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Culture, Context, Community and Mental Health Service
Delivery in a University Setting Presented by
Shelly P. Harrell, Ph.D.
Counseling and Psychological Services (CAPS)
July 17, 2013
My Connection to UCLA
• UCLA graduate student in the 1980s
• Practicum at UCLA Psychological Services 1985-86
• Dissertation topic was on the the role of minority student stressors in the academic performance and psychological well-being of Students of Color
• Visiting Professor in AAP’s Freshman and Transfer Summer Programs on and off since 1988 and every year since 2000
Overview of the Day
Beginning the Conversation Culture, Context, and Community Multicultural Competence Multicultural Psychology 101 The “PEaCE” Model Evidence Based Practice and Implications for
Intervention Multicultural Mental Health and the University
Setting Continuing the Conversation
“My humanity is bound up in yours, for we can only be human
together.” ~Bishop Desmond Tutu
4
Beginning the Conversation
What are your thoughts
about the role of
culture in mental
health?
Walking the Talk?
• Does what we do in practice match what we say about the importance of multicultural issues?
• Belief in importance of multicultural competence outpaces behavior – McKitrick, D.S., & Li, T.S. (2008). Multicultural treatment. In Handbook of
Clinical Psychology, Vol. 1. Adults.
MY PRIMARY GOAL TODAY
Expand your awareness, knowledge, and skills related to
the consideration of culture, context, and community in your
work here at CAPS
The Centrality of Culture, Context, and Community in Multicultural Mental Health
APA Multicultural Guidelines (2003)
Approved as policy by the APA Council of Representatives
Addresses multicultural competence Professional practice
Research
Education and Training
Organizational Change
Important Cultural Awareness
Cultural Knowledge
Cultural Skills
First sentence of APA Multicultural Guidelines
“All individuals exist in social, political, historical and economic contexts and
psychologists are increasingly called upon to understand the influence of these contexts on individuals’ behavior.”
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Culture and Human Behavior
Human behavior is multiply determined and culture is one of those determinants
All behavior occurs in a cultural context – we see, experience, and interpret the world through a cultural lens
Culture provides a context for making meaning of the world and understanding one’s place in it
The cultural context provides norms for behavior and for social and interpersonal interactions
Definitions of Culture
“The patterns of behavior and thinking that people living in social groups learn, create, and share.” (Bodley, 2002, Microsoft Encarta)
“The vast structure of language, behavior, customs, knowledge, symbols, ideas, and values which provide a people with a general design for living and patterns for interpreting reality” (Nobles, 1978/2006, p. 71)
“Attitudes, values, beliefs, norms, and behaviors shared by a group but harbored differently by each specific unit within the group, communicated across generations, relatively stable but with the potential to change across time” (Matsumoto, 2000, p.24)
The material, social, and ideological adaptations of a group of people, which emerged in the service of collective adaptation to a particular sociohistorical context, and that are woven tightly into the fabric of daily life, relationships, and social structures (Harrell)
12
Some Dimensions of Culture
Sense of self and space
Individualism / Collectivism continuum
Communication and language
Nature of relationships
Family roles and structure
Time and time consciousness
Values and norms
Beliefs and attitudes
Mental processes and learning style
Work style and practices
Dress and appearance
Food and eating habits
Art, Music, and aesthetic preference
Emotional expression
Public and private information
Coping and help-seeking behaviors
Definitions of health and illness
Culture can be demographically-based (e.g., ethnic culture, gay culture) or experientially-based (e.g., occupational culture, 12-step culture)
Individuals are exposed to and internalize multiple cultural influences which intersect in particular ways to create identity
Culture functions as an organizing and linking process between persons and contexts, as well as being manifested in the transactions between them
The inclusion of culture in the analysis of human experience, behavior, and transformation facilitates the identification of constructs, methods, and strategies that may enhance the effectiveness of applied work in diverse cultural contexts
14
The Integrative and Foundational Role of Culture
A Conceptualization of Culture
CULTURE is conceptualized as an adaptative system that:
1) provides the superordinate context in which human experience, functioning, and transformation occur by
providing the fundamental and organizing foundation for interpreting and living in the world;
2) emerges from and influences the transactions between persons and environments;
3) is learned, expressed, and passed along through a vast network of shared material, social, and ideological
structures including ideas, values, beliefs, sensibilities, social roles, language, communication patterns, physical
artifacts, rituals, and symbols 15
16
What is Context?
Contexts- the multiple and encapsulating environmental, interpersonal, societal, and historical conditions and circumstances within which we live, grow, and change
The Importance of Context
Central principle: Behavior cannot be understood outside of the settings and circumstances in which it occurs; EVERYTHING we do and become takes place in social contexts
Changing behavior involves not simply targeting the person, but also attending to the environment within which the behavior occurs
The idea of “people in context” is important in many fields within psychology
The Role of Context in Human Behavior
Behaviorism- Human behavior is shaped by the reinforcements and contingencies of the environment
Developmental Psychology: Bronfenbrenner’s Bioecological Theory of Human Development (aka Ecological Systems Theory) and Margaret Spencer’s Phenomenological Variant of Ecological Systems Theory (PVEST) Microsystems, Mesosystems, Exosystems, Macrosystems, Chronosystems / Process-
Person-Context-Time Model
Social Psychology: Kurt Lewin’s formula for understanding human behavior (Field Theory) B=f(P,E): Behavior is a function of person and environment interaction; Context Minimization Error
Interpersonal Neurobiology: “Mental events and human behaviors can be thought of as states that emerge from moment-to-moment interaction with the environment, rather than proceeding in a context-free fashion from preformed dispositions or causes. Inherently, a mind exists in context.” (Barrett, Mesquita, and Smith, 2010)
Health Psychology: George Engel’s Biopsychosocial Model of Health & Illness; Health and illness develop out of the complex relationships between biological, psychological, and social determinants
Functional Contextualism: A philosophy of science that guides modern behaviorism’s insistence that behavior must always be understood in relation to its historical and current context, the focus of study should be function rather than topography in order to understand and influence behavior, and the importance of contextual cues that determine the process of relational responding
19
MORE… Community Psychology: Multiple Levels of Analysis Conceptual Framework
Individual, Microsystem, Organizational, Community, Macrosystem Multicultural Psychology: Centers the consideration of culture and human diversity in
understanding individual and group behavior Wade Nobles’ “Culturecology”; Celia Falicov’s Multidimensional-Ecosystemic-
Comparative Approach (MECA)
Feminist Psychology: Centrality of the dynamics of power and privilege, social location, and relational ways of being to the psychology of women
Constructivist/Narrative Psychology: Meanings of experience and events emerge from socially constructed narratives (stories) that are tied to our personal, social, temporal, political, and cultural contexts. These meanings influence identity and memory, as well as shape our understanding and interactions with others and in the world.
Existential Psychology: “The world…is the natural setting of, and field for, all my thoughts and all my explicit perceptions…Man is in the world and only in the world does he know himself.” –Maurice Merleau-Ponty
Humanistic Psychology: Roger’s necessary and sufficient conditions (“the soil”) for optimal development and functioning
20
Importance of Ecological and Contextual Variables
Context affects conditions of living and access to societal resources
Context determines exposure to particular societal, sociocultural, and community narratives that define self, acceptable roles, as well as appropriate thoughts, feelings, and behaviors
Context impacts options for support and coping
Context influences opportunities for affirmation and validation of self and community
Unhealthy contexts can impede functioning and well-being, compromise or confuse personal and collective identity, and suppress or misdirect health-promoting behaviors.
21
“The Building” Metaphor
Emerged while teaching Intercultural Laboratory to clinical psychology doctoral students during
the OJ Simpson Trial and Verdict
What is community?
Two Primary Types of Communities
Locality-based People, groups, and organizations who interact
primarily based on proximity, not necessarily by choice Examples: neighborhood, small town, city
Relational People, groups, and organizations whose connections
are based upon commonalities or identification and are not limited by place or geography
Examples: club, occupation, ethnicity
Four Types of Relational Communities
Identity community
Religion, race, ethnicity, sexual orientation
Common interest community
Social or recreational clubs, occupation
Task-oriented community
School, workplace
Collective power structure community
Labor unions, advocacy groups
Significance of Community
Sarason (1974) – A Psychological Sense of Community Loss or dilution of strong community connections is
the most destructive dynamic in people’s lives
Psychological well-being, quality of life, meaning and purpose, self-esteem and positive behaviors are strongly related to having a sense of belongingness, connection, and identification with something larger than oneself
Psychological Sense of Community Sarason (1974) & McMillan and Chavis (1986)
The emotional connection we have with our communities
Connection to a larger whole characterized by sharing an emotional bond or common condition
A feeling of belonging, identification, and security in relationship to a larger group
A sense of being “in this together”, that others “have my back” Feeling of belonging
Feeling that members matter to one another and to the group
Shared faith that members needs will be met through commitment to be
together
1967- Martin Luther King Jr.’s Invited Distinguished Address at APA
“The Role of the Behavioral Scientist in the Civil Rights Movement” Social responsibility – psychologists should be instruments for
social change Importance of focusing on context vs. individual pathology Appealed to psychologists to “tell it like it is” – disseminate
information on the “reality of Negro life” Calls for research into complex dynamics of “Negro” life
(within-group vs. comparative research) Understanding of urban riots Links economic conditions and discrimination to individual
behavior – called for structural changes Need to study and promote citizen leadership and social
action Promoted the idea of Creative Maladjustment
What is
Multicultural Competence (MC)
for Psychologists?
The demonstrated ability to consistently and carefully consider the cultural dimensions of Self, Other, and Context, and to engage
in ethical and culturally responsive behavior that reflects these considerations in all professional roles (i.e., assessment,
intervention, research, teaching, consultation, supervision, administration).
(S.P. Harrell, 1997, revised 2002 & 2006)
A Question for Contemplation
How is the killing of Trayvon Martin and trial of George Zimmerman
relevant to meeting the mental health needs of UCLA students?
Issues to Consider • Sociopolitical Issues
– Racism-related stress has been found to be associated with mental health and functional outcomes
• University Climate Issues – Experiences in the social climate (dorm, classroom, informal)
• Developmental Issues – The centrality of racial and ethnic identity development – Racial-ethnic socialization
• Relational Issues – Interactions with others – Social support and sense of community
• Psychological Issues – Anxiety – Stereotype threat (Claude Steele, Stanford University)
Multicultural Psychology 101 1. Terminology (Race, Ethnicity, and Culture) 2. The “Culture” of Psychology 3. Psychological Research and Cultural Diversity 4. Racial-Ethnic Socialization and Identity 5. The Sociopolitical and Sociohistorical Context 6. Immigration, Refugee, Colonized, Genocide, and Slavery Experiences 7. Acculturation, Assimilation, Biculturation, Alienation 8. Collectivism, Communalism, and the Interdependent Self 9. Worldview and Culture 10. Indigenous Psychologies 11. Intersectionality and Ecological Niche 12. The Lived Experience of People of Color 13. Stereotypes, Prejudice, Discrimination and Oppression 14. Racism-related Stress: episodic life events, chronic, microaggressions, vicarious, transgenerational 15. The Physical and Mental Health Effects of Racism 16. Internalized Racism and Colorism 17. White Privilege 18. Intergroup Relations and the Dynamics of Difference 19. Liberation Psychology and the role of Social Justice in Psychotherapeutic Interventions 20. Critical Consciousness 21. Multicultural Competence 22. EBPP and Cultural Diversity 23. Culture and Theoretical Orientation 24. Culturally-Adapted and Culturally-Centered Interventions 25. Language and Psychotherapy
Multiple dimensions of diversity
Intersectionality The overlapping and interactive dynamics of multiple
dimensions of diversity The effects of one diversity dimension in our lives is, in
part, dependent on one’s status on additional dimensions of diversity Being a man Being a Latino man Being a gay Latino man
Ecological niche the place where a one’s multiple contexts and cultural
locations converge
Privilege in a Clinical Context
What we miss or minimize
What we see as important or unimportant
Assumptions re: needs, wishes, meanings
Cultural empathy failures
Emotional responses (pity, guilt, irritation, defensiveness, boredom, disinterest)
DIFFERENCE
We are all
AT THE SAME TIME
Like ALL others
Like SOME others
Like NO others (paraphrased from Murray & Kluckhohn)
5 Ds of Difference (Harrell, 1990)
• Denial
• Defensiveness
• Distancing
• Devaluing
• Discovery
Implications for Multicultural Practice
Our clients live and develop in multiple cultural communities (communities of race/ethnicity, gender, religion, sexual orientation, social class, etc.)
Our clinical work must incorporate attention to the culture and context of these communities, as well as who we are in relation to the client’s cultural communities
Application of these ideas requires a unique journey with each client and each community with whom we work
The Need for a Model to Guide the Systematic Integration of Culture
and Context into our Work
“The struggle has always been inner, and is played out in outer terrains. Awareness of
our situation must come before inner changes, which in turn comes before
changes in society.” -Gloria Anzaldua
“Understanding of one’s existence as such is always an understanding of the world.”
–Martin Heidegger
38
“PEaCE” Person-Environment-and-Culture
Experiential Model
Extends the idea of Person-Environment Transactions from Lewin’s Field Theory to explicitly include culture
Based on the idea that all of human experience occurs at the intersection of persons, culture, and contexts and that culture is a core element of both persons AND environments
The integrative Person-Environment-and-Culture Experiential (“PEaCE”) model starts with the role of culture and context in human experience.
39
Primary Purposes in Developing the PEaCE Model
To provide a comprehensive, holistic, culture- and context- conscious meta-theoretical model that incorporates the multiple dimensions and contexts of human expression and experience
To identify and explicate core processes that can enhance our understanding of the development and optimization of positive outcomes for individuals, relationships, and communities
To provide a conceptual framework for the development and evaluation of evidence-based psychological interventions that emerge from cultural and contextual considerations
40
PEaCE: The Experiential Emphasis
The PEaCE conceptual model seeks to provide an integrative conceptualization of “Lived Experience” that meaningfully incorporates culture and context incorporates the multiple determinants of and influences on the nature and quality of human experience
The emphasis is on how internal and external experience are in ongoing, dynamic, and culture-informed transaction to affect point-in-time outcomes with respect to functioning and well-being.
42
Human Experience, Culture and Context
“[A] bare subject without a world never ‘is’.” -Martin Heidegger
Descriptions of human experience and behavior must reference the whole Person-Environment-and-Culture Transactional System in order to fully capture the dynamic process of the person as a living system that is embedded in and interdependent with multiple cultural and ecological systems
Emerging from these concepts is the theoretical position that a decontextualized “self” is meaningless; our existence is meaningful only in relationship (to others, to community, to culture, to physical settings, to ecological contexts, to nature, to God)
43
Overview of PEaCE Point-in-Time Adaptational Outcomes (“A” Outcomes) for individuals, relationships and communities are expressed across multiple contexts of Well-Being (Physical, Psychological, Relational, Collective, Transcendent) and Distress, Dysfunction, and Disorder (DDDs). The Interconnected and Multidimensional (IaM) Person System (multiple Bio-Experiential “B” Processes) interacts with, is shaped by, and influences The Multilevel Social-Ecological (SEE) System (multiple Contextual “C” Processes) within the superordinate Multicultural System. These ongoing and constant Person-Environment-and-Culture (PEaC) Transactional Processes result in the degree and quality of the fit between co-occurring elements of the IaM Person, SEE, and Multicultural Systems. Ameliorative, Protective, and Transformative (APT) resources and processes (both natural and learned) emerge from these PEaC Transactions and can effect “A” outcomes. Degree of PEC Fit at any point in time is expressed through five Modalities of Daily Experience (MODEs: feeling, thinking, doing, connecting, and evolving).
44
The 8 Core PEaCE Concepts 1. The Interconnected and Multidimensional (IaM) Person-System- “THE PERSON” -The 7 Bio-Experiential (“B”) Processes – “BEING & BECOMING” 2. The Multilevel Social-Ecological Environmental (SEE) System – “THE ENVIRONMENT” -The 8 Contextual (“C”) Processes–“CONDITIONS & CIRCUMSTANCES” 3. Culture- An organizing and foundational system from which persons and environments are shaped and
transformed, and that provides the fundamental frameworks for daily life as expressed through values, beliefs, behaviors, social roles and structures, etc.
4. Person-Environment-and-Culture Transactional Processes -The dynamic interrelations between and among person, cultural, and environmental processes
5. Person-Environment-and Culture (PEaC) Fit-The degree to which “B” and “C” Processes are experienced as congruent and complementary in a particular cultural context
6. Modalities of Daily Experience (MODEs)-The human experience and expression of PEaC Transactional Processes (Feeling, Thinking, Doing, Connecting, Transcending)
7. Ameliorative, Protective, and Transformative (APT) Processes & Resources-Natural or learned processes
and resources that emerge from PEaC Transactions and function to manage or change “B” and “C” processes and impact point-in-time outcomes
8. Human Experience, Adaptation, Relience, and Transformation (HEART) Point-in-Time Outcomes - “A” Outcomes – “ADAPTATION & AGENCY”: indicators of positive and negative outcomes for individuals, relationships, and communities; Well-Being: Physical, Psychological, Relational, Collective, Transcendent 46
The IaM Person System The Interconnected and Multidimensional Person System (IaM)
represents the ontological understanding of our “beingness” (human existence) and is grounded in the idea that we are simultaneously
~Biological Beings ~Cognitive Beings ~Emotional Beings ~Cultural Beings ~Psychological Beings ~Relational Beings ~Spiritual Beings
“B” Processes can be thought of as the dynamic and constantly
interacting elements of the IaM Person System Although we may sometimes feel these different elements as separate
aspects of ourselves, they are continuously interacting with each other and the environment
We cannot identify or describe any aspect of the IaM without considering the interdependence of all aspects of our beingness
Includes the idea of the whole being more than the sum of its parts and that the whole is contained within each of the parts
The IaM Person System does not exist in a vacuum Contextual and cultural processes influence how the “IaM” is
expressed, experienced, and developed
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The Multilevel Socioecological System
The Multilevel Social-Ecological Environmental (SEE) System represents the layered and embedded nature of the multiple contexts within which we experience our beingness
“C” (Contextual) Processes can be thought of as the dynamic and constantly interacting elements of the Multilevel Socioecological System
While eight critical contexts are identified in the model, it is important to remember that they operate concurrently and are in ongoing interaction with each other
48
“BEING-IN-THE-WORLD”
Being-in-the-World, a humanistic-existential construct, is a way of thinking about the constant and ongoing relationship between the complex IaM Person System that exists and is transformed within the Multilevel SEE System
The two systems cannot exist independently– they are interdependent
The human “Being” is inseparable from the “World” in which s/he lives (Context)
The functioning of the different elements of the IaM Person System cannot be understood apart from each other nor apart from the layers of contexts in which we live
The contextual elements of the Multilevel Social-Ecological Environmental System are created, maintained, and changed by Persons
Contexts are impacted by the persons who comprise them
49
Culture in the PEaCE Model CULTURE EMERGES FROM THE TRANSACTIONS BETWEEN PERSONS AND
CONTEXTS AND IS SIMULTANEIOUSLY REPRESENTED IN BOTH PERSONS AND CONTEXTS
Sociocultural Processes Reflect the transactions between culture and the multiple ecological contexts within which we develop,
live, and change The shared core elements of the cultural worldview, beliefs, customs, etc. General and commonly expressed cultural characteristics: Material culture, Social culture, Ideological
Culture Manifestations of culture that emerge from a group’s cultural context The essential elements of a culture’s way of life passed down from generation to generation Similar to Matsumoto’s “societal culture” Expressed as the SOCIOCULTURAL “C” Processes of the ENVIRONMENT
Psychocultural Processes Reflect the transactions between culture and the multiple and interconnected aspects of the person The unique ways that ecological culture is internalized and expressed by each individuals, families, and
groups The intentional choices that individuals makes regarding adopting and participating in particular cultural
values, customs, behaviors, etc. The meaning of culture to the individual Similar to Matsumoto’s “individual culture” Expressed as INTRACULTURAL “B” Processes of the PERSON
50
APT Processes & Resources
Ameliorative, Protective, and Transformative (APT) Processes & Resources
• Natural or learned processes and resources that
reflect particular types of PEaC Transactions that
function to modify MODEs, B Processes, and/or C
Processes, thus creating new PEaC transactions that
ultimately modify Point-in-Time Outcomes
• Interventions can be developed to target problematic
PEaC transactions and decrease DDDs, as well as to
increase optimal functioning and positive well being
51
Three Types of APT Processes & Resources
Ameliorative Processes Natural and learned processes with a primary goal or
effect of reducing distress and disconnectedness
Protective Processes Natural and learned processes that have the goal or
effect of increasing resilience, strengthening identity, and/or improving the ability to cope with life’s challenges
Transformative Processes Natural and learned processes that have the goal or
effect of facilitating thriving, positive growth, and optimal functioning
52
PEaC Fit
PEaC fit is conceptualized as the degree of congruence and complementarity within and between
1) The bio-experiential processes and characteristics of the PERSON
2) The resonant worldview and ways of living rooted in CULTURE (within person AND context simultaneously)
3) The historically-influenced and currently manifested demands and resources of the social and physical CONTEXTS at multiple ecological levels of analysis
53
APPLICATIONS
Evidence-Based Practice
APA’s Definition of Evidence Based Practice
for Psychologists (EBPP)
An integration of… The Best Available Research
Clinical Expertise In the context of:
• Patient Characteristics • Patient Culture
• Patient Preferences
Challenges to Evidence-Based Practice
There are problems in the operationalization and application of evidence-based practice What evidence is considered acceptable? Lack of distinction between evidence-based practice and empirically-
supported treatments such that the evidence is limited to the existence of ESTs for specific disorders
The foundation of ESTs are the randomized clinical trials (RCTs) conducted with largely homogeneous samples with respect to dimensions of diversity (e.g., ethnicity, acculturation, socioeconomic status, religion, sexual orientation, disability status, etc)
These problems are particularly concerning in regards to the trend towards the generation of lists of evidence-based treatments that are inappropriately imposed upon diverse communities that bear no resemblance to the samples in the RCT studies that established the intervention as “efficacious”
There has been some progress in the application of evidence-based psychological practice with culturally diverse, underserved, and marginalized populations, but this work is certainly in its infancy.
Terminology for Incorporating Culture
• Culturally-Sensitive • Culturally-Appropriate
• Culturally-Relevant • Culturally-Intentional • Culturally-Adaptive
• Culturally-Alert • Culturally-Responsive • Culturally-Competent
• Cultural Resonance (Trimble)
Culturally-Syntonic (Harrell, 2008)
57
Why Culturally “Syntonic”? Syn – with or together
the Greek “suntonos”-- in harmony with – Collins English Dictionary
Emotionally in harmony with one’s environment -Collins English
Dictionary
Normally responsive and adaptive to the social or interpersonal environment -Merriam Webster’s Medical Dictionary
In emotional equilibrium and responsive to the environment –YourDictionary.com
Describes somebody who is normally attuned to the environment; used to describe behavior that does not conflict with somebody’s basic attitudes and beliefs –Microsoft Encarta College Dictionary
Characterized by a high degree of emotional responsiveness to the environment; Of or relating to two oscillating circuits having the same resonant frequency -American Heritage Dictionary
58
Culturally-Syntonic Practice (CSP)
In the context of psychologically-informed interventions, culturally-syntonic practice involves:
Processes, activities, relationships, and experiential presence
that reflect attunement, harmony, and resonance
with relevant dimensions of collective cultural aspects (sociocultural processes) and their individual expressions (psychocultural processes),
such that engagement with, and the effectiveness of, interventions is enhanced and optimized. (Harrell, 2008/2011)
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More on a Culturally-Syntonic Approach
• Characterized by – activities, interactions, and perspectives
• that reflect consistency with and responsiveness to a person’s or group’s – relevant cultural contexts; – internalized cultural meanings, beliefs, values; and – manifested actions and behaviors
• such that there is a “fit” or resonance between the
practice and the relevant person-environment transactions
Culture and Context
in Psychotherapy
THERAPIST CLIENT
Dominant culture
Culture(s) of identity
Culture of psychotherapy
Dynamics of status, power and privilege
Environmental & sociopolitical context
Culture of Psychotherapy
Individual growth (“Find” and “Be” ME)
Autonomy and separation
Verbal and emotional expression
Generally rigid distinctions between physical and emotional functioning
Relative exclusion of spirituality
Linear approach to problem definition and solution
Analyzing the PEaCE Field
IaM Person System Analysis (B Processes)
Cultural-Ecological Profile (C Processes)
Multicultural Identities and Influences
PEaCE Transaction History and Current Status
Wellness Assessment (optional use of MWA instrument)
DDD Expressions (optional use of BADDD Scale)
ICHE Analysis
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Diversity Principles for Community Research and Action (Harrell & Bond, 2006)
Community Culture Descriptive
Informed Compassion
Community Context Analytic
Contextual Understanding
Self-in-Community Reflective
Empowered Humility
Informed Compassion
• Balanced integration of head and heart
• Seeking knowledge and awareness from a place of openness, respect, and caring
• Not distanced over-intellectualized position nor emotion-driven overidentified position
Contextualized Understanding
• Multiple levels of analysis
• Individual, Microsystem, Organizational, Identity Group, Macrosystem
• Temporal context
• Person and interactions among persons are a function of variables at all levels of analysis
• Decontextualized analysis risks oversimplified and superficial understanding
Empowered Humility
• Proactive engagement grounded in awareness of our vulnerabilities and limitations
• Acknowledgement of another’s right to self-determination
• Understanding that stronger connection and greater empowerment emerges from healthy humility that frees us to be open to see, hear, and learn in unanticipated ways– gives us confidence to walk in unfamiliar terrain and meet the “other” where s/he stands
Approaches to the Integration of Culture
Three approaches to the conceptualization and integration of culture into psychological research and practice
Culturally-Adapted - Start with presumably universal constructs, strategies and methods and then make cultural adaptations
Culturally-Centered - Start with constructs, strategies and methods that emerge from multicultural considerations and then integrate culturally-syntonic contributions from multiple traditions as appropriate
Culturally-Specific – Start with the specific ecological culture and design strategies that emerge from constructs relevant to that group
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Case Discussion and
Q & A