WEBVTT 1 00:00:00.640 --> 00:00:03.600 Welcome back. Today, we're going to be looking at cultural competence. 2 00:00:03.640 --> 00:00:05.320 Are going to take quite a bit of a shift here. 3 00:00:06.240 --> 00:00:10.400 We'll be looking at emic approaches e Mic focus on 4 00:00:10.519 --> 00:00:16.760 culture specific behaviors, while etic etice approaches emphasize universal principles 5 00:00:16.760 --> 00:00:21.559 across cultures. We'll also look at cultural competence, cultural humility, sues, 6 00:00:21.640 --> 00:00:27.000 tripartite model, the addressing framework, and other stuff as wellmic 7 00:00:27.120 --> 00:00:31.039 versus et per perspectives. These two lenses guide how we 8 00:00:31.120 --> 00:00:35.560 understand human behavior. For instance, the perspective is culture specific, 9 00:00:35.640 --> 00:00:39.359 so behavior is interpreted within the context of a particular culture. 10 00:00:40.439 --> 00:00:44.960 Classic examples hearing voices some may indicate psychosis, but in 11 00:00:45.000 --> 00:00:50.359 the culture it could be spiritual communication. The other one 12 00:00:50.439 --> 00:00:54.280 is etic perspective, and that's the universal. So what you're 13 00:00:54.280 --> 00:00:58.799 looking here for is behaviors, processes, or concepts that hold 14 00:00:58.840 --> 00:01:04.439 across cultures, similar to the young conception of it. For instance, 15 00:01:04.519 --> 00:01:09.879 attachment theory has etic applications, though its expressions can vary 16 00:01:09.959 --> 00:01:15.159 though between cultures, so if a clinician needs to be 17 00:01:15.280 --> 00:01:20.599 fluid to maneuver between these two perspectives. They recognize universal 18 00:01:20.599 --> 00:01:24.560 psychological principles, but they also respect cultural variation and their 19 00:01:24.640 --> 00:01:30.040 meaning or expression. Components of cultural competence. There's no endpoint 20 00:01:30.079 --> 00:01:33.599 to cultural competence. It's a practice, not a destination. Apa 21 00:01:33.680 --> 00:01:38.319 guidelines that find in three interrelated domains. Awareness, which is 22 00:01:38.359 --> 00:01:43.159 examining your own cultural background, your values, your biases, recognizing 23 00:01:43.159 --> 00:01:48.439 how these shape perceptions, reactions, and assumptions. Also reflect on 24 00:01:48.560 --> 00:01:53.799 power and privilege in the clinical relationship. If you look 25 00:01:53.799 --> 00:01:57.640 at knowledge, it's understanding historical and social political factors affecting 26 00:01:57.680 --> 00:02:03.079 cultural groups about culturally bound syndromes. Syndrome is a collection 27 00:02:03.159 --> 00:02:07.439 of symptoms, so for instance, the takatevils, which is kind 28 00:02:07.439 --> 00:02:10.960 of an anxiety disorder in Latin American countries. Stay current 29 00:02:11.039 --> 00:02:17.000 on research related to race, ethnicity, language, gender, intersectionality. The 30 00:02:17.080 --> 00:02:22.319 third component of cultural competence as skills, adapt communication style. 31 00:02:23.560 --> 00:02:27.240 So here what you're looking for is looking at using 32 00:02:27.520 --> 00:02:31.639 culturally valid assessment tools, integrating cultural meaning systems of the 33 00:02:31.680 --> 00:02:36.639 treatment planning. Here's an example, a client from a collectivistic 34 00:02:36.719 --> 00:02:41.199 culture avoids expressing anger towards their parents. Instead of labeling 35 00:02:41.240 --> 00:02:44.879 this as avoidant, you would look at this as maybe 36 00:02:44.919 --> 00:02:49.759 exploring the relational harmony and the folial piety. Then tailor 37 00:02:49.800 --> 00:02:53.400 the intervention to honor these values. So again, the components 38 00:02:53.400 --> 00:02:58.719 of cultural competence include awareness, knowledge, and skills. Next, we 39 00:02:58.800 --> 00:03:03.400 have cultural humility. The cultural humility shifts the frame instead 40 00:03:03.439 --> 00:03:05.800 of asking it, am I competent too? How can I 41 00:03:05.919 --> 00:03:12.439 remain open and accountable? Emphasizes lifelong self evaluation, centers the 42 00:03:12.439 --> 00:03:16.840 client as the expert, invites feedback and recognizes what they 43 00:03:16.879 --> 00:03:22.199 call implicit bias. So in addition to that, we have 44 00:03:22.319 --> 00:03:27.560 Sue's TRIPI Tite model of multicultural competence developed by dear 45 00:03:27.639 --> 00:03:31.199 Old Sue. This widely used model emphasized with attitudes and beliefs. 46 00:03:31.199 --> 00:03:34.159 That's the first part of the model, recognizing personal biases, 47 00:03:34.240 --> 00:03:39.280 stereotypes and values, challenging assumptions about cultural norms. Number two 48 00:03:39.319 --> 00:03:43.400 is knowledge understanding cultural backgrounds, history and worldview. And number 49 00:03:43.400 --> 00:03:48.360 three the skills developing culturally sensitive assessment and intervention strategies. 50 00:03:48.639 --> 00:03:52.919 And yes, it sounds a lot like the cultural competence 51 00:03:53.080 --> 00:03:56.879 we talked about earlier. So, for instance, if you're working 52 00:03:56.919 --> 00:03:59.120 with a Native American client dealing with grief, and your 53 00:03:59.159 --> 00:04:03.840 grief model doest's resonate. Then Seue's model says you need 54 00:04:04.120 --> 00:04:08.800 to have a consultation adaptation or integration of traditional healing practices. 55 00:04:10.240 --> 00:04:13.919 Next we go to Pamela Hayes Addressing framework. Addressing is 56 00:04:14.000 --> 00:04:16.120 a D D R E, S, S, I, n G 57 00:04:16.839 --> 00:04:22.639 that's a practical guide to cultural identity variables, so addressing 58 00:04:22.639 --> 00:04:27.920 stance for age and generational differences, developmental or acquired disabilities, 59 00:04:28.199 --> 00:04:33.959 religion and spiritual orientation, ethnic and racial identity, socio economic status, 60 00:04:34.120 --> 00:04:40.839 sexual orientation, indigenous heritage, national origin, gender and gender identity. 61 00:04:41.680 --> 00:04:46.560 This tool helps structure case conceptualization around multiple intersecting dimensions 62 00:04:46.560 --> 00:04:51.639 of identity that prevents simple, prevents oversimplification, and supports a 63 00:04:51.639 --> 00:04:56.800 holistic person in context approach. Another example, the teenager who's 64 00:04:57.560 --> 00:05:01.079 transgender Latina from a low income on documented family may 65 00:05:01.160 --> 00:05:06.800 face cultural stressors related to well gender identity, ethnic discrimination, 66 00:05:07.079 --> 00:05:11.000 language barriers, and a whole host of other things. Cultural 67 00:05:11.079 --> 00:05:15.560 competence and ethical practice. The APA ethical principles and multicultural 68 00:05:15.560 --> 00:05:20.839 guidelines require psychologists to recognize boundaries of competence, use assessment 69 00:05:20.879 --> 00:05:25.600 tools appropriate for the client's culture, avoid imposing dominant cultural views, 70 00:05:26.000 --> 00:05:32.560 seek supervision when outside one's cultural scoop ethnically competent clinicians 71 00:05:32.720 --> 00:05:38.480 also guard against microaggressions. Implicit bias and anthroocentric interpretations. Cultural 72 00:05:38.600 --> 00:05:43.279 uvalid assessments. Standardized tests often reflect Western middle class individualistic norms. 73 00:05:43.319 --> 00:05:47.800 Using them blindly can misdiagnose or pathologize non normative behavior. 74 00:05:48.959 --> 00:05:53.040 Selecting instruments validated for the client's population, Interpreting scores within 75 00:05:53.079 --> 00:05:58.079 cultural context, considering a culturation level, language proficiency and response 76 00:05:58.079 --> 00:06:03.600 style differences, Supplementing tests with qualitative methods, interviews, narrative assessments, 77 00:06:03.600 --> 00:06:08.680 and cultural formulation tools. The Cultural Formulation Interview DSM five 78 00:06:08.759 --> 00:06:13.399 provides a structured way to explore cultural identity, cultural explanation 79 00:06:13.480 --> 00:06:18.000 of illness, cultural stressors, and supports cultural elements of the 80 00:06:18.040 --> 00:06:22.120 client clinician relationship. And that's found on the DSM five 81 00:06:22.199 --> 00:06:28.319 and the Cultural Formulation Interview. Lastly, we go a culturally 82 00:06:28.360 --> 00:06:33.680 adapted interventions. Cultural competence extends into treatment adapting language, pacing, 83 00:06:33.839 --> 00:06:38.720 metaphors and examples involving family or community when appropriate, Addressing 84 00:06:38.759 --> 00:06:45.319 again culturally specific stressors like immigration, trauma, racial microaggressions, antegreate 85 00:06:45.399 --> 00:06:49.959 traditional indigenous healing methods. An example could be CBT for 86 00:06:50.040 --> 00:06:54.600 Latina youth that may include familism or spirituality. Trauma therapy 87 00:06:54.639 --> 00:06:58.680 fort refugees, which might incorporate narrative exposure with attention to 88 00:06:58.720 --> 00:07:02.800 cultural meaning and motivational interviewing can be adapted with cultural 89 00:07:02.879 --> 00:07:09.279 metaphors and affirmations that resonate with collectivistic or spiritual worldviews. 90 00:07:11.079 --> 00:07:14.759 So cultural competence, there's really the difference between understanding what 91 00:07:14.839 --> 00:07:18.600 a client says and knowing why it matters. So this 92 00:07:18.680 --> 00:07:21.839 is really the big part of the cultural component of it. 93 00:07:23.000 --> 00:07:26.839 Definitely know tripartid model and the three parts of the 94 00:07:26.839 --> 00:07:30.439 cultural competence component. Next time when we come back, we 95 00:07:30.480 --> 00:07:36.399 will look at prejudice, discrimination, intergroup relationships, will look at 96 00:07:36.439 --> 00:07:41.279 different types of biases, some of the theoretical frameworks, so 97 00:07:41.519 --> 00:07:42.800 stay tuned for that.