Cultural competency and humanistic psychology

Abstract

Developing cultural competence is increasingly important for humanistic psychologists in our ethnoculturally diverse society. In the past, training in ethnocultural issues involved learning about the cultural values and characteristics of a small number of cultural groups. Today, cultural competence requires that the psychologist become aware of their own ethnocultural values and their own ethnocentrism. This process of self‐examination can be emotionally challenging. This paper addresses some of the problems encountered on the path to increasing cultural sensitivity and the effect of unexamined cultural values upon the therapeutic interaction. Psychologists are encouraged to become aware of the privilege associated with European American culture, with the cultural values embedded within psychological theory in general, and with cultural values of humanistic psychology.     

Cultural competency in genetic counseling

Incorporating a cross-cultural curriculum into genetic counseling training programs demonstrates a professional conviction of genetic counselors that cultural issues are important in genetic counseling. Funded by the Special Projects Fund in 1993 from the National Society of Genetic Counselors and the Kitson Fund from the Department of Social, Organizational, and Counseling Psychology, Teachers College, Columbia University, theHandbook of Cross-Cultural Genetic Counseling was developed to provide genetic counseling programs a curriculum to teach cross-cultural genetic counseling. The theoretical rationale for the development of a cultural curriculum is presented. By expanding cultural knowledge, developing an awareness of oneself and others, and increasing the repertoire of culturally relevant counseling skills within a socio-political context, genetic counselors will be able to better serve all clients seeking genetic counseling.     

Visuospatial competency, handedness, and cerebral dominance

The present study addressed the question of Levy's (1974, Psychobiological implications of bilateral assymetry. In S. Dimond &; J. G. Beaumont, Hemispheric function in the human brain, NY: Halstead. Pp. 121–183.) proposal that left handers would have lowered spatial skills relative to verbal skills. In the first part of the study, performance on the PMA (visuospatial subtest) and WAIS Block Design subtest were compared between right and left handed high school and college samples. No support could be found for deficient visuo-spatial performance in the left handers. In the second part of the experiment, no relative impairment of visuospatial skills was found when subjects were classified into predicted speech dominance groups on the basis of a dichotic listening task and/or a visual half-field task. An extreme groups comparison of the most left dominant and most right dominant groups again yielded no significant differences in visuo-spatial performance. Finally, the relationship between degree of speech lateralization and visuo-spatial skills was examined. Only partial support for differences in cerebral organization for speech in left handers was found in the college sample.     

Expanding the evidence: Developments and innovations in clinical practice,training and competency within voice and communication therapy for trans and gender diverse people

Background: Speech and language therapists (SLTs) deliver voice and communication therapy for trans and gender diverse people to facilitate authentic vocal and communicative expression. Davies, Papp, and Antoni (2015) have provided a comprehensive review of the literature, with recommendations for good clinical care. Several areas highlighted as gaps in the research were identified by the current authors as ones in which evidence is expanding.

Aims: To demonstrate 1) an expansion of the evidence base in particular innovations in voice group therapy for trans women and trans men; 2) the importance of delivering voice and communication therapy as part of a complete approach to trans and gender diverse health care; and (3) developments in training and competency in the UK.

Method: Data were drawn from three small-scale projects, two surveys, and one audit.

Measurements: Data from survey and audits and pre- and post-group acoustic measures of and client self-perceptual measures, including the Transsexual Voice Questionnaire (TVQ^MtF); a client-generated set of questions for trans men; and the migration of vocal identity map, adapted from Narrative Therapy practices.

Results: Positive outcomes for both pitch measures and client perception were recorded. Audit and survey data provided evidence of developments in training and competency in the UK.

Conclusion: Evidence supports group therapy as a successful approach for trans individuals across a number of parameters of voice and self-perception. Voice group protocols for both trans men and trans women should take account of the social context within which to explore relational presence and authentic voice. SLTs within gender identity clinics provide voice and communication as part of a broader pathway of care, alongside sharing professional knowledge and skills. Current UK developments are documented as indicators of positive responses to the growth in the number of SLTs seeking to develop specialist skills within this field.     

Social competency and social perceptivity in self and others

Males who self-reported heterosocial problems and whose role-play interactions were judged to be low on social competence were compared to a group of high socially competent males on their ability to judge their own and others' social competency. Results indicated that in comparison to the high-competent group, low-competent males showed less agreement with judges in rating their own and others' levels of competency. Using profile components of elevation, scatter, and pattern, more detailed analyses showed that the two groups differed primarily on scatter. The low-competent individuals had less scatter, suggesting that they have a discrimination deficiency. Implications of the results are discussed for the etiology and treatment of social incompetence and for future research.     

论市民社会与民法典的互动关系

市民社会与政治国家的分离真正体现了现代市民社会与政治国家的相互关系,现代市民社会是脱离了政治国家而相对自治的.在这种体制下,最适宜的规则就是民法,民法的各项制度保证了市民社会的独立性.市民社会是民法及民法典产生和发展的基础,市民社会的发达也促进了市民法的广泛发展.同时,民法典的制定不仅是法律的编纂,而且是对社会的改造,这种社会改造有利于市民社会的构建.     

Clients' ratings of counselor multicultural competency

Differences in perceptions between Euro American and ethnic minority respondents were examined to compare the role of counselor multicultural competency in multicultural versus traditional counseling. Results showed a strong positive correlation between clients' ratings of counselors' multicultural competencies and clients' ratings of counselors' general competency and empathy. However, when comparisons were made between Euro American and ethnic minority clients' on satisfaction, counselor multicultural competency explained a large and significant amount of variance for the ethnic minority sample only, above and beyond counselor general competency and empathy. Results are discussed in the context of relevant literature and suggestions for future research.     

Correlates of adult and child perceptions of social competency

In this study, the relationship between two commonly used measures of social competency, peer ratings of perceived status and adult ratings of assertiveness, were examined. In Phase I, high and low sociometric status children were videotaped responding to a series of role-play scenes; performance on these scenes was then rated retrospectively by adults for overall assertiveness. In Phase II, a second group of children who were unfamiliar with the videotaped children observed the taped scenes and provided ratings of likability, intelligence, working together, and attractiveness. In general, results revealed that children and adults differed in their ratings of the videotaped children. Further, boys used different cues in their ratings than did girls. More specifically, the sociometric status of girls was related to perceived attractiveness, whereas the sociometric status of boys was more closely related to perceived intelligence. Such findings suggest that children and adults look for and use different cues in their judgments. Given these differences, it is concluded that child and adult ratings should not be used interchangeably in the assessment of, and evaluation of, social competency in children.Portions of this research were supported by a grant from the Virginia Department of Criminal Justice Services.     

In defense of cultural competency in psychotherapy and treatment

Cultural competency guidelines and policies are being widely established. Yet some critics have challenged the evidence for cultural competency and the lack of efficacy studies that demonstrate its outcomes. Various positions are examined that discuss cultural competency research. They include the need for more resources for research, scientific practices that overlook ethnic research findings, fruitfulness of theory-driven rather than population-based research, problems in defining cultural competency as a technique, and development of policies in the absence of research. Implications of these positions are discussed.     

Philosophical conceptions of rationality and psychiatric notions of competency

Psychiatrists are frequently called upon to make assessments of the rationality or irrationality of persons for a variety of medical-legal purposes. A key category is that of evaluations of a patient's capacity to grant informed consent for a medical procedure. A diagnosis of mental illness is neither a necessary nor a sufficient condition for a finding of incompetence. The notion of competency to grant consent, which is a mixed psychiatric-legal concept, shares some features with philosophical conceptions of rationality, but differs from them in a number of important respects. This article describes the actual practice of psychiatrists when making such judgments, along with the standards of competency they employ. A comparison is made between those notions of competency and predominant philosophical conceptions of rationality.     

MMPI-2 and MCMI-III characteristics of parental competency examinees

The MMPI-2 (Butcher et al., 2001) and the MCMI-III (Millon, Davis, & Millon, 1997) may contribute to understanding psychological functioning in parental competency examinees. In this study, we sought to identify MMPI-2 and MCMI-III characteristics of this population. We collected data regarding 127 individuals who underwent court-ordered parental competency evaluations. Although test results were generally consistent with findings from the child custody literature, MMPI-2 results indicated the highest Validity scale elevation on the L scale in contrast to the K scale elevations that have often been reported in the custody literature.     

Beyond Dusky and Godinez: competency before and after trial

Scholars have carefully considered all aspects of the incompetency to stand trial process, questions involving incompetency to confess, questions involving incompetency to be executed, and, to a lesser extent, questions related to incompetency to plead guilty or to waive counsel, but little attention has been paid to the relationship between incompetency and the full range of other criminal procedure issues: sentencing, appeals, consent to searches, and others. This article discusses this range of issues, assesses the factors relied upon by courts in deciding these cases and attempts to offer an agenda for future scholarly developments in this area.     

Reactions to youth crime: perceptions of accountability and competency

Recent changes in juvenile justice policies have stimulated debate among legal professionals and social scientists. As such, public opinion concerning juvenile offenders is an important and timely topic for empirical study. In the present study, respondents read a scenario about a juvenile who committed a crime, and then decided on a sentence and rated perceptions of the juvenile's accountability and legal competence. Four between-subject factors were manipulated: age of the defendant (11 versus 14 versus 17 years), type of crime (shooting versus arson), crime outcome (victim injured versus died), and time delay between the instigating incident and the crime (immediately versus one day). The type and outcome of the crime were major motivating factors in sentencing decisions and perceptions of legal competence, and, although younger offenders were seen as less accountable and less competent than older offenders, sentence allocation and attitudes towards punishment were not significantly affected by offender age.     

Decoding deficits and social competency: A continuous rating approach

Males who self-reported heterosocial difficulties and whose performance in a role-played interaction was judged to be of low social competence were compared to high-competent males on a continuous rating task. The rating task required that subjects make continual, ongoing social competency ratings of their own and six other males' performance in a role-play situation. The continuous measurement of performance provided a profile of ratings that was compared on frequency, latency-to-first ratings, profile elevation or level, scatter, and patterning. Low-competent males had longer latencies-to-first ratings than high-competent males and less scatter in their continuous ratings than did the high-competent group. The reduced scatter effect for continuous ratings replicates previous work done with global ratings and suggests that the low-competent group may not be able to discriminate among social stimuli as well as the high-competent group. The research also suggests that the continuous rating methodology may hold promise as a tool to investigate social perception processes.