Evidence-Based Practices for Multicultural Clinical Relationships

1. Evidence Based Practices in Multicultural Contexts Evidence Based Practices in Multicultural Contexts Janine Jones, PhD, NCSP Janine Jones, PhD, NCSP University of Washington University of Washington May 5 th , 2011 May 5 th , 2011

2. Objectives Participants will learn the components of multiculturalism in clinical relationships Participants will learn multicultural awareness can improve effectiveness Participants will learn how to weave cultural variables into all phases of the intervention process to improve treatment effectiveness.

3. Multicultural Profile African American Religious Woman Association with multiple socioeconomic class statuses Language

4. What is multiculturalism Social and political construct Individual differences are a source of strength Includes race, ethnicity, gender, sexual orientation, class- all coexist simultaneously Demonstrates respect for individuals and groups as a principle fundamental to the success and growth Multicultural paradigm allows for reduction in biases toward the dominant culture and include more diverse perspectives

5. How can multicultural awareness improve the effectiveness of service providers? Multiculturalism includes the belief that there are multiple realities and perspectives in the clinical relationship Reality is constructed from the clinician s perspective as well as the client The intersection of these realities is complex and can affect the development of rapport, as well as how interventions are designed and implemented. Multiculturalism guides and directs clinicians by creating a template for culturally responsive standards of practice

6. Multicultural Intentionality Cultural self awareness Cultural literacy Individualized Interventions

7. Cultural self awareness Understanding of personal and professional characteristics that shape the worldview of the clinician How to increase self awareness Multicultural self awareness tools California Brief Multicultural Competency Scale ( Gamst, Dana, DerKarabetian, Aragon, Arellano, Morrow, and Martenson (2004)) Self-Assessment Checklist for Personnel Providing Services and Supports to Children and their Families (Goode, 2002) Journaling Cultural Genogram Consultation

8. Cultural Literacy Increasing knowledge about the culture of others and placing in context Techniques to increase cultural literacy Concepts for consideration Communication style Myths and stereotypes of the culture Relationships between cultural groups Impact of simultaneous development of identity AND ethnic identity Stressors associated with living in multicultural context

9. Racial/Cultural Identity Development Conceptual framework that captures the complex interaction of a clients cultural background, life experiences, and attitudes and beliefs toward others. Developmental Stages Conformity Dissonance Resistance and Immersion Introspection Integrative Awareness Atkinson, Morten, and Sue (1998); Sue & Sue, 2008

10. Acculturation

11. Acculturation and the client- clinician relationship Provider cultural competence needed: LOW Provider cultural training needed: LOW Cultural Components embedded in services: NONE Provider cultural competence needed: MODERATE Provider cultural training needed: MODERATE Cultural Components embedded in services: SOME Provider cultural competence needed: HIGH Provider cultural training needed: HIGH Cultural Components embedded in services: PRIMARILY Provider cultural competence needed: MODERATE/HIGH Provider cultural training needed: MODERATE/HIGH Cultural Components embedded in services: SOME Integration Separation Individualism Assimilation

12. Individualized integration of cultural variables Honoring human variation between and within groups. Within group variation is affected by: Ethnic identity development Acculturation Intentional multicultural interviews (sample questions) How does your race influence your peer relationships? Describe the communication style of your family Compare your relationships with adults at school to elder family members Family Inclusion Strengths based perspective

14. Integrating Multicultural Intentionality with Cognitive Behavior Therapy Culturally-Responsive Cognitive Behavior Therapy

15. R a p p o r t B u i l d i n g Use cultural literacy data to avoid cultural mishaps Be aware of cultural norms to understand the meaning of eye contact, worldview, and perceptions of the counseling relationship Use attending skills to assess culturally related communication styles (eye contact, proximity) Explain what you do without jargon Avoid making value judgments about the family or culture

16. H i s t o r y g a t h e r i n g a n d u n d e r s t a n d i n g t h e r e a s o n f o r r e f e r r a l Ask questions about culture to gain individualized cultural literacy (for your particular client) Establish rapport with client and at least one other family member Assess the reason for referral in the context of the client and family Complete intentional multicultural interviews Complete cultural genogram

17. I d e n t i f i c a t i o n o f S t r e n g t h s a n d D i f f i c u l t i e s Generate a list of culturally related personal strengths, interpersonal cultural supports, and environmental cultural supports Gather details about family context including: Acculturation Ethnic identity development in family Social support network (home, school, and community) Formal kinship and informal kinship Social involvement Religious and/or spiritual context Child response to authority in family as it compares to authority figures in other settings

18. G o a l S e t t i n g Incorporate cultural values and beliefs into the goal setting process Encourage pattern of realistic thoughts emotions and behaviors that are in proportion to the events and cultural experience of the client Collaborative with client and family Includes goals that integrate family expectations in the cultural context Consider the client acculturation level and ethnic identity development level to establish goals Goals must be attainable

19. T r e a t m e n t I m p l e m e n t a t i o n Determine the steps to reach the goals that were set Include methods that are culturally-driven and inclusive of the values and beliefs of the client In many cultures, a collectivistic worldview dominates, so must use a systems based approach to treatment Include the family Include cultural norms in treatment planning

20. Key phrase Domain to explore The world is just not fair to people like me Racism & discrimination My worlds collided today Biculturalism/ multiculturalism I am trying to find myself Racial/ethnic/sexual identity No one seems to understand me Language differences, Communication style I am the dark one in the family Skin color/skin tone and meaning; Family hierarchy and status

21. P e r i o d i c A n a l y s i s o f G o a l s Clients should have the opportunity to give their perspective on where they have been, where they intend to go, and how long they think it will take them to get there. Clinicians ideas about the pace of therapy may differ from their clients Collaboration is key Goals should be revised and adapted to fit the current context

22. T e r m i n a t i o n Must be carefully planned and completed Inform the client when they have begun this phase of treatment Empower the client to continue on the growth journey Frame clients progress as their own success (not the clinician s- or the client-clinician dyad) Include the family as supports to maintain the change The clinician is the match that started the flame, but the family system is the oxygen that sustains it.

23. Janine Jones, PhD, NCSP University of Washington Miller Hall 322S Campus Box 353600 Seattle, WA 98195-3600 jjones2@u.washington.edu Janine Jones, PhD, NCSP University of Washington Miller Hall 322S Campus Box 353600 Seattle, WA 98195-3600 jjones2@u.washington.edu http://www.nasponline.org/publications/booksproducts/multicultural.aspx