Term
| APA general principals for working with ethnically diverse populations |
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Definition
1. psych recognize may hold believes that could negatively impact perceptions/intvns with people different from selves
2. Recognize importance of multicultural sensitivity & understanding
3. employ constructs of multiculturalism & diversity in psych education
4. recognize importance of conducting culture-centered & ethical research among minority groups
5. apply culturally-appropriate skills in clinical or other applied psych practices
6. use org change processes to support culturally informed policy dev and practices |
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| belief systems and value orientations that influence customs, norms, practices, and social institutions, including psychological processes and organizations |
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| the category to which others assign individuals on the basis of physical characteristics, such as skin color or hair type, and generalizations and stereotypes made as a result. |
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| : acceptance of the group norms and practices of one's culture of origin and the concomitant sense of belonging. |
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| Multiculturalism (APA def) |
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Definition
| interactions between racial/ethnic groups in the U.S. and the implications for education, training, research, practice, and organizational change. |
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| individuals' social identities including age, sexual orientation, physical disability, socioeconomic status, race/ethnicity, workplace role, religious and spiritual orientation, and work/family concerns. |
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| Culture-centered (APA def) |
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Definition
| : culture-centered focus considers that behavior may be shaped by culture, groups to which one belongs, & cultural stereotypes, including those about stigmatized group members. |
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Term
| What are the 5 individual essential elements of cultural competence? |
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Definition
Awareness and acceptance of difference
Awareness of own cultural values
Understanding dynamics of difference
Development of cultural knowledge
Ability to adapt practice to cultural context of the client |
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Term
| “Moral influence” on scientific judgment in research means: |
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Definition
• That although we have professional normative ethical principles and standards to serve as comprehensive guidelines for conducting research, the PERSONAL MORAL PERSUASION and value orientations of the researchers should take precedence over these. Ethical principles and standards require researchers/practitioners to be mindful about the consequences of their actions and the behavioral, cognitive, emotional influence on their respondents.
• An assessment of the moral implications of the scientific study of human life…must begin with an inspection of social scientific research as a variety of MORAL EXPERIENCE |
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Term
| Personal identity and Health/Illness beliefs in European Americans |
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Definition
Individualistic self-concept
Health=Absence of disease
Illness= Organic /psychological causes |
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| Personal identity and health/illness beliefs in African Americans |
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Definition
Sociocentric extended self-concept. Includes other persons, originally nature/spirit world
Health as spiritual commitment to harmony between parts of self replaced by partial acceptance of Anglo beliefs |
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| Personal identity and health/illness beliefs in HISPANIC AMERICANS/LATINO/As |
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Definition
Sociocentric extended self-concept (la familia)
Traditionally, balance with God/harmony with family, others, customs of church, plus spiritualism; Increasing similarity to Anglo beliefs across generations |
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| Personal identity and health/illness beliefs in ASIAN AMERICANS |
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Definition
Minimal individual self in family system context of priorities
Health=balance/harmony within family (yin-yang).
Illness= bad physical caused by bad spirits /curse/punishment |
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Term
| Personall identity and health/illness beliefs in AMERICAN INDIANS/ALASKAN NATIVES |
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Definition
Extended self-concept with fluid boundaries providing link to spirit and natural worlds
Harmony/disharmony cycle; violation of sacred /tribal taboos/ witchcraft as causes |
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Term
| Five stages of acculturation described by Dr. LaFromboise |
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Definition
| Traditional, transitional, marignal, assimilated, bicultural |
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| Traditional stage of acculturation |
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Definition
| one who thinks and speaks in their native language, practice older ways and traditions (probably will not partake in therapy) |
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| one who speaks native language and English, might question their traditional religious practices and also the practices of the dominant culture |
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| defensive, has a tough time coping with the inability to adhere to their tribal heritage OR the practices of the dominant society – not fitting in with either |
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| has abandoned cultural teaching and values, and embraces dominant culture |
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| moves effectively between their tribal backgrounds and the expectations of the dominant society, no primary loyalty to any one community – individuals who can fit into both are more self actualized and cognitively stimulated than those only fitting into one world |
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Term
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mainstream feminism; view that women are subordinate to men in all important areas—legal, economic, social.
Contemporary: continued fight for women’s ability to develop own sense of identity and make decisions for self. |
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emphasizes women’s intuitive traits and connection to motherhood and other typically devalued women’s roles should be embraced vs. Ignored.
Encouraging these values will bring about more peaceful, nurturing society vs. Disordered society dictated by male competitiveness, domination and destruction of nature. |
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pro-woman; anti-role; feeding male ego); women were the first oppressed group; have always been repressed by men.
Pro-woman stance assumes that woman do not need to link to men for marriage or finances; they should link with less privileged women. |
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strongest voice to MCC); Don’t view oppression as universal across cultures, nor do they view sexuality as central form of oppression.
Women are oppressed by a patriarchical, capitalistic society; women are marginalized in workforce earning lower wages in “unimportant” jobs. Women’s “real” work is in home, but not viewed as work at all, but a role that women must hold. Universal access to childcare, birth control, family leave, education will restructure the family and reduce oppression. |
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