Tuesday, January 28, 2020
A Culturally Competent Psychologist Social Work Essay
A Culturally Competent Psychologist Social Work Essay Culture as a construct is difficult to define. Definitions of culture often refer to a set of contexts, specifically man-made elements of the environment (e.g., institutions, values, and traditions), that form a part of the collective experience among members of a society or group and that are also trans-generational as a consequence of social learning (Betancourt Lopez 1993). Some psychologists consider ethnoculturalism as the fourth force in psychotherapy (Betancourt Lopez 1993, p.629). Implicit in this is the notion that culture is a factor in influencing behaviour. To be a culturally competent psychologist, therefore, it is important to plan and implement psychological practice and research that respects group identities, local communities, indigenous values, and national and cultural differences. Cultural competence is not about being politically correct. Cultural competence has real world consequences for individuals that, in relation to psychology, are typically vulnerable or in need. The national enquiry into the stolen generations, where Aboriginal and Torres Strait Islander children were removed from their families (Human Rights and Equal Opportunity Commission 1997), for example, inferred that health workers participated in the calculated effort to assimilate out of existence indigenous individuals and cultures, an example of genocide. This apparent lack of cultural competence by health workers, psychologists among them, has contributed negatively to indigenous individuals psychological and physical health through mourning the loss of culture (Eisenbruch 1991), stress associated with interacting with a foreign culture (Westerman 2004), and trans-generational abuse (Atkinson 2002). Cross-cultural psychology endeavours to explicitly acknowledge the need for cross cultural awareness and competence in the discipline of psychology. Cross-cultural psychology is the systematic study of relationships between the cultural context of human development and the behaviors that become established in the repertoire of individuals growing up in a particular culture (Berry, Poortinga Pandey 1997, p.x). The goals for cross-cultural psychology include investigating the generalizability of existing theory and research results, investigating other cultures in order to identify unique cultural experiences in behaviour, and the integration of this research to establish a more universal discipline of psychology (Berry, Poortinga, Segall Dasen 2002). An investigation into behaviour as it occurs in another culture reduces ethnocentrism (Betancourt Lopez 1993) and enhances the discipline of psychology. Cross cultural research findings have observed that cultural explanations of mental illness held by psychologists are strongly correlated with shaping their response to individuals with affective problems and the subsequent course of those problems (Jenkins 1988). Also, in relation to affective problems, an individuals immediate social environment appears crucial to its sequence and prognosis (Harding, Zubin Strauss 1992). Finally, findings also suggest that members of minority groups defined by race and ethnicity are vulnerable to patterns of misdiagnosis due to a bias by clinicians to over-pathologize their problems (Good 1992). In the United States, for example, psychologists, regardless of race, have been found to diagnose more severely, and attribute more violence, dishonesty, and dangerousness to, patients that are black (Loring Powell 1988). Policy clearly has a role to play. The American Psychological Association (APA), often the policy guide for the Australian Psychological Society (APS), has made the inclusion of course components that pertain to multicultural issues, encouraging cultural competence, compulsory across training (American Psychological Association 2011) although in reality they are not compulsory as core or primary courses (Hills Strozier 1992). Also, cultural competency is not mandatorily assessed in relation to gaining registration in the United States (Sue 1998) and what assessment occurs during training differs from that done in relation to other training areas (Altmaier 1993). In addition to training, the APA Office of Ethnic Minority Affairs (1993) has published guidelines to assist with the provision of culturally aware psychological services for the practising psychologist. Training and practice constitute the areas upon which cultural competence policies are defined, as they are for Australian psychologists. To be registered as a psychologist in Australia one must complete an Australian Psychology Accreditation Council (APAC) accredited and Psychology Board of Australia approved course (Australian Psychology Accreditation Council 2011). APAC is the accreditation authority responsible for accrediting education providers and programs of study for the psychology profession (APAC 2011) whilst the Psychology Board of Australia functions as a subsidiary of the federal governments Australian Health Practitioner Regulation Agency (AHPRA) (Psychology Board of Australia 2011). Finally, the APS, like the APA in the United States, is a voluntary organization that endeavours to represent psychology and psychologists in Australia. Despite this, the Psychology Board of Australia has adopted the APS Code of Ethics (2007) for the profession (Psychology Board of Australia 2011). Ethnoculturalism is recognized as important to the discipline of psychology and, as such, APAC (2010) has nested cultural competency within training for the discipline. Courses must encourage knowledge and understanding of: intercultural diversity and indigenous psychology; how the science and practice of psychology is influenced by social, historical, professional, and cultural contexts; the cultural bases of behaviour and organisational systems; issues for minority or marginalised groups; limitations of psychological tests with particular reference to cultural issues; and interpersonal skills in communicating effectively with clients, other psychologists, other professionals, the community, individuals, small groups, and agencies from varied cultural, ethnic, religious, social, and political backgrounds (APAC 2010). Training eventually gives way to practice. The APS Code of Ethics (2007) references ethnoculturalism in a more general way through three general ethical principles. The APS Code of Ethics (2007) is based on the respect for the rights and dignity of people and peoples; propriety; and integrity. In the first general principle, respect for the rights and dignity of people and peoples, (APS Code of Ethics 2007) psychologists are encouraged to have positive regard for diversity and uniqueness of individuals and their right to linguistically and culturally appropriate services. Acknowledging the particular needs of indigenous Australians, the APS has also published guidelines for the provision of psychological services for, and the conduct of psychological research with, Aboriginal and Torres Strait Islander individuals (APS 2003b). Whilst there are no other specific ethnocultural guidelines, there are guidelines for other groups such as women (APS 2003a), and groups defined by sexual orientation (APS 2000). The Code of Ethics frames practice. Essentially there are three types of psychologists; clinical psychologists, applied psychologists, and research psychologists (Nairne 2009). Clinical psychologists diagnose and treat psychological problems; applied psychologists extend psychological principles to practical, non-clinical, problems; and research psychologists conduct research to elucidate essential principles of behaviour and cognizance (Nairne 2009). Whilst registered psychologists can arguably do little in regards to their initial training content, ongoing professional development and supervision are two areas where cultural competency can actively be developed and maintained. In addition to this, if involved in research, a culturally competent approach could be nested within it. So, it is in the areas of professional development, supervision, and research where the cultural competence of the practicing psychologist may be developed and honed. Continuing professional development (CPD) is a requirement for annual renewal of psychology registration (Psychology Board of Australia 2011). Identifying professional development to enhance cultural competence initially requires an assessment by the psychologist of their needs in relation to culturally competent awareness, knowledge, and skills (Pedersen 2011). Once an assessment is made, the psychologist can actively address deficits. CPD can then be identified that further develops an awareness that culturally learned assumptions exist and interact with those of a patient; develops meaningful information and insight into the patients unique cultural context; and finally develops a skill set that can facilitate patient change (Pedersen 2011). Early career psychologists may find the identification of necessary CPD daunting. Supervision, then, may assist in accurately identifying CPD needs in relation to cultural competency. Supervision is mandatory for psychologists (Psychology Board of Australia 2011) and can play an integral role in regards to cultural competency skill acquisition and expertise (Sue Sue 2008). Supervision may be defined as a process whereby a more experienced clinician mentors or imparts specialist knowledge to a clinician, or group of clinicians, less experienced (Bernard Goodyear 2004). Formative and summative assessment of cultural competency can assess the degree of supervisee cultural competency and guide further cultural competency training (Hays 2008). A supervisor, therefore, needs to encourage the development of cultural awareness, the reduction of bias, and developing strategic interventions in relation to future patients (Sue Sue 2008). Psychologists need to integrate cultural competence into their professional undertakings in recognition of the increasing diversity of their social context (Sue Sue 2008). For applied and clinical psychologists, interactions with patients are central to their provision of service. In relation to this patient / psychologist interaction, Pedersens (2011) Triad Training Model underscores the need for cultural competency and, by extension, its development through supervision and CPD. Pedersen (2011) suggests that when two individuals communicate there are actually three conversations occurring simultaneously. There is the uttered exchange; the psychologists own internal dialogue; and finally the internal dialogue of the patient (Pederson 2011). Cultural competency is imperative, according to Pederson (2011), as the greater the cultural difference between the psychologist and patient, the less likely the psychologist will accurately hear the internal dialogue, positive and negative messages, of the culturally different patient. Research too, then, needs to become more sophisticated, expanding the utility and generalizability of any findings. Psychological research, in regards cultural competency, is lacking in three areas: diversity amongst researchers; appropriate ethnocultural studies; and culturally appropriate assessment instruments (Gil Bob 1999). Firstly, the lack of diversity may be addressed by actively recruiting students from diverse backgrounds as co-researchers (Casas Thompson 1991) as well as striving for a culturally diverse research team matched to that cultural group being investigated (Atkinson, 1993). Secondly, cultural groups identified for research should be engaged in the development of research questions and that subsequent research should be monitored by members of these groups for community relevance and general quality (Casas Thompson 1991). Finally, assessment selection should consider cultural orientation, particularly as instruments are often Eurocentric (Dana 1996), and that any translations be accurately assessed in regards to their meaning (Brislin 1993). CPD, supervision, and research are three areas that the psychologist can actively develop cultural competence. The development of cultural competency is not a finite exercise but, rather, a lifelong process of learning. Being a culturally competent psychologist encourages research that is both sophisticated and more generalizable, and relationships between psychologist and patient that are more explicitly anchored in a cultural context, enhancing therapeutic outcomes in a wider range of therapeutic settings. To be a culturally competent psychologist, therefore, it is important to plan and implement psychological practice and research that respects group identities, local communities, indigenous values, and national and cultural differences.
Monday, January 20, 2020
Embracing Rizalism as a Way of Life :: essays research papers
Embracing Rizalism as a Way of Life      Jose Rizal, a hero!      Many of our youth today equate Rizal, the hero with martyrdom, death!      Being a hero isn’t â€Å"cool†, this is for â€Å"freaks†. Jose Rizal is no longer â€Å"in†.      Distinguished members of the board of judges, ladies and gentlemen –      I don’t have to go into detailed account of dates, places and people in the biography of Pepe. No!      All literate Filipinos start their lesson in history with the stories of the boy from Calamba, Laguna.      Rizal lived his life in an extraordinary way.      I don’t need to make a deep analysis of his ideas in education, philosophy, religion, politics, human behavior, ethics, in society. No, I leave that to the scholars.      What I choose to talk to you about is how I could live my life today with a little piece of Rizal in me.      Yes, I have to be in my own little way a mirror of what Rizal envisioned of every Filipino.      The youth is the hope of the fatherland. This is no longer a statement. It has become a challenge.      Let us start with the simplest question.      If you are to choose between Cadbury chocolate or any other Swiss chocolates and the most popular Filipino brand, which would you choose?      Chocnut, Nips, Cloud 9? â€Å"Yucky†, â€Å"cheap†or even â€Å"wa class†. We do not trust our local brands, we do not trust our fellow citizens, we do not love our own. This is not being a Rizal†¦      Rizal recognized clearly the social evils that hindered Filipinos to excel. Inferiority complex, cowardice, timidity, false pride, pervade the Filipino consciousness and contribute to the decay of the society.      Today, our country is suffering from both physical and moral degradation. The tremendous problems have made us become too critical, disgusted, indifferent, hopeless. Where do we go? Do we just have to give up?      â€Å"Cursed be those who have left my beloved homeland bleeding and torn†¦Ã¢â‚¬ says the Non- revolutionaries, a good short story I once read.      This is not being a Rizal!      Today, our country needs Filipinos who will live their lives in a â€Å"Rizal way†.      Today, our country needs people who have the will to make Rizal happen once more in our times.      Today, our country needs people who are persuasive and decisive to adopt Rizalism and to nurture it as an integral part of their person.      Today, our country needs people who have the strength to complete and expand the works and wisdom of our Jose Rizal.
Sunday, January 12, 2020
Social Impacts of Smart Phone Addiction
There is a serious negative impact on social relationships with the widespread use of cell phones and smart phones. Notwithstanding the fact that technology allows people to be constantly connected to the world, it leads people to become even more disconnected from each other as well. The first evident change of the social norm Is that people are starting to have less real communication with others, and more plumbing.It has become a very common sight In today's society to snub someone In social setting by looking at a mobile phone Instead of paying attention to him or her. Besides, teenagers nowadays are testing all the time rather than chatting with friends and employees are receiving work-related phone calls or e-mails after work and even during holidays. It can Interrupt real social life. The Intimacy, one of basic human needs, Is hard to achieve or malting when a mobile phone keeps beeping with alerts, notifications, and e-mail reminders.To sustain good social life, It Is very Im portant for people to form meaningful relationships based upon mutual respect and sportiveness, and marked by a sense of loyalty, trust, and commitment with their family and friends in lieu of socializing online. Furthermore, reduced real life activities due to excessive use of mobile phones can bring isolation of individuals. People are becoming so distracted by their mobile phones that they are unable to make meaningful connections in social life.Some researchers even found that people re commonly choosing smartness instead of going to work or school and cultivating personal relationship. Some might contend that video chatting can substitute an actual meeting; however, it only provides a temporary solution in limited situations. Face-to-face interaction, which cannot be replaced with electronic devices, is absolutely essential for people. Therefore, people should not be so involved in their mobile phones and engage in actual human interaction.
Saturday, January 4, 2020
The Adventures Of Huckleberry Finn By Mark Twain - 922 Words
Samuel Langhorne Clemens went under a pen name of Mark Twain when he began his career as a writer. Born on November 30, 1835, Mark Twain went on to write a couple of novels that have become known as an American classic. One of his most famous novels is The Adventures of Huckleberry Finn, which was published in 1884. The novel follows the journey and adventures of a boy named Huck and a runaway slave named Jim. In chapters twenty-one and twenty-two, Twain uses diction, character, and setting to establish his purpose to create a realistic, historical background. The novel begins by introducing events of Mark Twain’s pervious novel The Adventures of Tom Sawyer. In the previous novel, Huck comes into quite a bit of money and is adopted by a woman. As The Adventures of Huckleberry Finn begins, we begin to learn Huck is not pleased with his new life, which consists of school, church, manners, etc. Huck, however, stays in town to become apart of Tom Sawyer’s gang. All is well for Huck until Huck’s drunken father reappears into town wanting Huck’s money. As Huck’s father’s efforts to gain custody fail, he decides to kidnap Huck. Exhausted by the mistreatment and confinement set by Huck’s father, Huck decides to escape and fake his own death. After days of hiding in the middle of the Mississippi river, Huck encounters Jim, a runaway slave, and decides to team up with him. Huck and Jim capture a raft and money that was in the hands of a man that has been dead. After several obstaclesShow MoreRelatedT he Adventures of Huckleberry Finn by Mark Twain830 Words  | 3 PagesThe Adventures of Huckleberry Finn by Mark Twain is â€Å"A Great American Novel†, because of its complexity and richness. Twain writes dialogue that brings his characters to life. He creates characters with unique voice and helps the reader connect to the book. Anyone who reads it is forced to develop feelings for each character. Even though there is a great amount of controversy over the use of some choices, such as the â€Å"n word†, it makes the book more realistic. In the beginning of the novel Huck,Read MoreThe Adventures Of Huckleberry Finn By Mark Twain1103 Words  | 5 PagesDmitri Van Duine Jr English Mr. Nelson November 27th The Adventures of Huckleberry Finn: Huck Finn and Tom Sawyer The Adventures of Huckleberry Finn, Written by Mark Twain filled his stories with many examples of satire as to convey a message while also writing an interesting story. The Adventures of Huckleberry Finn revolves around the adventures of a young boy called Huckleberry Finn, who is about thirteen years old. Tom Sawyer is Huck’s best friend and around the same age as Huck. He is onlyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain Essay1055 Words  | 5 PagesZambrano Mrs. Patmor AP Lit-Period 5 28 September 2016 Adventures of Huckleberry Finn 1835 Mark Twain embodies realism in almost every aspect of his writing not excluding The Adventures of Huckleberry Finn, which in he portrays such a lifelike setting that it almost gives you this sense of reality through the point of view of a young man that has an urge for freedom yet struggles to conform to society s norms due to his adolescence. Twain s ability to unmask the true identities of the charactersRead MoreThe Adventures Of Huckleberry Finn By Mark Twain931 Words  | 4 PagesWolski Mrs. Goska English 2H Period 3 22 October 2014 The Adventures of Huckleberry Finn Mob mentality is the way an individual’s decisions become influenced by the often unprincipled actions of a crowd. Mark Twain penned The Adventures of Huckleberry Finn. Twain grew up in America’s southern states during the early 1800’s, a time in which moral confusion erupted within the minds of humans. The Adventures of Huckleberry Finn s protagonist is a young boy named Huck who freely travels alongRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1375 Words  | 6 Pagesmention the years spent growing and maturing physically. Teenagers are stuck in an inbetween state where they must learn who they want to become and what they want to be when they grow older. The same is true for Huckleberry Finn, from the book â€Å"The Adventures of Huckleberry Finn†by Mark Twain. This is a book that was written in a time of great confusion over moral codes and standards. It was a world split in half by two different worlds of people; those who opposed, a nd those who promoted slavery.Read MoreThe Adventures Of Huckleberry Finn By Mark Twain2083 Words  | 9 PagesSatire in Huckleberry Finn In the novel â€Å"The Adventures of Huckleberry Finn†by Mark Twain, we are told a story about a young boy and his slave companion’s journey down the Mississippi River and all of their encounters with other characters. Twain constructed a beautiful narrative on how young Huck Finn, the protagonist in the story, learns about the world and from other adult characters, how he is shaped into his own person. At the time this book was made however, this novel provided serious socialRead MoreMark Twain and The Adventures of Huckleberry Finn1575 Words  | 6 Pages Mark Twain and The Adventures of Huckleberry Finn Controversy Mark Twain, born Samuel Langhorne Clemens, is a highly recognizable figure in American literature. Born in Florida, Missouri Mark Twain and his family moved to Hannibal, Missouri where Twain discovered and fell in love with the mighty Mississippi River. The river and his life in Hannibal became his inspiration and guiding light in most of his writing. Although Twain loved the river and did a great deal of traveling, he eventuallyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1005 Words  | 5 Pages In the Adventures of Huckleberry Finn written by Mark Twain in the 19th century is about a young boy named Huck Finn and Jim, a runaway slave who go on an adventure. The two travel on a raft along the Mississippi river creating a bond and making memories. Mark Twain presents Huckleberry Finn as a dynamic character who at first views Jim as property and eventually considers Jim as a friend, showing a change in maturity. In the beginning of the book, Huck Finn clearly sees Jim as nothing more thanRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1335 Words  | 6 Pagesyear The Adventures of Huckleberry Finn is placed in the top ten banned books in America. People find the novel to be oppressing and racially insensitive due to its frequent use of the n-word and the portrayal of blacks as a Sambo caricature. However, this goes against Mark Twain’s intent of bringing awareness to the racism in America. The Adventures of Huckleberry Finn by Mark Twain is classified under the genre of satire and is narrated by a fictional character named Huckleberry Finn. The novelRead MoreThe Adventures Of Huckleberry Finn By Mark Twain810 Words  | 4 PagesBefore Mark Twain started to write two of his most famous novels, The Adventures of Tom Sawyer and Adventures of Huckleberry Finn, Mark was known to use his characters to display his own thoughts and opinions. â€Å"This device allowed him to s ay just about anything he wanted, provided he could convincingly claim he was simply reporting what others had said.†(Twain, 1283). Mark Twain used this process to be a foundation of his lectures, by manipulating his popularly with his readers. During the story
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