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LMSW Exam > Issue of Diversity: Race/Ethnicity, Gender, Class, Sexual Orientation, and Age > Flashcards

Issue of Diversity: Race/Ethnicity, Gender, Class, Sexual Orientation, and Age Flashcards

1
Q

Historical Originals of Culturally Competent Practice: Settlement House Movement

A

in the 1890s, immigration cities such as Boston, New York, and Chicago were centers of Settlement House work focusing on rapid Americanization of immigrants

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2
Q

What was the primary goals of the Settlement House Movement?

A

rapid assimilation into American society of newly arrived White ethnic groups

launched numerous social action initiatives designed to reduce the hardships and exploitation of experienced immigrants

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3
Q

Historical Originals of Culturally Competent Practice: Social Work Commitment to Social Justice

A

inclusion of content on African-Americans in the training of social workers

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4
Q

What was the St. Louis School of Economics?

A

first formal curriculum including social services to Blacks

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5
Q

Historical Originals of Culturally Competent Practice: What did early social work try to address?

A

exclusion of Blacks and other racial minorities from welfare, opposed Jim Crow laws, and later participated in the civil rights struggle

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6
Q

When did social work change focus on racism and switched to mental health treatment?

A

1918

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7
Q

When did social work practice begin to focus on civil rights practice and education?

A

during the civil rights struggles in the 1960s

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8
Q

What has been the focus of social work practice in recent times?

A

emphasis on clinical services and individual treatment

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9
Q

Professional Organizations and Structures: Council on Social Work Education (CSWE)

A

accrediting body for social work education made minority concerns a priority and content on vulnerable populations mandatory after 1970

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10
Q

What does Section 1.05 say in the NASW code of ethics?

A

sets the expectation that social workers are knowledgeable about cultural differences and diversity, use a “strengths” perspective, are competent in the provision of services to vulnerable populations, and obtain training and education

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11
Q

What does Section 4.02 say in the NASW code of ethics?

A

addresses social justice issues

social workers should not condone, facilitate, or collaborate with any form of discrimination

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12
Q

What does Section 6.01 and 6.04 say in the NASW code of ethics?

A

require social workers to advocate for all clients with regard to advancing cultural diversity

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13
Q

How are minorities defined within the NASW code of ethics?

A

race/ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, and mental/physical disability

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14
Q

What do the scope of programs look like for minorities?

A

failed to serve diverse communities adequately

mental health services experience excessively high attrition rates, and termination often occurs after the first interview

inadequate or limited treatment and are over-represented in agencies of social control

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15
Q

Scope of Programs: Risks to Disadvantaged of Vulnerable Populations

A

serious psychiatric disorders due to relocation stress and removal from family and familiar surroundings

racism, and discrimination, poverty, and lack of access to resources heighten the risk of disorders for vulnerable populations

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16
Q

Scope of Program: Asset-based Practice

A

explores community’s cultural assets as well as deficits

focus on assets contributes to more effective outcomes for members of the dominant culture

one in three adults use natural forms of healthcare

substantial discrepancy across all racial/ethnic groups in the definition of mental health

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17
Q

Definitions: Culture

A

integrated patterns of human behaviors that include thought, communication, actions, customs, beliefs, values, and institutions of a racial, ethnic, religious, or social group

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18
Q

Definitions: Diversity

A

refers to social groups not easily subsumed in the larger culture

the groups differ by socioeconomic status, gender, sexual orientation, age, and differential ability

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19
Q

Definitions: Ethnicity

A

a group classification in which members share a unique social cultural heritage passed on from one generation to the next

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20
Q

Definitions: Race

A

concepts first appeared in the English language 200 years ago

it has tremendous social and political significance and can be defined as a subgroup possessing a definite combination of physical characteristics of a genetic origin

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21
Q

Definitions: Worldview

A

a significant and integral concept in assessing mental health status, assisting in assessment and diagnosis, and in designing treatment programs

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22
Q

Definitions: Cultural Competence

A

individual practitioner: ability to function with cultural differences

institution: practice skills, attitudes, policies, and structures that are joined in a system, in an agency, or among professionals and enable that system, agency, or group of professionals to work with cultural differences

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23
Q

What are elements of cultural competence for the individual?

A

Awareness and acceptance of differences

Awareness of one’s own cultural values

Understanding the dynamics of difference

Development of cultural knowledge

Ability to adapt practice skills to fit the cultural context of the client’s structure, values, and service

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24
Q

What are elements of competence for the organizaiton?

A

Values Diversity

Institutionalization

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25
Q

Values Diversity

A

a diverse staff, policies that acknowledge and respect differences, and an organization that regularly initiates cultural self assessments

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26
Q

Instituionalization

A

the organization has integrated diversity into its structure policies and operations

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27
Q

Communication: Hall’s Theory of Communication

A

highlights communication styles found in different cultural groups

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28
Q

Hall’s Theory of Communication: Key Dimensions of Communication

A

Time

Space and Tempo

Reasoning

Verbal Messages

Social Roles

Interpersonal Relations

Social Organization

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29
Q

Hall’s Theory of Communication: High Context Styles of Communication

A

associated with “minority” cultures in the U.S.

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30
Q

High Context Styles of Communication: General Characteristics

A

reliance on contextual cues, flexible sense of time, social roles shape interactions, more personal and affective, oral agreements binding, intuitive

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31
Q

Hall’s Theory of Communication: Low Context Styles of Communication

A

associated with Northern European, white American cultural groups

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32
Q

Low Context Styles of Communication: General Characteristics

A

formal, complex codes

disregard for contextual codes

reliance on verbal forms of communication

highly procedural

relationships functionally based

linear logic

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33
Q

Hall’s Theory of Communication: Clinical Considerations

A

conflicting communication styles can lead to cross-cultural misunderstanding

all cultures exhibit great diversity within themselves; clinicians must avoid cultural stereotyping to allow responses to a wide range of differences

inflexible stereotypes of cultural group inhibit practice

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34
Q

Theory: Theoretical Tensions and Dilemmas

A

theoretical models organized information for culturally competent practice due to a reluctance to integrate new knowledge and skills, as well as value conflicts regarding stereotyping, which contribute to negative perceptions of diverse or vulnerable groups

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35
Q

Theory: The Universal vs. The Specific

A

major tension reflects democratic values embedded in U.S. society

though we are all equal under the law, we are not all the same

acknowledging differences creates conflicted thinking

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36
Q

The Universal vs. The Specific: Two Concepts that Highlight this Conflict

A

Etic: characteristics of a particular group seen as universal and generalized

Emic: characteristics of a particular group seen as specific to a given group

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37
Q

The Universal vs. The Specific: Strategic Practice Issues

A

awareness of characteristics that make groups distinct from other groups and influence communication patterns

understanding of behaviors that are typical or that vary form the norm, but are not necessarily deviant or extreme

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38
Q

What extremes should be avoided to create balanced cultural assessment?

A

only universal aspects matter; there is not need to acknowledge differences

differences in groups are deterministic

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39
Q

Theory: Theoretical Tensions and Dilemmas: Assessment Model – dimensions of personal identity

A

variation of the Life Model and Ecological social work practice

considers key characteristics of clients and the impact of social, cultural, environmental variables

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40
Q

Assessment Model: Dimension A

A

includes age, culture, ethnicity, gender, language, physical ability, race, sexual orientation, social class

individual characteristics are inborn; few controls over change

sociological concept

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41
Q

Assessment Model: Ascription

A

power and status are ascribed and not achieved through merit

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42
Q

Assessment Model: Dimension B

A

includes educational background, geographic location, income, marital status, religion, work experience, citizenship status

individual characteristics: a consequence of other two dimensions - social position and achieve status are related

involves access to resources whose availability is determined by social position and historical moments

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43
Q

Assessment Model: Dimension C

A

considers the historical contexts in which individuals live

contextualizes individual lives

notes the environment impact on the individual

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44
Q

Theoretical Approaches to Culturally Competent Social Work Practice: Information Management

A

a second major dilemma – potential barriers to acquiring cultural competence skills

generally two distinct approaches which can lead to dichotomized, polarized thinking

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45
Q

Theoretical Approaches to Culturally Competent Social Work Practice: Epistemological

A

underscores importance of attending differences

addresses underlying assumptions about knowledge

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46
Q

Epistemological: Social Constructionism

A

derives from social psychology

social context of knowing and interpreting

-meanings arise in particular settings and traditions

-knowledge is historically and culturally situated

-questions assumptions of absolute categories

-deemphasizes the culturally universal, the Etic

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47
Q

Epistemological: Constructivism

A

a philosophical position that influences individual clinical and family work since the mid-1980s

knowledge is seen as creation of the observer interacting with the environment

reality is constructed and interpreted through cultural, social, and ideological lenses

no objectivity or value-free knowledge

constant analysis of practitioner bias

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48
Q

Epistemological: Strengths

A

focus of attention is the difference between provider and client

acknowledges the presence of bias, stereotypes, racism, and oppression that is institutionalized in traditional approaches

encourages openness, rejects bias, and promotes open inquiry

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49
Q

Epistemological: Weaknesses

A

esoteric, abstract, and confusing

can drift into mindless relativism

fosters denial of individual responsibility for behavior

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50
Q

Theoretical Approaches to Culturally Competent Social Work Practice: Anthropological

A

the usual manner in which cultural competence is taught

cultural orientation practitioners are alerted to norms, and behavioral and emotional signals

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51
Q

Anthropological: Strengths

A

provides in-depth knowledge about a group

provides confidence in working with a group

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52
Q

Anthropological: Weaknesses

A

can lead to shallow, stereotypical thinking

can lead to a belief that group/cultural characteristics are deterministic; denies variation within the group

training programs cannot address every group in American society as there are too many

can fail to recognize that culture evolves over time

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53
Q

Anthropological: Balancing Both Perspectives

A

training and education require an integration of both approaches: a way of approaching clients and specific knowledge about groups when encountering members of an unfamiliar group, a social worker is ethically required to obtain necessary knowledge

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54
Q

Anthropological: Limitations to Culturally Competent Practices

A

culturally differences maybe harmful or unacceptable

practitioner needs a balanced approach to assess cultural norms in the context of American practices, norms, and laws

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55
Q

Limitations to Culturally Competent Practice: Unacceptable or Illegal Cultural Practices

A

child labor, honor killings, private or family vengeance, slavery, infant murder, female circumcision, clitorectomies, infibulation, wife or servant beating, bigamy, child marriage, denial of medical care or abandonment of malformed or defective children, extreme forms of disciplining a child

presence of potential harm to self or others, a practitioner must intervene or follow American practices

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56
Q

Knowledge: Acquisition of Knowledge

A

Reading relevant practice or scientific professional literature

Familiarization with the literature of the relevant groups

Identifying and consulting cultural brokers

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57
Q

Knowledge: Language and Communcation

A

Learning to speak the language

Using interpreters appropriately

Learning the syntax through which thoughts are put together by clients of different cultural groups

Participating in cultural events of the group under consideration

Forming friendships with members of different groups

Visiting major community, religious, education, and social organizations to express interest and identify major community concerns

Developing an understanding of the socio-political system in the U.S. and its implication for majority and minority groups

Obtaining cultural and historical information about cultural groups

Gaining knowledge and awareness of institutional barriers that limit access to cultural and economic resources for vulnerable groups

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58
Q

Generalize Principles of Culturally Competent Social Work Practice–Knowledge, Skills, and Attitudes: Skills

A

Interviewing style that encourages honest expression

Avoidance of premature closing; understanding that experience influences perception

Ability to generate and receive a wide range of verbal and non-verbal responses

Willingness to intervene with the agency or institution on behalf of the client

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59
Q

Generalize Principles of Culturally Competent Social Work Practice–Knowledge, Skills, and Attitudes: Attitudes

A

Awareness of practitioner’s heritage, values, beliefs, and biases

Respect for difference and comfort with differences in others

Sensitivity to countertransference, or the presence of bias that warrants a referral

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60
Q

Generalize Principles of Culturally Competent Social Work Practice–Knowledge, Skills, and Attitudes: Characteristics of Culturally Competent Practitioner

A

approaches clients in a respectful, warm, accepting, concerned, interested, and empathetic manner; has due regard for individuality and confidentiality

focus on establishing trust and understanding that perceptions of practitioner and client are affected by stereotypes

Displays awareness thats/he may have been socialized to beliefs attitudes, behaviors, stereotypes, biases, and prejudice that affect professional relationships

Able to express limits of knowledge of client’s background to the client and is open to help from the client

Can communicate attitude that cultural differences and their expressions are legitimate

Is aware of a cultural group’s strengths and community resources, and that come types of help may be culturally inappropriate

Is knowledge about life conditions fostered by poverty, racism, and disenfranchisement

While acknowledging the importance of a client’s cultural background, is also aware that these may be peripheral to the client’s situation

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61
Q

Generalize Principles of Culturally Competent Social Work Practice–Knowledge, Skills, and Attitudes: Cultural Destructiveness

A

One end of the continuum that devalues different cultures and sees them as inferior

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62
Q

Generalize Principles of Culturally Competent Social Work Practice–Knowledge, Skills, and Attitudes: Cultural Incapacity

A

Recognizes the need but feels unable to provide the services – characterized by immobility

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63
Q

Generalize Principles of Culturally Competent Social Work Practice–Knowledge, Skills, and Attitudes: Cultural Blindness

A

there are no differences between cultural groups; all are “human,” thus the same; denies institutional racism and oppression

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64
Q

Generalize Principles of Culturally Competent Social Work Practice–Knowledge, Skills, and Attitudes: Cultural Pre-Competency

A

beginning movement to recognize needs of cultural groups; attention recruiting diverse staff and inclusion of appropriate training

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65
Q

Generalize Principles of Culturally Competent Social Work Practice–Knowledge, Skills, and Attitudes: Cultural Competency

A

the organization addresses diversity issues with staff and clients

provides appropriate services to different client groups; staff trained and confident with a range of differences

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66
Q

Generalize Principles of Culturally Competent Social Work Practice–Knowledge, Skills, and Attitudes: Cultural Proficiency

A

idealized end of the continuum, marked by ability to incorporate and respond to new immigrant groups or client groups

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67
Q

Goals of Cultural Competence: Measure of Competence

A

-Acknowledging effects of cultural differences on the helping process

-Fully recognizing one’s own culture and its impact on thought and action

-Understanding the dynamics of power differences in practice situations

-Understanding the meaning of a client’s behavior in its cultural context

-Knowing when, where, and how to obtain necessary cultural information

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68
Q

Goals of Cultural Competency: To Develop the Attitudes, Knowledge, and Skills to Support Cultural Competency, the Practitioner must have

A

-Comfort with differences and ability to manage anxiety or defensiveness

-Ability to acknowledge and alter stereotypes and false beliefs

-Ability to respect and appreciate cultural differences

-Ability to think and behave flexibly, see alternative perspectives, and use a wide variety of strategies and interventions

-Ability to identify culturally appropriate goals and treatment processes

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69
Q

Goals of Cultural Competency: Barriers to Cross-Cultural Practice

A

Cultural Encapsulation

Language Barriers

Class-Bound Values

Culture-Bound Values

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70
Q

Barriers to Cross-Cultural Practice: Cultural Encapsulation

A

Ethnocentrism, color-blindeness, false universals

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71
Q

Barriers to Cross-Cultural Practice: Language Barriers

A

verbal, non-verbal, body language, dialect, etc.

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72
Q

Barriers to Cross-Cultural Practice: Class-Bound Values

A

about treatment and service delivery, power dynamics

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73
Q

Barriers to Cross-Cultural Practice: Culture-Bound Values

A

imposition of views, misinterpretations, trust/distrust

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74
Q

Process Barriers to Cross-Cultural Practice

A

Stereotyping

Resistance

Transference or Countertransference

Differing expectations of the nature, goals, and process of treatment by worker and client

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75
Q

Process Barriers to Cross-Cultural Practice: Stereotyping

A

generalizing, color-blindness, misapplication of information, anxiety about the client’s view of the social worker

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76
Q

Process Barriers to Cross-Cultural Practice: Resistance

A

self-devaluation, intellectualization, distancing, overt client hostility, or denial of the impact of race, culture, gender, and sexual orientation

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77
Q

Goals of Cultural Competency: Potential Challenges of Specific Pairings in Cross-Cultural Practice

A

-White social worker/client of color

-Intra-group practice

-Inter-group practice

-Inverted power relationships

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78
Q

Potential Challenges of Specific Pairings in Cross-Cultural Practice: Intra-group Practice

A

Internalization of oppression, over identification with the client, collusion, assumption of sameness, blind spots, etc

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79
Q

Potential Challenges of Specific Pairings in Cross-Cultural Practice: Inter-group Practice

A

cultural conflicts and stereotyping

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80
Q

Potential Challenges of Specific Pairings in Cross-Cultural Practice: Inverted Power Relationships

A

resistance, challenges to social worker’s credibility, etc

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81
Q

Goals of Cultural Competency: Benefits of Cross-Cultural Social Work Practice

A

-New insights and learning about self and others

-Development of a more extensive repertoire of practice skills

-New modes of communication

-New perspectives for both the client and the social worker

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82
Q

Immigration: Stresses Associated with Immigration

A

-understanding and gaining entry into an alien culture

-problems with language acquisition

-educated immigrants are often unable to find equivalent employment

-distance from family, friends, and familiar surroundings

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83
Q

Immigration: Waves of Immigration

A

distinct waves of immigration changed American society

until the 20th century, immigrants were largely from Europe

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84
Q

When did immigration outside of European cultures begin to appear in the United States?

A

Western part in the late 1880s; primarily of Asian descent

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85
Q

What happened after 1900 regarding immigration in the United States?

A

large influx of Mexican, Caribbean, and Latino immigrants

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86
Q

What has response to immigrants been like in the United States?

A

ranging from acceptance to suspicion and hostility

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87
Q

What happened in the 1990s regarding immigration law?

A

anti-immigration attitudes and policies reemerged as low-skilled jobs were exported

restrictive legislation at the national and state level

several states passed “English only” laws

Welfare reform (TANF) restricted welfare entitlements for immigrants

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88
Q

What states adopted “English only” laws in the 1990s?

A

Arizona, California and Florida

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89
Q

Immigration: Clinical Issues Associated with Immigration

A

-symptoms associated with stress

-causes for emigrating are important indicators vulnerable to mental illness caused by experience of torture, deprivation, denial of political or vulnerable economic rights, fears about family

language and worldview have significant impact on how immigrants use social services

historically, stresses of immigration were interpreted through several value frames

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90
Q

Clinical Issues Associated with Immigration: Stresses of Immigration Through Value Frames

A

focused on the demands of acculturation and assimilation

causal theories seen as deterministic – stress and pathology related to three inter-related factors

shift in emphasis from sociological and psychological factors to contextual/environmental factors

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91
Q

What’re are the three inter-related factors in causal theories?

A

-Predisposing factors

-Enabling factors

-the need for care

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92
Q

Clinical Issues Associated with Immigration: Assessment of Immigrations’ Needs

A

Migration/Immigration

Supports

Education

Economic and Housing Resources

Occupational

Institutional/Governmental Supports

Health Resources

Social Networks

Cultural

Life Control

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93
Q

Assessment of Immigrants’ Needs: Migration/Immigration

A

why, how, and in what manner did immigration occur? Personality changes associated with immigration

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94
Q

Assessment of Immigrants’ Needs: Supports

A

the presence of a community or relatives

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95
Q

Assessment of Immigrants’ Needs: Education

A

literacy in language of origin, fluency in English, ability to obtain a livelihood, intergenerational changes in education and employment, etc.

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96
Q

Assessment of Immigrants’ Needs: Economic and Housing Resources

A

income; debts; savings; transportation; telephone; housing; number of individuals living in setting; and availability of adequate heat, plumbing, and electricity

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97
Q

Assessment of Immigrants’ Needs: Occupational

A

employment history before immigration and now, demands of employment, safety of the environment, presence of unions, etc.

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98
Q

Assessment of Immigrants’ Needs: Occupational

A

employment history before immigration and now, demands of employment, safety of the environment, presence of unions, etc.

99
Q

Assessment of Immigrants’ Needs: Institutional/Governmental Supports

A

can the client find services? What was available in country of origin?

100
Q

Assessment of Immigrants’ Needs: Health Resources

A

use of traditional healers, availability and access to western health and social services, health status prior and subsequent to immigration

101
Q

Assessment of Immigrants’ Needs: Social Networks

A

access to friends; relatives; religious bodies; intimate relationships; political, social, and recreational groups (then and now)

102
Q

Assessment of Immigrants’ Needs: Cultural

A

Identification with primary cultural groups; use of cultural artifacts and use of American artifacts; types of entertainment, music and foods used; similarities/differences between the U.S. and country of origin

103
Q

Assessment of Immigrants’ Needs: Life Control

A

experience of personal power, ability to make choices

104
Q

Other Clinical Issues: General Concerns about using Interpreters

A

-many immigrants do not speak fluent English

105
Q

General Concerns about using Interpreters: Interpreter Preference

A

First Preference: Bilingual/bicultural, professional social worker

Second Preference: professional interpreting services

106
Q

What should NOT be done when seeking an interpreter?

A

children, relatives, friends, or non-professionals employed by an agency should not be used

107
Q

True or False: Agencies serving non-English speaking clients are ethically and may be legally bound to provide professional interpreters, if they are not able to employ bilingual/bicultural social workers

A

True

108
Q

True or False: Federal legislation requires free interpretation to be available for deaf clients in organizations that receive federal money

A

True

109
Q

What two styles are utilized when working with an interpreter?

A

Interpreter as instrument

Interpreters as part of the treatment team

110
Q

Working with Interpreters: Interpreter as Instrument

A

the interpreter translates conversation and offers no clarification

111
Q

Working with Interpreters: Interpreters as Part of the Treatment Team

A

actively involved in understanding and assessing the needs of the client; the interpreter is a cultural broker between client and worker, and clarifies cultural idioms and norms

112
Q

Other Clinical Issues: Practice Guidelines for Using an Interpreter

A

-discuss the evaluation with an interpreter prior to interviewing client

-role of interpreter and social worker should be described to the client, and any concerns about confidentiality should be addressed

-when addressing the client, the social worker should look at the client and not the interpreter

-social worker should understand gender constraints

113
Q

Other Clinical Issues: Countertransference Issues

A

-social worker may feel competitive, resentful, or anxious

-social worker is ethically obliged to seek supervision and consultation for these concerns

114
Q

Racial Ethnic Groups: Five Major Racial/Ethnic Groups

A

-Asian (Pacific Islanders)

-Blacks

-Latinos (Hispanics)

-Native Americans (American Indian)

-Caucasians (White European)

115
Q

Racial/Ethnic Groups: Asian American (Pacific Islanders)

A

a heterogenous population group from Asia and South East Asia; includes Korean, Japanese, Chinese, Cambodian (Khmer), Laotian, Vietnamese, Asian Indian, Hmong, Indonesians, Filipinos, Hawaiians, Samoans, Guam; etc.

116
Q

What language for Asian Americans primarily speak?

A

variety of indigenous and major European languages

117
Q

What religion is common among Asian Americans?

A

Buddhism, Shinto, Confucianism, Taoism, Islam, and various forms of Christianity

118
Q

Asian Americans (Pacific Islanders): Major Groupings of Immigrants

A

from the mid-1800s through to the present

primarily Chinese, Japanese, Korean and Filipino

119
Q

Major Groupings of Immigrants: Beginning in the mid-1970s through present day

A

South East Asians, primarily Vietnamese, Cambodian (Khmer), Laotian, and Hmong

first wave of immigrants were middle-class refugees

second wave post-1978 were primarily poor

120
Q

What have population trends looked like in the U.S. with immigration of Asian Americans?

A

populations up from 1.5% (3,500,000) to 2.9% (7,274,000) in the early 1990s

121
Q

Asian Americans (Pacific Islanders): History

A

Asians experienced discrimination and racism in the U.S.

originally recruited to help build railroads and for agricultural work

122
Q

What laws have been put in place regarding immigration of Asian Americans?

A

anti-immigration laws were first enacted in the mid-1880s

ban on Asian naturalization from 1870-1952

Executive Order 9066: Japanese-Americans held in concentration camps during WWII to prevent espionage

123
Q

Asian Americans (Pacific Islanders): Misconceptions

A

the model minority

unrealistic stereotypes about Asians produces undue pressure to succeed

Asians are perceived as culturally alien after generations of U.S. residence

viewed as lacking communication skills

124
Q

Misconceptions of Asian Americans: The Model Minority

A

problematic stereotype – clouds understanding of social and economic problems, and diverts attention from discrimination

125
Q

Racial/Ethnic Groups: Special Issues

A

Cambodian and Vietnamese have experienced extreme violence and many suffered traumas; high rates of PTSD

126
Q

Racial/Ethnic Groups: Values

A

-maintain harmonious interpersonal relationships and minimize conlficts

-low priority on individual achievement; family has higher priority

-emotional control is strongly encouraged

-assessment/service delivery planning concerns

-utilization of Western health and mental health services is related to education, English proficiency, and age; use also varies by ethnicity and levels of acculturation

-Asians often use both traditional healers and Western practitioners

-Cambodians display the highest rate of stress and service utilization; Laotians and Hmong are less likely to make use of Western services

127
Q

Racial/Ethnic Groups: Culture-Bound Syndrome

A

appear in DSM-5 and describe locality-specific patterns of aberrant behavior and distress

128
Q

Culture-Bound Syndrome: Amok (Malaysia, Laos, Philippines, Polynesia, Papua New Guinea)

A

a dissociative disorder found primarily in men

a period of brooding followed by an explosive, violent episode

precipitant is a real or imagined insult or slight

possibly related to a brief psychotic episode or exacerbation of a chronic mental illness

129
Q

Culture-Bound Syndrome: Dhat (India)

A

a folk diagnosis that refers to severe anxiety and hypochondriacal concerns associated with somatic complaints (indigestion, palpitations, generalized aches and pains)

130
Q

Culture-Bound Syndrome: Hwa-Byung (Korean)

A

a folk syndrome that literally translates into English as “anger syndrome”

symptoms include insomnia, fatigue, panic, fear of impending death dysphoric affect, anorexia, and somatic complaints (indigestion, palpitations, generalized aches and pains)

131
Q

Culture-Bound Syndrome: Koro (Malaysian)

A

refers to episode of sudden intense anxiety that the sexual organs will recede into the body and cause death

disorder appears throughout South and East Asia

132
Q

Culture-Bound Syndrome: Latah (Malaysian)

A

found in Asia, but the term is originally Malaysian in origin

most common among middle-aged women

defined as hypersensitivity to fright often with echopraxia, echolalia, and dissociative or trance like behavior

133
Q

Culture-Bound Syndrome: Qi-gong Psychotic Reaction (Chinese)

A

an acute time-limited episode characterized by dissociative, paranoid, or other symptoms

they appear to be associated with participation in a Chinese folk health-enhancing practice of qi-gong (exercise of vital energy)

134
Q

Culture-Bound Syndrome: Shenjing Shuairuro (neurasthenia) (Chinese)

A

a condition characterized by physical and mental fatigue, dizziness, headaches, other pains, concentration difficulties, sleep disturbance, and memory loss

there may also be somatic complaints

often meets the criterion for DSM-5 mood or anxiety disorder

135
Q

Culture-Bound Syndrome: Shen-k’uei (Taiwan), shenkui (China)

A

a folk label describing marked anxiety or panic symptoms with accompanying somatic complaints

symptoms are attributed to excessive semen loss

anxiety is rooted in the belief that semen contains a vital essence

136
Q

Culture-Bound Syndrome: Shin-byung (Korean)

A

a folk label for a syndrome in which initial phases are characterized by anxiety and somatic complaints, with subsequent disassociation and belief in possession by ancestral spirits

137
Q

Culture-Bound Syndrome: Taijin Kyofusho (Japanese)

A

a culturally distinct phobia

can resemble social phobia found in the DSM-5

characterized by intense fear that an individual’s body parts or functions displease, embarrass, or are offensive to other people in appearance, odor, facial expression, or movements

138
Q

Racial/Ethnic Groups: Blacks

A

community is diverse, originating from various cultures in different parts of Africa, Latin America, and the Caribbean

they include African Americans, Afro Caribbeans (both English and non-English groups

139
Q

How much of American is populated with Blacks?

A

12-14 percent of the U.S. population (3o million)

140
Q

Blacks: History

A

Blacks first appeared as indentured servants in the Jamestown colonies (1619) and later fought fought in the Revolutionary War

Slavery was a distinct formative influence on Blacks, providing a shared experience of oppression and injustice based on racial characteristics

141
Q

Blacks: Emancipation Proclamation

A

1863

freed blacks from slavery during the Civil War, the aftermath did not achieve the full promise of freedom

through the 1870sand 1950s, Jim Crow Laws disenfranchised African-Americans, creating a separate and unequal community

little effort was expended to provide services and programs to help Blacks

142
Q

Blacks: The Civil Rights Act of 1964

A

a new phase in civil rights recognizes that legal remedies are required to end discrimination

143
Q

History: National Association of Black Social Workers (NABSW)

A

reaction to the professionalization of social work

many Black social workers feared exclusion from the profession as they lacked academic credentials

144
Q

National Association of Black Social Workers: NABSW Opposes Transracial Adoption

A

1972

transracial adoption is seen as destructive to Black children

individual case approaches viewed as a distraction from addressing the Black families multiple social needs

145
Q

Racial/Ethnic Groups: Clinical Issues

A

-difference in commitment rates and psychiatric diagnosis

-Black tends to be diagnosed with more severe mental illnesses than Whites

-studies agree Blacks will be diagnosed with schizophrenia more often than White

-Blacks and other groups of poor are often coerced into receiving services

-clinical diagnosis and treatment strategies must respond to Black diversity

146
Q

Racial/Ethnic Groups: Clinical Issues

A

-American Blacks vary in socioeconomic background and racial experiences

-epidemiological studies have demonstrated that race makes a difference in commitment rates and psychiatric diagnosis

-Blacks tend to be diagnosed with schizophrenia more often than Whites

-Blacks tend to be coerced into services and are over-represented in agencies of social control

-Clinical diagnosis and treatment strategies must respond to Black diversity; many distinct ethnic groups

147
Q

Racial/Ethnic Groups: Values

A

-experience of racism stimulated heightened sensitivity to signs of respect and expressions of interest, concern, and acceptance

-informality is viewed as disrespectful

-Black families historically functioned as a natural helping system; extended Black families often include non-biological members

-Religion is an important source

148
Q

Racial/Ethnic Groups: Religion

A

-most Blacks are members of historically Black Protestant churches that provide social and health services

149
Q

Religion: Caribbean Blacks

A

members of the Roman Catholic Church

many may practice a religion that resembles Roman Catholicism, but retains elements of the Yoruba African religion

commonly known as Santeria in the Caribbean and Macumba or Lacumbi in South America

150
Q

Religion: Black Muslims

A

in recent years, Blacks have joined the Black Muslims or orthodox Islam

nationalist movement that began in the mid-1920s

151
Q

Religion: Black Muslims Trends

A

active in economically depressed areas, and demonstrate an ability to motivate those involved in substance abuse, poverty, and criminality

leadership expressed hostility to Whites, and negative attitudes toward Jews

152
Q

Religion: Afrocentrism

A

movement emerged during the 1960s , fostered by the Great Society’s poverty program, emphasizing Black control of services to the Black community

153
Q

Culture-Bound Syndromes: Boufee Delirante

A

West Africa and Haiti

characterized by sudden outburst of aggressive behavior, marked confusion, and psychomotor excitement

visual and auditory hallucinations can present as well as paranoid ideation

resembles Brief Psychotic Disorder

154
Q

Culture-Bound Syndrome: Brain Fag

A

West African

resemble anxiety, depressive, and somatoform disorders

difficulty in concentrating, remembering, and thinking

somatic complaints include pain, pressure, tightness, blurring of vision

distressed is viewed as a symptom of “thinking too much”

155
Q

Culture-Bound Syndrome: Falling-Out or Blacking Out

A

Southern U.S. and Caribbean groups

sudden collapse, sometimes preceded by dizziness

eyes are open, but client claims not to be able to see

victim can hear, but feels powerless to move

corresponds to conversion or dissociative disorders

156
Q

Culture-Bound Syndrome: Rootwork

A

Southern U.S. among African- and Euro-Americans and among Caribbean groups

ascribes illness and distress to hexing, witchcraft, sorcery, or evil influence

generalized anxiety and somatic complaints

roots need to be removed by a “root doctor”

157
Q

Culture-Bound Syndrome: Sangre Dormido

A

Cape Verdean

includes somatic complaints (pain, numbness, tremors, paralysis, convulsions, strokes, blindness, etc.)

158
Q

Culture-Bound Syndrome: Spell

A

Southern African-and-Euro-Americans

a trance state in which persons communicate with deceased relatives or spirits

can be associated with a brief personality change

often mistake for a brief psychotic episode

159
Q

Culture-Bound Syndrome: Zar

A

North, Central African and Arabic

spirit possession

may experience dissociative episodes, apathy, and withdrawal

within the group, not seen as pathological or psychotic

160
Q

Racial/Ethnic Groups: Latinos (Hispanic)

A

compromise about 10% of the U.S. population and rapidly growing

161
Q

When did Latinos begin to come to America?

A

absorbed as a result of territorial acquisitions during the middle and late 1800s in home states: Texas, New Mexico, Arizona, Southern California, and Puerto Rico

other group migrated to Florida (from Cuba) or are indigenous

162
Q

What is common language used among Latinos?

A

one of five European languages, as well native Indian dialects

163
Q

Latinos (Hispanics): Religion

A

primarily Roman Catholic
growing fundamentalist Protestant group and a small Jewish community

some practice Santeria

164
Q

What states passed “English only” laws?

A

California, Arizona and Florida

165
Q

Latinos: Economics

A

represented among all socioeconomic classes, though they constitute one of the poorest U.S. minorities

one-third have no health insurance

166
Q

History: The Treaty of Guadalupe Hidalgo

A

1864

Mexico annexed the U.S. southwest and guaranteed maintenance of the Spanish language

167
Q

When did the U.S. seize Puerto Rico?

A

1902 after they declared independence from Spain

168
Q

When did the U.S. give unilaterally begin to give citizenship to Puerto Ricans?

A

1917

169
Q

Common Cultural Traits: Authoridad

A

respect based on age, gender, and work role

170
Q

Common Cultural Traits: Compadrozgo

A

extension of the family kinship network, a special, intimate relationship with non-biologically related individuals

mutual expectations and demands that provide emotional and financial support

171
Q

Common Cultural Traits: Dignidad

A

respect for individuals dignity is paramount

involves honest recognition of the status and worth of each individual

172
Q

Common Cultural Traits: Fatalismo

A

reliance on fate as the explanation for life’s successes and failures

contributes to passivity and a belief in the inability to influence one’s life

connected to religion. spirituality, and notions of reward and punishment

173
Q

Common Cultural Traits: Familiaismo

A

strong emphasis on family ties

group achievement and harmonious relationships valued over individualism

cooperation, sharing, and sacrifice is stressed

174
Q

Common Cultural Traits: Hembrismo

A

concept of appropriate gender roles for women

one variation permits women to be assertive, particularly in health care

175
Q

Common Cultural Traits: Maschismo

A

role expectations of men

positive connotations: centrality of father role, emphasizing loyalty, fairness, responsibility and family

negative extreme: autocratic domination, abuse of women and children

176
Q

Common Cultural Traits: Marianismo

A

gender expectations for women

viewed as morally superior and able to endure more

extreme expression emphasizes self-sacrificing motherhood

conservative expectations around sexuality

177
Q

Common Cultural Traits: Personalism

A

focus on the importance of relationships over acquiring status or completing tasks

affiliation, respect, dignity, and cooperation are primary

178
Q

Common Cultural Traits: Respecto

A

formal communication of respect based on age, gender, and role

informality seen as insulting and intrusive

179
Q

Common Cultural Traits: Santeros, Espiritistas, and Curanderos

A

native healers

latinos often make use of traditional healers in conjunction with Western medicine

associated with the Santeria, Macumba religion

involves use of herbs and beliefs in spirits

180
Q

Culture-Bound Syndromes: Ataque de nervios

A

expression of distress principally exhibited by Latinos of Caribbean ancestry

symptoms include uncontrollable shouting, attacks of crying, trembling, various somatic complaints, and verbal and physical aggression

dissociative experiences, seizure-like or fainting spells, and suicidal gestures are prominent in some attacks but absent in others

resembles panic attack

181
Q

Culture-Bound Syndrome: Bilis and Colera

A

underlying cause is anger or rage

symptoms include acute nervous tensions, headache, trembling, screaming, stomach disturbances, and occasionally loss of consciousness

symptoms can cause physical stress and can exacerbate other physical problems

182
Q

Culture-Bound Syndrome: Locura

A

folk term describing a severe form of a chronic pain psychosis

condition is viewed as a genetic, inherited vulnerability

symptoms include incoherence, agitation, auditory and visual hallucinations, unpredictability, possible violence, and inability to interact socially

183
Q

Culture-Bound Syndrome: Mal de ojo

A

a concept that is common in Mediterranean and Latin American culture

translates as “evil eye”

children are most at risk

symptoms include sleep disturbance, crying, diarrhea, vomiting, and fever

184
Q

Culture-Bound Syndrome: Nervios

A

idiom of distress and among Latinos

vulnerability to stressful experiences

symptoms include emotional distress, somatic disturbances, and inability to function

differential diagnosis involves a constellation of factors, including the kind of social event associated with onset of the episode and the level of disability

occurs in cases in which there is no mental disorder

presentation resemble adjustment, anxiety, depressive, dissociative, somatoform, or psychotic disorders and are often misdiagnosed

185
Q

Common Cultural Traits: Susto

A

folk illness found in Latin America and other parts of the world

illness attributed to a frightening event that causes the soul to leave the body and results in unhappiness and sickness

individuals experience significant strain in social roles

symptoms include sleep and eating disturbances, sadness, lack of motivation, and feeling of low self-worth

illness may be related to major depressive episode, PTSD and somatoform disorders

186
Q

Racial/Ethnic Groups: (Native) American Indians

A

groups native to North America continent

187
Q

Native American Statistics

A

over 500 tribes/bands of distinct cultural groups with official federal recognition

1.5 million American Indians

half live on federal reservations located mainly in the western continental U.S. Indians are a very young population with half under the age of 18

188
Q

(Native) American Indians: History

A

subjected to harsh and unjust treatment including (arguably) genocide, forced relocation, and disenfranchisement

largely impoverished

189
Q

What did legislation seek to change for Native Americans?

A

Native American culture and force assimilation

from the 1800s through the 20th century, religion, cultural practices, and forms of government have been restricted or outlawed

190
Q

What happened to Native Americans after 1880?

A

active movement to erase Indian culture and language

strategies included compulsory residential schooling away from families, such as the Carlisle School in Ohio

191
Q

Important Native American Policies: The Indian Self-Determination and Education Assistance Act (1975)

A

tribes given the right to manage and operate independent health programs

192
Q

Native American Indians: Policies

A

The Indian Self-Determination and Education Assistance Act

The Indian Health Care Improvement Act

The Indian Child Welfare Act

193
Q

Important Native American Policies: The Indian Child Welfare Act

A

1978

bans transracial adoption of Indian children without tribal permissions

194
Q

Native American Indians: Values

A

-a distinct culture including language and religion

-extended family which provides support and mutual aid

-respect and protection of both children and elders

-living in harmony with nature

-Cardinal virtues: bravery, fortitude, kindness, and generosity

-group identity occupies a higher priority than individual achievement

-cyclical and rhythmic perception of time

-family has flexible boundaries and roles

195
Q

Native American Indians: Clinical Issues

A

higher risk for mental disorders and substance abuse

disorders usually associated with difficult life circumstances: poverty, racism, inadequate employment, minimal educational opportunities, geographic isolation, and identity conflict

196
Q

Clinical Issues: Common Disorders

A

depression, severe anxiety disorders, substance abuse, PTSD, high rates of physical and sexual abuse, neglect, domestic violence, and homicide

197
Q

Common Disorders: Suicide

A

higher incidence among Indians

young males suicide two to four times the national average

198
Q

Culture-Bound Syndrome: Ghost Sickness

A

a preoccupation with death and the deceases

symptoms include night terrors, weakness, feelings of danger, appetite loss, anxiety, somatic complaints, hallucinations, confusion, and feelings of futility and despair

199
Q

Culture-Bound Syndrome: Pibloktoq

A

eskimo and Inuit

an abrupt dissociative episode accompanied by extreme excitement (up to 30 minutes) followed by convulsive seizures lasting up to 12 hours

individual has complete amnesia event

200
Q

Definitions: Predjudice

A

based on value judgements, personal histories, inferences about others, and application of normative judgements

201
Q

Definitions: Discrimination

A

the act of expressing prejudice

immediate and serious social and economic consequences

202
Q

Definitions: Stereotyping

A

exaggerated distorted beliefs about an ethnic, gender, or other gorup

function is to justify discriminatory conduct

203
Q

Definitions: Oppressed Minority

A

a group singled out from others in society because of physcial or cultural characteristics

receives unequal treatment and regards itself as an object of collective discrimation

204
Q

Definitions: Privilege

A

advantages or benefits given to the dominant group

they are bestowed unintentionally, unconsciously, and automatically

often privileges are transparent to receives

205
Q

Definitions: Racism

A

refers to generalization, institutionalization, and assignment of values to real or imaginary differences between people to justify privilege, aggression, or violence

206
Q

Definitions: Analytical Framework

A

an “ism” is pervasive, ubiquitous and institutionalized

components are reciprocal and mutually reinforcing

207
Q

Definitions: Individual

A

associated with personality, attitudes, behaviors, socialization, self-interest, and interpersonal interactions

208
Q

Definitions: Cultural

A

aesthetic, needs, religion, music, values, norms, philosophy

209
Q

Definitions: Institutions

A

labor, housing, legal system, health, education, politics, employment, media

210
Q

Racism and Issues of Diversity: Psychology of Oppression by Frantz Fanon

A

a theory of impact of societal oppression on vulnerable populations

211
Q

Psychology of Oppression: Master-Slave Paradigm

A

the externalized oppressor

212
Q

Psychology of Oppression: The Intro-Oppressor

A

the internalized external oppressor

213
Q

Psychology of Oppression: The Auto-Oppressor

A

participating in one’s own oppression

214
Q

Components of the Psychology of Oppression

A

maladaptive responses to external oppression are characterized by rage and destructive actions

becomes evidence that is then used by dominant members to legitimize oppression

it continues as a self-perpetuating cycle

the way out of this cycle is to destroy the master

later refinement involves transcending the oppression through self-reflection and confrontation

215
Q

Cycles of Oppression: Early Years

A

-misinformation

-missing history

-biased history

-stereotypes

216
Q

Process-Socialization: Cycles Reinforced

A

-stereotypes, omissions, distortions

-people/systems/institutions we know, love, and trust

-family and neighborhood

-education

-media

-government

-houses of worship

217
Q

Process-Internalization

A

-collusion between both oppressed and oppressor

-internalization

-misinformation accepted as “truth”

-difference does not equal different but equals “wrong” or “abnormal”

218
Q

Psychology of Oppression: Cycle Continues

A

-engenders anger, guilt, confusion, alienation

path out is dissonance

219
Q

Racism and Issues of Diversity: Bias in Human Service Clinical Work

A

health and mental health services express ideology of the dominant culture; may harm clients or reinforce cultural stereotypes

220
Q

Specific Popluation: Sexism

A

refers to generalizations and assignment of values to real or imagined difference based on gender

221
Q

Sexism: Strategic Practice Issue

A

virtually all social and cultural groups subordinate women

until recently, scientific research failed to capture biological, social, and political differences

women often ignored by the justice system

women often seen only in the mother or care taking role

222
Q

Who’re key theoreticians regarding new theoretical models towards sexism?

A

Miller: a psychology particular to women

Gilligan: Moral development in women

Brown: Reinterpretation of battering

Hermann: Complex Post-Traumatic Disorder

223
Q

New Theoretical Models: Relational Theory–Stone Center

A

focuses on women’s development as separate from men

challenges idea that the importance of relationships in women’s lives is pathological

224
Q

New Theoretical Model: Feminist Family Systems Theory – The Ackerman Institute

A

examines power and gender roles in family interactions, and sexism as a problem in families

225
Q

Definitions: Heterosexism

A

the view that heterosexuality is the sole acceptable orientation

226
Q

Sexual Orientation: Problematic Treatment Models

A

Moral Model

Medical Model

Reparative/Conversion Psychotherapy

227
Q

Problematic Treatment Problems: Moral Model

A

religiously oriented and views homosexuality as sinfyl

228
Q

Problematic Treatment Problems: Reparative/Conversion Psychotherapy

A

therapy that focuses on changing sexual orientation; traditional mental health disciplines view this treatment as unethical and with no empirical base

229
Q

Sexual Orientation: Strategic Practice Issues

A

-Stigmatization and Violence

-Internalized Homophobia

-Coming Out

-AIDS

-Self-Disclosure depending on situation

-Orientation (Biological) vs. Preference (Choice)

-Limited Civil Rights

230
Q

What does self-disclosure depend on in practice regarding sexual orientation?

A

-position/stance of practitioner

-importance of social networks and community

-neutrality and acceptance

-not assuming psychopathology because of sexual orientation

231
Q

Sexual Orientation: Coutertransference Issues

A

-discomfort with sexuality

-bias

-stereotyping

-patronizing

232
Q

Aging: Ageism

A

attitude towards capabilities and experiences of old age

leads to devaluation and disenfranchisement

233
Q

Aging: Stereotypes of Elderly

A

asexual, rigid, impaired by psychological functioning incapable of change

234
Q

Aging: Strategic Practice Issues

A

-Social workers are often younger than clients (role reversal)

-generational perceptions differ

-physiological changes

-two categories among elderly

-variation in decline (physical and mental)

-multiple losses experienced by clients

-according to respect and formality sometimes important

235
Q

Differences in perception when treating elderly due to differences in age?

A

-socialization around problems, values, and mores

-attitudes toward help, charity, and counseling

236
Q

What’re the two categories among the elderly?

A

-Young-old (60-80)

-Old-old or frail-old (80+)

237
Q

Aging: Clinical Considerations

A

-shorter, more frequent interviews

-alternative styles of questioning

-more active and directive

-more demonstrative

-reminiscence is an important communication style

-home visits rather than office

-need to consider roles and attitudes of relatives and caretakers

-concern about abuse or exploitation

-access to publicly funded programs

-hearing difficulties: shorter, louder, slower responses

238
Q

Aging: Countertransference

A

-reaction to illness and physical incapacity

-mortality

-sense of futility in providing services

-drained by demands

239
Q

Racial/Cultural Identity Development

A

-responses to oppression and discrimination are learned and lead to learned behaviors; these can be altered or relearned

240
Q

What is the sequence of the learning process regarding development of racial/cultural identity?

A

-combines identity development theory with the effects of specific manifestations of oppression for individual and group development

-model can be applied bot to those who are oppressed and the dominant group

241
Q

Racial/Cultural Identity Development: Theoreticians

A

Black Identity Development Theory

White Identity Development Theory

Asian American Identity Development Theory

Racial/Cultural Identity Theory

242
Q

What model is inclusive or all theories regarding race, sexism, gender and class

A

The Atkinson Model

243
Q
A
244
Q
A

LMSW Exam (12 decks)

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