Handbook of Multicultural Mental Health: Assessment and Treatment of Diverse Populations

613 Pages·2013·5.834 MB·English

by  Freddy A. Paniagua, Ann-Marie Yamada

Handbook of Multicultural
Mental Health
Assessment and Treatment of Diverse Populations
Handbook of
Multicultural
Mental Health
Assessment and Treatment of
Diverse Populations
Second Edition
Edited by
Freddy A. Paniagua
Department ofPsychiatry and BehavioralSciences,
University ofTexas MedicalBranch, Galveston,TX,USA
Ann-Marie Yamada
Schoolof Social Work,
University ofSouthern California,
LosAngeles,CA, USA
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List of Contributors
MarcusC.Alt TheUniversityofIowa,IowaCity,IA
MichelleAnderson FeinbergSchoolofMedicine,NorthwesternUniversityEvanston,
IL
RonaldJ.Angel UniversityofTexas,Austin,TX
BillR.Arnold SilverCreekForensic &ClinicalPsychology,UniversityofPhoenix-
Idaho,Meridian,ID;NorthwestNazareneUniversityNampa,ID
HazelR.Atuel UniversityofSouthernCalifornia,LosAngeles,CA
MarthaE.Banks ABackansDCP,Inc.,Akron,OH
SandraA.Black Baltimore,MD
ThemaBryant-Davis PepperdineUniversity,Encino,CA
GenevieveCanales DepartmentofHispanicStudies,UniversityofNorthernColorado,
Greeley,CO
Sam Copeland School of Social Work, Stephen F. Austin State University,
Nacogdoches,TX
ShannonCorkery PennsylvaniaStateUniversity,UniversityPark,PA
RichardH.Dana RegionalResearchInstitute,PortlandStateUniversity,Portland,OR
KristaDettle SetonHallUniversity,SouthOrange,NJ
J.JaneH.Dewey SetonHallUniversity,SouthOrange,NJ
DeniseA.Dillard SouthcentralFoundation,Anchorage,AK
LisaM.Edwards MarquetteUniversity,Milwaukee,WI
NathanEdwards PepperdineUniversity,Encino,CA
MonicaU.Ellis FullerTheologicalSeminary,Pasadena,CA
AhmedF.Fasfous UniversidaddeGranada,Granada,Spain
Miguel E. Gallardo Graduate School of Education and Psychology Pepperdine
University,Irvine,CA
GlennC.Gamst DepartmentofPsychology,UniversityofLaVerne,LaVerne,CA
Margaret Garcia Division of Special Education and Counseling, California State
University(cid:1)LosAngeles,LosAngeles,CA
JiannaR.Heuer NewYorkCity,NY
NataliaA.Hidalgo-Ruzzante UniversidaddeGranada,Granada,Spain
Charles E. Holzer, III Retired from Department of Psychiatry and Behavioral
Science,UniversityofTexasMedicalBranch,Galveston,TX
xxv
xxvi ListofContributors
George K. Hong Division of Special Education and Counseling, California State
University(cid:1)LosAngeles,LosAngeles,CA
StanleyJ.HueyJr. UniversityofSouthernCalifornia,LosAngeles,CA
FarahA.Ibrahim UniversityofColorado,Denver,CO
Gayle Y. Iwamasa Office of Mental Health Operations Department of Veterans
Affairs,Indianapolis,IN,USA
EduardoO.Jones UniversityofSouthernCalifornia,LosAngeles,CA
NahalKaivan GraduateSchoolofEducationandPsychology,PepperdineUniversity,
Irvine,CA
ZornitsaKalibatseva MichiganStateUniversity,EastLansing,MI
AnnaLau DepartmentofPsychology,UniversityofCalifornia,LosAngeles,CA
MarkM.Leach UniversityofLouisville,Louisville,KY
RichardM.Lee DepartmentofPsychology,UniversityofMinnesota,MinneapolisMN
FrederickT.L.Leong MichiganStateUniversity,EastLansing,MI
Christopher T.H. Liang Department of Psychology, University of La Verne, La
Verne,CA
ArianeLing NewYorkUniversity,NewYork,NY
Sofia A. Lopez Department of Hispanic Studies, University of Northern Colorado,
Greeley,CO
SperoM.Manson HealthSciencesCenter,UniversityofColorado,Denver,CO
AnthonyJ.Marsella DepartmentofPsychology,UniversityofHawaii,Honolulu,HI
Cervando Martinez Department of Psychiatry, University of Texas Health Science
Center,SanAntonio,TX
WilliamMingLiu TheUniversityofIowa,IowaCity,IA
GirishwarMisra DepartmentofPsychology,UniversityofDelhi,Delhi,India
LindaJamesMyers TheOhioStateUniversity,Columbus,OH
SumieOkazaki NewYorkUniversity,NewYork,NY
Freddy A. Paniagua Department of Psychiatry and Behavioral Sciences, University
ofTexasMedicalBranch,Galveston,TX,USA
MiguelPerez-Garcia UniversidaddeGranada,Granada,Spain
ErikaPerez UniversityofTexas-PanAmerican,Edinburg,TX
RyanF.Pittsinger TheUniversityofIowa,IowaCity,IA
AntonioE.Puente UniversityofNorthCarolina,Wilmington,NC
RicaRamirez UniversityofSouthFlorida,Tampa,FL
SylviaZ.Ramirez FamilyandBehavioralInterventionServices,Montgomery,TX
Shilpa M.P. Regan Department of Psychology, University of North Carolina,
Pembroke,NC
ListofContributors xxvii
AndreaJ.Romero UniversityofArizona,Tucson,AZ
RachelShapiroSafran SetonHallUniversity,SouthOrange,NJ
LewisZ.Schlosser InstituteforForensicPsychology,Oakland,NJ
JenniferShimakoAbe LoyolaMarymountUniversity,LosAngeles,CA
MarcosSilva UniversityofTexas-PanAmerican,Edinburg,TX
JenniferL.Smith NorthwestNazareneUniversity,Nampa,ID
Marcel Soriano Division of Special Education and Counseling, California State
University(cid:1)LosAngeles,LosAngeles,CA
Andrew Subica University of Southern California, Los Angeles, CA
LouiseSundararajan ForensicUnit,RochesterPsychiatricCenter,Rochester,NY
RachelAdisySuson SetonHallUniversity,SouthOrange,NJ
RaquelVilarLopez UniversidaddeGranada,Granada,Spain
AnnaMarieVu DepartmentofPsychology,UniversityofMinnesota,Minneapolis,MN
EugeniaL.Weiss UniversityofSouthernCalifornia,LosAngeles,CA
KristiWilliams TheOhioStateUniversity,Columbus,OH
Ann-Marie Yamada School of Social Work, University of Southern California, Los
Angeles,CA,USA
Preface
Since the publication of the first edition of the Handbook of Multicultural
Mental Health (Cue´llar & Paniagua, 2000), the collection of theoretical and
empirical publications considering the impact of cultural and ethnic variables
on a wide net of mental health issues has substantially increased. Significant
advances in recognition of the impact of culture on mental health occurred
with the release of a report by the Surgeon General of the United States
Department of Health and Human Services (USDHHS, 2001a) and with new
policiesmandatingculturalcompetenceinfederally-fundedhealthcaresystems
(USDHHS, 2001b). Concurrently the National Institute of Health began to
devote considerable attention to the study of brain functioning, genomics, and
biomarkers of disease, considerably diminishing efforts to understand the role
of cultural and ethnic variables (Baughman, Farkas, Guzman, & Huerta, 2006;
National Institute of Mental Health, 2008). In light of the mixed messages
conveyedtoresearchers,students,andcliniciansregardingmulticulturalmental
health, the second edition of this Handbook was conceived by the late Israel
Cue´llar and Freddy Paniagua, the coeditors of the first edition, in order to
disseminate the message that cultural and ethnic contexts are still the “forces
that motivate and shape our perceptions, attitudes, and actions” (Cue´llar &
Paniagua,2000,p.xxiii).
TheintentoftheeditorsandcontributorsofthiseditionoftheHandbookis
tosummarizethecurrentliteraturewithemphasisonsuchvariablesthatlaythe
foundations for a more balanced perspective in the study of human behavior,
withparticularemphasisonmentalhealth.Morespecifically,thesecondedition
oftheHandbookrecognizestheimpactofcultural,ethnic,andracialvariables:
(a) in theassessmentand diagnosisofculturallydiversepopulations;(b)inthe
treatment of persons experiencing mental disorders; (c) in the service delivery
to underrepresented populations, including persons experiencing stressors in
specific contexts (e.g., the military); and (d) in the development of culturally
competentskillsforapplicationinclinicalsettings.
Basedonthesignificantchangestothestudyandpracticeofmentalhealth
services in the last decade, this second edition has been substantially revised.
TheHandbookhasgrownfrom22chaptersto30chapters.Sixchaptersinthe
first edition were replaced and an additional eight chapters were added to
reflect new areas ofresearch, andpopulations andissues thathave great rele-
vance to current and future mental health care delivery. The 16 chapters
retainedfromthefirsteditionhavebeenupdatedtoreflectthecurrentthinking
ofthecontributorsandthemostrecentliterature.Otherchangesornewfeatures
xxix
xxx Preface
includeincreasedrecognitionofdiversityasextendingbeyondraceandethnic-
itysothatculturalvariationalsoreflectscharacteristicsorexperiencesrelated
togender,age, sexual orientation, religion,disability,andsocioeconomicsta-
tus; individuals as complex and at times unique representatives of cultural
groups as each person’s experience is shaped by different intersections and
salienciesofvariouselementsofdiversity;andtheimportanceofapproaching
the study of multicultural mental health with an open and curious mind and
a genuine interest in learning new or different approaches to the assessment,
diagnosis, and treatment of persons historically underrepresented in the
literature.
Consistent with the overall organization of the first edition of the
Handbook, the chapters are sorted into several parts (domains). We now have
sixdomainstoreflecttheexpandedcontentofthissecondedition.Thisedition
includes 16 chapters extensively revised with literature that appears after the
first publication of the Handbook. The 14 new chapters are highlighted in the
following to illustrate the diversification of the scope of multicultural topics
sincethefirsteditionwaspublishedin2000.
Domain I (Foundations—Overview of Theory and Models) consists of nine
chapters introducing readers to an overview of theory and models underlying
multicultural assessment and treatment. We have expanded the contents of the
first domain with three new chapters to include coverage of cultural elements
(i.e., indigenous approaches to the study of mental health, social class, and
spirituality)thatinadditiontoethnicity/racecomprisemulticulturalpractice.
Domain II (Specialized Assessment in a Multicultural Context) consistsof
four updated chapters devoted to cultural considerations in the assessment
of mental disorders. The topics discussed in this domain include cultural
andmethodologicalissuesin conductinga cross-culturalclinicalinterview,the
role of culture in personality and neuropsychological assessments, and critical
methodological issues during the translation and application of psychological
teststoculturallydiverseindividuals.
Domain III (Assessing and Treating Four Major Culturally Diverse
Groups in Clinical Settings) consists of four updated chapters focused on the
assessment and treatment of four major ethnically/racially diverse populations
(i.e., African Americans, American Indian and Alaska Natives, Asians, and
Latina/os/Hispanics). These populations are separated from those in the next
domain as they remain the core of much of the discussion on multicultural
mental health. Disparities in access to and quality of mental health services
withinthesegroupshavenotbeensubstantivelyeliminatedin thedecadesince
the first edition was published. These four populations are considered to be
“underrepresented” in terms of the core training material for mental health
professionals, in much of the federally funded mental health research, and in
theliteraturesupportingclinicalbestpracticesandevidence-basedtreatments.
Domain IV (Assessing and Treating Other Culturally Diverse Groups in
ClinicalSettings)consistsoffivechaptersfocusedonassessmentandtreatment
Preface xxxi
of diverse populations. To supplement the coverage of one chapter on older
adult populations, this domain includes four new chapters addressing diversity
that is noticeably absent in many other mental health texts (i.e., Jewish and
Muslimcommunities,militaryservicemembers,andchildrenandadolescents).
Domain V (Specific Conditions/Presenting Problems in a Cultural
Context) is entirely new in this edition, with four chapters addressing
topics that have become the subject of much interest, in terms of the need
for greater attention to cultural diversity and the need to address major
societal challenges (i.e., developmental and physical disabilities, suicide,
and interpersonal trauma).
Domain VI (Multicultural Competence in Clinical Settings) provides
four chapters addressing cultural competence in clinical settings and in the
training of researchers and clinicians. Three new chapters were included in
this domain to provide readers with additional material to promote cultural
competence in evidence-based prevention programs, to review and critique
multicultural competence measures, and to integrate ethical considerations
in multicultural curriculum and training. These chapters complement the
final chapter, which offers an overview of the preparation needed by
mental health professionals in response to changing demographics in the
United States.
The common goals across the six domains of the Handbook are (a) to
enhance researchers’ and practitioners’ understanding of the impact of culture,
race,andethnicityontheassessment,diagnosis,andtreatmentofmentaldisor-
ders; (b) to facilitate readers’ mastery of knowledge of important aspects of
multicultural mental health; (c) to encourage practitioners in applying their
generalpracticeknowledgeandexperientialskillstoethnically/raciallydiverse
individuals with thoughtful consideration of the cultural context, and (d) to
promote the integration of empirically based knowledge with culturally based
practiceskills.
We wish to highlight one additional change in this edition that aimed to
reflect the growing recognition acrossmental healthprofessions that conversa-
tions on multicultural populations no longer are exclusively referring to ethnic
and racial “minority” groups within the United States. In fact, changing
demographics across the United States have begun to create places where
certain ethnic or racial groups numerically outnumber the European American
(White) population. For example, in the 2010 US Census the total population
in East Los Angeles, California and Laredo, Texas were, respectively, 97.1%
and 95.6% counted as Latino/Hispanic (Ennis, Rios-Vargas, & Albert, 2011).
Furthermore, the melding of ethnic and racial cultural influences within main-
stream American culture has made it nearly impossible to define the majority
population without creating an artificial and at times meaningless dichotomy
between ethnic/racial groups. Increasingly, it is clear that newer terms are
needed that deemphasize numerical representation or skin color and instead
acknowledge documenteddifferences inmentalhealthamong groupsbased on