Transcript Document

Building Multicultural Competence
Pamela A. Hays, Ph.D.
www.drpamelahays.com
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Agenda
The Personal Work
(9am-12pm)
-Personal qualities & essential knowledge
-Cultural self-assessment
Lunch
(12-1pm)
The Interpersonal Work
(1-4pm)
-Understanding identities
-Building relationships
-ADDRESSING Culture in the Classroom
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The ADDRESSING Framework
Cultural Influences
Minority Groups
Age/generational
Children, adolescents, elders
Developmental disabilities
Disabilities acquired
People with developmental disabilities
People with disabilities acquired later in life
Religion & Spirituality
Religious minority cultures
Ethnic & racial identity
Ethnic & racial minority cultures
Socioeconomic status
People of lower status by educ, income,
occup, rural/urban habitat
Sexual orientation
Gay, lesbian, & bisexual people
Indigenous heritage
Indigenous/Aboriginal/Native people
National origin
Refugees, immigrants, international students
Gender
Women, transgender people
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Two Categories of Work
1.
Personal
2.
Interpersonal
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Personal Work
a) Personal Qualities
b) Essential Knowledge
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A major obstacle to the development of
these Qualities, Abilities & Knowledge is
DEFENSIVENESS.
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Think of a situation with a person in which you
began feeling defensive:
1.
What led to your defensive feelings?
2.
What were your physical sensations & emotions?
3.
What were you thinking?
4.
What did you do? What did you say?
5.
What did the other person do & say?
6.
Did you spiral down or were you able to stop the
spiral?
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Preventing Defensive Behaviors
1.
Become aware of physical sensations related
to feelings of defensiveness.
2.
In the moment, take a deep breath, exhale
slowly, and focus on your breath.
3.
Refrain from defensive behaviors .
4.
Ask yourself: What does this person want?
5.
Try focusing on the content (vs. voice tone,
volume, or nonverbal behaviors ).
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Preventing Defensive Behaviors…
6. Question the need for this person's views to
match your own.
7. Reframe irritations & annoyances as
opportunities for growth.
8. Recognize your need for additional information
and/or experience.
9. If appropriate, discuss the limitations of your
knowledge and experience with the person.
10. If appropriate & possible, use humor.
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Essential Knowledge
1. Bias is best thought of as a tendency to
think, act, or feel in a particular way.
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Essential Knowledge…
2. We’re all biased but we don’t all belong to
dominant cultural groups.
3. Bias + Power = Systems of privilege
(‘isms).
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Essential Knowledge…
4. Nonprivileged members are socialized to
be aware of the lines separating those
who have privilege from those who do
not.
5. Privileged members are socialized to
ignore these lines & differences.
6. Privilege separates people & cuts both
Privileged & Nonprivileged off from
valuable knowledge.
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Cultural Self-Assessment
Age/generational-Developmental disabilities-Disabilities acquired later in life-Religion & Spirituality-Ethnic & racial identity-Socioeconomic status-Sexual orientation-Indigenous heritage-National origin-Gender -13
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Values Permeating Psychotherapy

emotional expressiveness

individualism & independence

assertiveness

self-disclosure

verbal skills

insight
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ADDRESSING Cultural Influences on Ourselves
1.
Name 3 values supported by your family, peers, &
culture as you were growing up. Did the dominant
culture support these values?
2.
Were these values shaped by any social movements
during your teenage & early adult years?
3.
How do these values relate to your current occupation?
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Resolving Value Conflicts
1.
Look for a shared or similar value.
2.
Recognize differences in expression of a value.
3.
Recognize differences in the priority given to values.
4.
Use positive language to describe these differences.
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3 Ways to Fill Knowledge Gaps
& Change Bias
1.
Individual work
2.
Critical thinking re: info
3.
Peer-level, close relationships w/ diverse
people
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II. The Interpersonal Work:
Understanding Identities
1.
When developing hypotheses, use the
ADDRESSING framework as a reminder
of identities that may be meaningful for a
person.
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Understanding Identities
2.
Remember that a particular identity
may have one meaning in the
dominant culture, another in a minority
culture, & another person-specific
meaning.
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Questions for Clients
a. How would you describe yourself?
b. Would you tell me about your cultural heritage or
background?
c. Did you have a religious upbringing? Do you
have a religious connection or spiritual practice
now?
d. How would you describe your childhood? What
was your family’s economic situation growing
up?
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Questions for Clients…
e. Do you have experience with disability, or been
a caregiver for someone who does?
f. Are there ways in which your disability is part of
this… [presenting problem]?
g. What did it mean to grow up as a girl/boy in
your culture and family?
h. Do you currently have a partner? Could you tell
me about the significant intimate relationships
you have had?
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Understanding Identities
3. Be aware of your own perceived/visible
identity re: interactions with clients &
students.
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Understanding Identities:
Questions for Oneself
a. How am I being perceived by this person,
based on my visible identity?
b. How might my identities interact with those of
this person?
c. How might my identities and experiences limit
my understanding of this person?
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Building Relationships
1. Remember respect.
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Culturally Related Personal Strengths

pride in one’s culture

religious faith or spirituality

artistic and musical abilities

bilingual and multilingual skills

group-specific social skills

sense of humor

culturally-related knowledge and practical skills (e.g., fishing,
hunting, farming, medicinal plants)

culture-specific beliefs that help one cope (e.g., with racism,
prejudice, discrimination)

respectful attitude towards the natural environment

commitment to helping one’s own group (i.e., through social action)

wisdom from experience
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Interpersonal Cultural Supports

extended families including non-blood-related

cultural or group-specific networks

religious communities

traditional celebrations and rituals

recreational, playful activities

story-telling activities that make meaning and pass on
history of the group

involvement in political/social action group

a child who excels in school
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Environmental Cultural Supports
•
altar in home to honor deceased family members
•
space for prayer and meditation
•
culture-specific art and music
•
culturally preferred foods for cooking & eating
•
animals to care for
•
gardening area
•
access to outdoors for subsistence or recreational
fishing, hunting, farming, observing night sky
•
communities that facilitate social interaction by location
or design
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Building Relationships
2. Adapt to the person’s language pace.
3. Do not assume knowledge of an individual’s
personal experience, even if you are
knowledgeable about their culture.
4. Be prepared for the possibility of multiple
relationships.
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Building Relationships…
5. Be aware of different meanings of nonverbal
communication (gestures, eye contact,
silence).
6. Recognize cultural differences re: physical
space.
7. Do not touch assistive devices without
asking.
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Building Relationships…
8. Consider what your office location,
accessibility, and furnishings communicate.
9. Avoid psychological jargon and if the other
person uses it, ask about its meaning.
10. Continually use critical thinking re: meanings
of verbal & nonverbal communication.
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ADDRESSING Culture in the Classroom:
Four Dimensions Of Teaching & Learning
1.
Instructor
2.
Students
3.
Course content
4.
Teaching methods
(Marchesani & Adams, 1992)
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ADDRESSING Culture:
Program Strategies
1.
Course requirements (1 cr3crintegration)
2.
Integrate required readings throughout
program
3.
Diversity committee of faculty, staff, students
4.
Use ADDRESSING acronym to comb all
written and visual materials for diversity.
5.
Fund guest speakers.
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Assessing Clients’ Needs
1. Respect cultural norms re: styles of
questioning & types of questions.
2. Look for multiple sources of info &
think systemically.
3. Use cultural history to understand
personal history.
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Assessing Clients’ Needs
4. Ask about the client’s understanding
of the situation, problem, and health
care practices.
5. Develop Tx plans, set goals, &
choose interventions collaboratively.
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Assessing Clients’ Needs
6. Consider family systems.
a. Define family broadly
b. Recognize power differentials
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Is power distributed by:
Age or generational status (including couples with a large age
difference)? How does this interact with gender?
DD physical or mental abilities?
Religious commitment or leadership? Interaction w/ gender?
Ethnic or Indigenous heritage (e.g. Who holds the dominant
cultural identity in bi- or multicultural couples/families? Are
there differences in status related to skin color or other
ethnically related characteristics?)
Socioeconomic status (i.e. Who makes the money, or holds the
highest status by income, education, or occupation?)
Sexual orientation (Do LGBT members hold lower status?)
National origin (e.g. Who is a citizen or holds a work visa? Who
speaks English most fluently)?
Gender?
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Assessing Clients’ Needs
7. When judging unusual perceptions,
beliefs or behaviors, recognize cultural
differences.
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Preventing Inaccurate Conclusions
1. How might my judgment be influenced by the
ADDRESSING influences on me?
2. Might there be some info I don’t have that is
important in understanding the client’s view?
3. Could there be a positive, culturally related
purpose for the behavior, belief, or feeling that I
judge dysfunctional?
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Assessing Clients’ Needs
8. Remember: a traumatic experience is
culturally influenced and personspecific.
9. Be careful re: the use of diagnoses,
especially Personality Disorders.
10.
Actively look for culturally related
strengths and supports.
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Strengths & Supports: Key Questions
•
What do you consider your strengths &
supports? What would your
mom/kids/friend say?
•
Do you have a connection to any
religion or spiritual practice?
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