Assessments in a Multicultural Context Part 3 - General Board of

20 Pages·2014·1.26 MB·English

INTER-CULTURAL COMPETENCY
WITH HISPANIC CLERGY –16PF
Whitworth, R and Perry, S. (1990).
• Difference
• 10 of the 12 scales showed differences between Americans and Hispanics
that took the test in Spanish
• Ethnicity and Language matter!
• Americans scored higher on intelligence, dominance, sensitivity, self-
sufficiency, and imagination and high drive than other groups
• Positive attributes
• Americans scored lower on suspiciousness and insecurity
• Negative attributes
• Hispanics who took it in English scored higher on suspiciousness and
insecurity
• Negative attributes
INTER-CULTURAL COMPETENCY
WITH HISPANIC CLERGY –16PF
Whitworth, R and Perry, S. (1990).
• Differences - continued
• Gender
• Males were high on scales M and QI
• Females were high on scales I, L, and O
• Results questions the adequacy of the Spanish version
• Needs cultural considerations
• No great significance with Americans and Hispanics taking it in
English
• Norms not available for Hispanics who are monolingual Spanish.
• Difference could be attributed to acculturation
• Be mindful when administering the 16PF in Spanish for reasons
addressed in the MMPI-2.
INTEGRATING MMPI-2/16PF MATERIAL-
WITH HISPANIC CLERGY
•Cultural competency (sensitivity) – the ability to
provide appropriate and effective services to minority
group members, taking into consideration their
languages, histories, traditions, and values.
•Views of treatment
–Etic – assumes that there are universal principles
underlying personality, psychopathology, and
psychotherapy.
–Emic – focuses on understanding a person within
the context of his specific cultural background (i.e.
language)
•Multiculturalism – all racial and ethnic groups to be
on an equal level – white middle-class culture is no
longer considered the yardstick by which all other
cultures are measured – realistic?
INTEGRATING MMPI-2/16PF MATERIAL-
WITH HISPANIC CLERGY
 The use of identity models in assessment
 When doing psychometric assessments of patients from different
cultural backgrounds.
 Helps to understand the patient’s world view, view of mental
health services, and what the patient believes is going to help
him
 See Aponte’s framework model for treatment
 See Aponte’s power point presentation under articles to consider.
 Increases awareness
 The assessor’s personal identity in relation to the person’s
identity being evaluated
 Reduces bias and increases incorporation or cultural factors
impacting the assessment process.
TREATMENT MODEL – APONTE & WHOL (2000)
Dominant NonDominant
Acculturation Enculturation
Culture Cultural
Influences Influences
Ethnic/Racial
Identity
Moderator
Moderator
Variables
Variables
Psychological
Functional/
Symptom
Presentation
Service
Utilization,
Treatment
Process and
Outcome
INTEGRATING MMPI-2/16PF
MATERIAL-WITH HISPANIC CLERGY
Identify what stage of acculturation the patient is in.
•Enculturation – an individual’s socialization into their own cultural group
•Acculturation – the process that a person gives up their ethnic values, beliefs,
customs, and for that of the majority culture.
•Assimilation – consists of a shift toward the dominant culture and rejection
of one’s culture of origin
•Separation – individuals that reject the majority culture and retain their
culture identity, values and behaviors.
•Marginalization – simultaneous rejection of both ethnic and majority
cultures
•Biculturalism – adoption of the majority culture attitudes and practices with
a retain of the ethnic group cultural practices and identity.
•Bilingualism – What level of proficiency for Spanish and English
•Moderator Variables – Racism, language, religion, acculturating group,
oppression, cultural characteristics, dominant and non-dominant influences, etc…
Integrated Latino/a American Identity
Development Models
Sue, et al. (1998).
1. Casual: During this period messages, injunctions from the environment
or significant others, or both either affirm, ignore, negate, or denigrate the
ethnic heritage of the person. Affirmation of one’s ethnic identity is lacking
and the person may experience traumatic or humiliating experiences related
to ethnicity. There is a failure to identify with Latino culture.
2. Cognitive: As a result of negative/distorted messages, three erroneous
belief systems about Chicano/Latino heritage becomes incorporated into
mental sets: (a)association of ethnic group membership with poverty and
prejudice, (b) assimilation to White society is the only means of escape, and
(c) assimilation is the only possible road to success.
3. Consequence: Fragmentation of ethnic identity becomes very noticeable
and evident. He person feels ashamed, embarrassed by ethnic markers such
as name, accent, skin color, cultural customs, and so on. The unwanted self-
image leads to estrangement, and rejection of Chicano/Latino heritage.
Integrated Latino/a American Identity
Development Models
Sue, et al. (1998).
4. Working Through: Two major dynamics distinguish this stage.
First, the person becomes increasingly unable to cope with the
psychological distress of ethnic identity conflict. Second, the person
can no longer be a “pretender” by identifying with an alien ethnic
identity. The person is propelled to reclaim and reintegrate disowned
ethnic identity fragments. Ethnic consciousness increases.
5. Successful Resolution: This last stage is exemplified by greater
acceptance of his or her culture and ethnicity. There is an
improvement in self-esteem and a sense that ethnic identity represents
a positive and success-promoting resource.
Integrated White Identity Models
Sabnani, Ponterotto& Borodovsky(1991)
 Stage 1—Pre-Exposure/Pre-Contact
 White persons in the Pre-Exposure/Pre-Contact stage are unaware of social expectations
and roles with regard to race and are generally oblivious to cultural/racial issues. They
have not yet begun to explore their own racial identity, nor have they given thought to
their roles as White people in an oppressive society. At this point there is also an
unconscious identification with whiteness and an unquestioned acceptance of stereotypes
about minority groups.
 Stage 2—Conflict
 Stage 2 centers on the construct of conflict over developing race-relations knowledge. At
this point there is an expansion of knowledge about racial matters that is facilitated by
interactions with members of minority groups or by information gathered elsewhere.
This newly discovered information challenges individuals to acknowledge their
whiteness and examine their own cultural values. The central feature of this stage is
conflict between wanting to conform to majority norms (i.e., peer pressure from White
acquaintances) and wishing to uphold humanistic, nonracist values. Key affective
components of the Conflict stage are confusion, guilt, anger, and depression.
 Stage 3—Pro-Minority/Antiracism
 White people often have one of two reactions to the emotional outcomes central to Stage
2. The first response is a strong pro-minority stance. Whites in Stage 3 experience self-
focused anger and guilt over their previous conformity to White socialization as well as
anger directed outward toward the White culture in general.
Integrated White Identity Models
Sabnani, Ponterotto & Borodovsky(1991)
 Stage 4—Retreat into White Culture
 Stage 4 is marked by the second of two extremes as a response to the Conflict stage.
Whereas some Whites deal with Stage 2 conflict by identifying with minorities, others
deal with it by retreating from situations that would stimulate such conflict. This latter
response is characterized by a behavioral and attitudinal retreat from interracial contact
back into the comfort, security, and familiarity of same-race contacts. White people in
the previous Stage 3 are often challenged on their pro-minority views by White peers
who sense a racial disloyalty or betrayal. Moreover, these Whites may be confronted by
minority peers who question their newfound supportive attitudes. As a result of peer
pressure and minority group rejection, some White people feel life would just be easier
and less complicated if they retreat into the "White world." Stage 4, therefore, is
characterized by an over-identification with whiteness and by a defensiveness about
White culture.
 Stage 5—Redefinition and Integration
 All three models posit a point where White people come to redefine what it means to be
White in today's society. There is a transition to a more balanced and healthy racial
identity. Whites acknowledge their responsibility for maintaining racism while at the
same time identifying with a White identity that is nonracist and healthy. They see good
and bad in their own group as they do in other groups. Energy is now devoted to
nonracial issues and there is an interest in fighting all forms of oppression. Whites at this
final stage are flexible and open with regard to culture-learning activities, both from their
own racial group and other groups.