embedding Culture, Capabilities and Change in Singapore. New Jersey: World Scientific.

Baker, David, and Alexander W. Wiseman. 2009. Gender, Equality, and Education from International and Comparative Perspectives. Bingley, UK: Emerald/JAI.

http://www.youtube.com/watch?v=0j7Xixe11U4&playnext=1&list=PL70F7776201884D05&feature=results_main

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