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EPPP - Clinical Psychology > Cross-Cultural Issues - Terms and Concepts > Flashcards

Cross-Cultural Issues - Terms and Concepts Flashcards

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1
Q

According to Sue, what is worldview?

A
  • affects how we perceive and evaluate situations and how we derive appropriate actions based on our appraisal
  • affected by culture
  • can be described in terms of two dimensions: locus of control and locus of responsibility
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2
Q

What do people with an internal locus of control and internal locus of responsibility believe?

A

they are in control of their own outcomes and are responsible for their own successes and failures

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3
Q

What do people with an internal locus of control and external locus of responsibility believe?

A

they could determine their own outcomes if given the chance but that others are responsible for keeping them from doing so

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4
Q

What do people with an external locus of control and external locus of responsibility believe?

A

they have little or no control over their outcomes and are not responsible for them

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5
Q

What do people with an external locus of control and internal locus of responsibility believe?

A

they have little control over their outcomes but tend to take responsibility for their own failures

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6
Q

Which worldview is characteristic of mainstream American culture?

A

internal locus of control and internal locus of responsibility (IC-IR)

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7
Q

Which worldview is characteristic of minority cultures?

A
  • internal locus of control and external locus of responsibility (IC-ER)
  • external locus of control and external locus of responsibility (EC-ER)
  • external locus of control and internal locus of responsibility (EC-IR)
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8
Q

A client with which worldview is likely to be most challenging for a white therapist with an IC-IR worldview?

A
  • clients who have an IC-ER worldview
  • these clients are likely to view the therapist and therapy as sources of oppression and to be reluctant to self-disclose, to want take an active role in therapy, and to seek action and accountability from a more privileged therapist
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9
Q

What are the 4 acculturation strategies of minority group members according to Berry (1990)?

A
  1. integration
  2. assimilation
  3. separation
  4. marginalization
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10
Q

According to Berry (1990), what is the integration strategy?

A

People who adopt an integration strategy retain their own minority culture and adopt the majority culture.

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11
Q

According to Berry (1990), what is the assimilation strategy?

A

People who adopt an assimilation strategy reject their own minority culture and adopt the majority culture.

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12
Q

According to Berry (1990), what is the separation strategy?

A

People who adopt a separation strategy retain their own minority culture and reject the majority culture.

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13
Q

According to Berry (1990), what is the marginalization strategy?

A

People who adopt a marginalization strategy reject their own minority culture and the majority culture.

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14
Q

Explain Ridley’s (2005) proposal about cultural paranoia.

A

an ethnic minority client’s unwillingness to disclose personal information to a White therapist may be due to one of two types of paranoia: functional paranoia or healthy cultural paranoia

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15
Q

According to Ridley (2005), what is functional paranoia?

A
  • an unhealthy psychological condition that involves pervasive suspicion and distrust
  • an ethnic minority client with functional paranoia is unwilling to disclose personal information to an ethnic minority or White therapist
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16
Q

According to Ridley (2005), what is healthy cultural paranoia?

A
  • involves suspicion and distrust, but it’s a normal reaction to prejudice and discrimination
  • an ethnic minority client with healthy cultural paranoia is willing to self-disclose to an ethnic minority therapist but unwilling to self-disclose to a White therapist unless certain conditions are met
  • conditions include: (1) the therapist discussing the meaning of the cultural paranoia with the client, and (2) encouraging the client to distinguish between when it is and is not safe to self-disclose
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17
Q

According to Sue (2007), what are microaggressions?

A

brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color

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18
Q

What are the 3 types of microaggressions?

A
  • microassaults
  • microinsults
  • microinvalidations
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19
Q

What are microassaults?

A
  • explicit racial derogations that are usually intentional and meant to hurt the intended victim
  • include name-calling and explicit discriminatory acts and are most similar to what is referred to as “old-fashioned” racism
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20
Q

What are microinsults?

A
  • verbal and nonverbal messages that are insensitive to or demean the person’s racial or ethnic background
  • e.g. implying that an African American employee was hired only because of affirmative action
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21
Q

What are microinvalidations?

A
  • communications that exclude, negate, or nullify the psychological thoughts, feelings, or experiential reality of a person of color
  • e.g. complimenting an Asian American employee who was born in the United States on his “good English”
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22
Q

What is internalized racism?

A
  • occurs when a person accepts society’s negative beliefs and stereotypes related to his or her own racial group
  • aka internalized racial oppression
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23
Q

What is colorism?

A
  • aka colour consciousness
  • a form of internalized racism
  • discrimination within a racial group based primarily on skin hue or color and may also include other physical characteristics such as hair texture and eye color
  • in some countries this includes preferences for lighter skin over darker skin within a community of colour
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24
Q

According to Peggy McIntosh (1998), what is white privilege?

A
  • unearned benefits that are conferred upon White individuals based solely on their skin color and are inaccessible to racial/ethnic minorities
  • most White people are unaware of their race-related privileges because they are maintained by denial
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25
Q

According to Neville, Worthington and Spanierman (2001), how does white privilege occur at the macro level?

A
  • White privilege is systemic and consists of the benefits, rights, and immunities that Whites have within institutions
  • e.g. more favorable educational opportunities and housing conditions, better health care, and higher salaries
26
Q

According to Neville, Worthington and Spanierman (2001), how does white privilege occur at the micro level?

A
  • White privilege is primarily intrapsychic and interpersonal
  • includes a sense of entitlement and social validation of Whiteness
27
Q

What negative costs does White privilege have for racial/ethnic minorities?

A
  • economic
  • political
  • social
28
Q

According to Spanierman (2006), what negative costs does White privilege have for Whites?

A
  • distorted beliefs about race and racism
  • limited exposure to people of different races and ethnicity
  • irrational fear of people of different races and ethnicity
  • unacknowledged White privilege can interfere with a White therapist’s ability to develop multicultural counseling competencies
29
Q

What is the emic perspective?

A

A psychologist who has an emic perspective believes that behavior is affected by culture and, as a result, psychological theories and interventions that apply to members of one culture may not apply to members of other cultures

30
Q

What is the etic perspective?

A

A psychologist who has an etic perspective believes that behavior is similar across cultures and that the same psychological theories and interventions are appropriate for everyone, regardless of their cultural background

31
Q

What are autoplastic interventions?

A
  • focus on making changes in the client so that he or she can successfully adapt to the environment
  • e.g. strategies aimed at helping a client gain insight into his or her problems or change his or her behavior
32
Q

What are alloplastic interventions?

A
  • focus on altering the environment or situation to fit the client’s needs, desires, or other attributes
  • e.g. removing oneself from a stressful situation by changing jobs
33
Q

According to Wrenn (1962), what is cultural encapsulation?

A

culturally encapsulated mental health professionals are insensitive to cultural differences and believe that their own cultural assumptions about what constitutes mental health or normality applies to people from all cultural backgrounds

34
Q

What is cultural tightness-looseness?

A

refers to the strength of a culture’s social norms and tolerance for deviant behaviors

35
Q

What is a tight culture?

A

Tight cultures have strong social norms and low tolerance for deviant behaviors

36
Q

What is a loose culture?

A

Loose cultures have weak social norms and high tolerance for deviant behaviors

37
Q

What are the ecological and human-made challenges that cultural tightness is related to?

A
  • high population density
  • greater vulnerability to natural disasters and disease
  • scarcity of resources
38
Q

According to Gelfand and colleagues, what are the 3 tightest cultures?

A
  1. Pakistan
  2. Malaysia
  3. India
39
Q

According to Gelfand and colleagues, what are the 3 loosest cultures?

A
  1. Estonia
  2. Hungary
  3. Israel
40
Q

According to Gelfand and colleagues, what are the 3 tightest states in the US?

A
  1. Mississippi
  2. Alabama
  3. Arkansas
41
Q

According to Gelfand and colleagues, what are the 3 loosest states in the US?

A
  1. California
  2. Oregon
  3. Washington
42
Q

What are the ways that individuals in tight versus loose cultures differ?

A
  • greater conformity to social norms
  • tendency to engage in risk avoidance behaviours
  • preference for stability
  • higher levels of conscientiousness
  • lower levels of openness to experience
43
Q

What are the two communication styles distinguished by Hall (1976)?

A
  • high-context communication

- low-context communication

44
Q

What is high-context communication?

A

relies heavily on group understanding, nonverbal messages, and the context in which the communication occurs and is characteristic of several cultural minority groups

45
Q

What is low-context communication?

A

relies on the verbal message, is independent of the context, and is characteristic of the White (mainstream) culture

46
Q

According to Sue, how can high-context versus low-context communication style impact therapy?

A
  • problems can arise in therapy when the therapist and client have different communication styles
  • e.g. the fact that African Americans may communicate more by high-context cues has led many to characterize them as nonverbal, inarticulate and unintelligent
47
Q

Explain diagnostic overshadowing.

A
  • described the tendency to attribute all of the problems of people who have received a diagnosis of intellectual disability to that diagnosis and overlook other problems
  • has since been applied to other client characteristics
  • e.g. assuming the presenting problems of gay clients are due to the clients’ sexual orientation
48
Q

Explain Meyer’s (2003) minority stress theory.

A
  • proposes that sexual-minority individuals experience chronic stressors related to their stigmatization that increase their vulnerability to mental health problems
  • proximal stress processes occur within the person and include concealment, fear of rejection, and internalized heterosexism
  • distal stress processes are external to the person and include verbal and physical harassment, prejudice, and discrimination
  • the theory has also been applied to other stigmatized minority groups and to physical health and other outcomes
49
Q

Explain credibility.

A
  • refers to the client’s perception of the therapist as trustworthy and is determined by the therapist’s ascribed and achieved status
  • ascribed status is the position or role assigned to the therapist by the client’s culture (e.g. age, gender)
  • achieved status is the therapist’s expertise (e.g. their experience working with members of the client’s culture)
  • important when working with Asian American and other non-Western clients
50
Q

Explain gift giving.

A
  • refers to the direct benefits that a client perceives he/she receives from therapy
  • e.g. providing the client with reassurance and a sense of hope, normalizing the client’s feelings, and using interventions that reduce the client’s depression or anxiety
  • direct benefits must be given as soon as possible in therapy to help establish achieved credibility and reduce premature termination
  • important when working with Asian American and other non-Western clients
51
Q

What is evidence-based practice as defined by the APA?

A

the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences

52
Q

What are culturally adapted interventions?

A
  • involve the systematic modification of an evidence-based treatment (EBT) or intervention protocol to consider language, culture, and context in such a way that it is compatible with the client’s cultural patterns, meaning, and values
  • adaptations may include incorporating content that is culturally appropriate and relevant and/or altering the format and delivery of treatment
53
Q

What is the fidelity-adaptation dilemma?

A

when therapists decide to what degree they will follow the standardized top-down approach when implementing an intervention to maintain fidelity versus the bottom-up approach of being sensitive and responsive to each person’s needs

54
Q

What did Sue, Zane, Nagayama Hall and Berger find in their review of the evidence on culturally adapted interventions?

A
  • provide benefit to intervention outcomes
  • benefit is greater for adults than children/youth
  • more effective when features are added rather than replaced
  • most beneficial for clients who have the greatest need for adaptation (e.g. language barriers, low levels of acculturation)
55
Q

What makes a culturally competent psychotherapist?

A
  • has the cultural awareness, knowledge, and skills necessary to provide effective professional services to members of diverse populations
  • aware of relevant guidelines while being careful not to overgeneralize them
56
Q

Explain the cultural competence guidelines for working with African Americans.

A
  • consider the client’s cultural identity, level of acculturation, and worldview
  • consider contribution of racism and other environmental factors to client’s problems
  • be aware that the client’s extended kinship network is likely to include nuclear and extended family members, friends, and members of his/her church and community
  • know that male-female relationships tend to be egalitarian and family roles tend to be flexible
  • empower the client by helping them acquire the problem-solving and decision-making skills to control of their own life
  • African American clients usually prefer an egalitarian therapist-client relationship and a time-limited, problem-solving approach
  • Boyd-Franklin (2003) recommends using a multisystems approach
57
Q

Explain the cultural competence guidelines for working with Indian Americans.

A
  • consider cultural identity, level of acculturation, and worldview
  • identify possible environmental contributors (e.g., discrimination, poverty) to problems
  • be aware that collateral social system incorporates the family, community, and tribe
  • recognize cultural values (e.g. cooperation, sharing, generosity) and prioritization of family and tribe interests over individual ones
  • be aware that wellness is viewed as the harmony of mind, body, and spirit and illness as the result of disharmony
  • be aware of emphasis on nonverbal over verbal communication, listening is more important than talking, direct eye contact is viewed as a sign of disrespect and a firm handshake as a sign of aggression
  • demonstrate familiarity with and respect for the client’s culture and admit any lack of knowledge
  • a collaborative, problem-solving, client-centered approach that avoids highly directive techniques and incorporates American Indian values and traditional healers is usually preferred
  • LaFromboise, Trimble, and Mohatt (1990) recommend using network therapy
58
Q

Explain the cultural competence guidelines for working with Hispanic/Latino Americans.

A
  • consider cultural identity, level of acculturation, and worldview
  • consider possible environmental contributors (e.g., discrimination, poverty) to the client’s problems
  • determine the client’s beliefs about the nature of his/her presenting problems and be aware that psychological symptoms are often expressed as somatic complaints
  • consider how religious and spiritual beliefs might inform assessment, diagnosis, and treatment decisions
  • be aware that family welfare is often emphasized over individual welfare
  • be aware that families may be patriarchal
  • adopt a formal style in the initial therapy session but a more personal style in subsequent sessions
  • likely to prefer CBT, SFT, family therapy, and group therapy
  • therapy may be most effective when it incorporates culturally congruent techniques such as cuento therapy (the use of folktales to present models of adaptive behavior) and dichos (the use of proverbs and idiomatic expressions to help clients express their feelings)
59
Q

Explain the cultural competence guidelines for working with Asian Americans.

A
  • consider cultural identity, level of acculturation, and worldview
  • consider possible environmental contributors (e.g., discrimination, poverty) to the client’s problems
  • be aware that differences in acculturation within families may be a source of conflict
  • determine client’s beliefs about the contributors to problems and be aware that psychological problems may be expressed as somatic symptoms
  • be aware that families tend to be hierarchical, patriarchal, and emphasize family needs over individual needs
  • be aware that fear of losing face and shame may affect willingness to discuss problems and express emotions
  • maintain a formal style during the course of therapy
  • be aware that periods of silence and avoidance of eye contact are expressions of respect and politeness
  • likely to prefer CBT and other brief structured goal-oriented, problem-focused approaches that focus more on the family than the individual
  • likely to expect therapist to be a knowledgeable expert who gives advice and suggests specific courses of action while also encouraging their participation in identifying goals and solutions to their problems
60
Q

Explain the cultural competence guidelines for working with LGBTQ clients.

A
  • be aware of the effects of stigmatization and heterosexism
  • recognize that same-sex attractions and behaviors are normal variants of human sexuality but avoid adopting a “sexual orientation blind” perspective that ignores or denies the unique experiences of LGB individuals
  • consider how your own attitudes and knowledge might impact your assessment, diagnosis, and treatment
  • distinguish issues related to sexual orientation from those related to gender orientation
  • be aware that LGB individuals may act in gender conforming or gender non-conforming ways
  • recognize the effects of intersectionality on the lives of LGB individuals
61
Q

What are the sexual identity milestones?

A
  • emerge in the same order but occur sooner in younger cohorts
  1. awareness of same-sex attraction
  2. self-identifiction as lesbian, gay or bisexual
  3. same-sex sexual behaviour
  4. disclosure as a sexual minority to a straight friend
  5. disclosure as a sexual minority to a family member
62
Q

Explain the cultural competence guidelines for working with older adults.

A
  • consider how your own attitudes and beliefs about aging might impact your assessment and treatment
  • be aware that there is greater heterogeneity than any other age group and recognize impact of intersecting identities on the experience and expression of problems
  • be familiar with normal biological changes associated with aging and be able to distinguish between normative changes and changes due to physical illness or medications
  • be aware that many types of psychotherapy are helpful but that some are particularly effective for older adults with certain disorders (e.g., CBT and reminiscence therapy for depression)
  • acquire the knowledge and skills to make culturally sensitive adaptations to interventions

EPPP - Clinical Psychology (7 decks)

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