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Multicultural Key Strategies Multicultural Skills Training Team
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Understanding the Client's Worldview Multicultural Skills Training:
Operationalizing a Treatment, Training, and Research Model
CW1. Learning the Historical Context of Clients' Culture a. Literature: “Culturally skilled practitioners ... are aware of the life experiences, cultural heritage, and historical background of their culturally different clients” (Sue et al., 1995). b. Marker: IF you are unfamiliar with the historical background of the cultural group your client identifies with, THEN you should explore the historical background. c. Consequence: IF you learn about the historical context, THEN you will have a greater understanding of the client's culture. This knowledge will provide a possible context for the client's experiences, and a comparison if the client does not identify with the historical context of their culture. d. Example: “You mentioned that your family migrated from Mexico to Maui in 1995. What is the history of your family? What was life like in Mexico? What lead to the migration?” CW2. Exploring the Current Context of Clients' Culture a. Literature: “Culturally skilled practitioners become actively involved with diverse individuals outside the counseling setting (community events, social and political functions, celebrations, friendships, neighborhood groups, etc) so that their perspective ... is more than an academic or helping exercise” (Sue, Arredondo, and McDavis, 1995). b. Marker: IF you are working with people from cultural backgrounds that differ from your own, THEN you should find out more about the clients' cultural context by actively involving yourself in cultural events, celebrations, etc. c. Consequences: IF you engage in activities to familiarize yourself with the client's culture, THEN you will more fully understand how their culture impacts their current worldview. This will help gain a deeper understanding of the client's cultural context. d. Example: “Attending the Cinco de Mayo festival in the Spring helped me to learn more about Mexican values and beliefs about religion, family structures, music, and celebrations.” CW3. Viewing Clients as Individuals a. Literature: “Within group differences ... suggest the importance of not assuming all persons of [a particular background] share identical perspectives” (APA, 2003). b. Marker: IF you are working with culturally diverse clients, THEN find out about their particular values and beliefs (which may be impacted by their level of acculturation, stage of identity development, family history, etc.). c. Consequence: IF you take the time to view your clients as individuals, THEN you will not fall into the trap of making assumptions based on general knowledge of the culture. This will result in a stronger therapeutic dyad. Communicate honesty in your interest to find out about the person's culture. Do not resort to stereotyping. d. Example: “Tell me more about your experience with your family's migration. How did the move impact you? How are your beliefs and values similar and different from your parents now?” CW4. Appreciating Clients' Multiple Identities a. Literature: “[Psychologists need to integrate] not only the content of the interaction, but also information about the target person, including personality traits, physical appearance, age, sex,...race, ability/disability, and so forth” (APA, 2003) . b. Marker: IF the client talks about multiple identities (e.g., race, ethnicity, gender, sexual orientation, ability, age, socio-economic status, religion, localness), THEN it would be helpful to ask how these identities intersect. c. Consequence: IF you appreciate a persons multiple identities, THEN you will convey that you value and appreciate all aspects of them. This will enable honest dialogue and foster consideration about how various aspects of identity impact beliefs, values, and worldview. d. Example: “It sounds as though you have some pretty strong beliefs about your Mexican heritage, your religion, and your role as the only male child in your family. I wonder how these parts all fit together?” CW5. Recognizing the Impact of Worldview on Interpersonal Relationships a. Literature: “Psychologists recognize ethnicity and culture as significant parameters in understanding psychological processes” (APA, 1993). b. Marker: IF the client/consumer is struggling with interpersonal relationships, THEN it is important to find out how the client's cultural context and family background impact these relationships. c. Consequence: IF you find out about how clients' worldviews impact relationships, THEN you will gain a greater understanding of their view of relationships. This will help to identify clients' perspectives of their roles in relationships and provide a context for understanding interpersonal difficulties. d. Example: “You mentioned that in your family, your father was the head of the household, though your mother really ran the day to day business of living. It sounds as though you want this kind of relationship with your girlfriend, but she does not want to take on this role. Is that accurate?” CW6. Clarifying the Impact of Clients' Culture on Current Functioning a. Literature: “Psychologists are encouraged to acquire an understanding of the ways in which these experiences ... relate to presenting psychological concerns” (APA, 2003). b. Marker: IF the client appears overwhelmed and in distress, THEN clarify the impact of culture and family background on current functioning and reasons for seeking treatment. c. Consequences: IF you clarify how culture and family background impact current functioning, THEN you will gain a greater understanding of the client's attribution of the problem and reasons for seeking treatment. This provides helpful information for articulating clinical issues through a cultural perspective and helps conceptualize a therapeutic focus. d. Example: “I wonder what's the source of your depression? Is it biological and medication might be beneficial? Or is related to difficulty balancing your desire to be a part of your family, and at the same time, wanting the college experience that others around you are participating in?”
Copyright © 2004
Deborah B. Altschul.
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