Multicultural Education as Fostering Individual Autonomy

This article attempts a philosophical defense of an autonomy-based approach to multicultural education. I contend that multicultural education is necessary in order for students to be able to develop personal autonomy. This, in turn, can empower students to effectively formulate their own version of the good life. The development of autonomy need not, as many critics claim, promote atomistic individualism. Rather, contemporary liberal autonomy strives for a balance between the individual and the community. In defending multicultural education, my argument relies on Joseph Raz's notion of autonomy and Will Kymlicka's concept of a context of choice. I conclude that through multicultural education, students can expand their contexts of choice and consequently develop individual autonomy, an essential ingredient of the good life.     

Multicultural Incompetence and Other Unethical Behaviors: Perceptions of Therapist Practices

The present study examined nonprofessionals' perceptions of culturally based and noncultural ethical violations. One hundred seventy-four undergraduates students read 12 vignettes depicting situations in which a clinician committed either a culturally based violation (e.g., sexist or ageist behavior) or a noncultural violation (e.g., breeching confidentiality or multiple relationship). Results indicated that participants were more likely to have unfavorable views of clinicians who had committed culturally based violations. In addition, results suggested that participants would be more likely to report a clinician who had committed a culturally based violation to a supervisor or ethics board.     

Personal attitudes toward time: The relationship between temporal focus,space‐time mappings and real life experiences

What influences how people implicitly associate “past” and “future” with “front” and “back?” Whereas previous research has shown that cultural attitudes toward time play a role in modulating space‐time mappings in people's mental models (de la Fuente, Santiago, Román, Dumitrache & Casasanto, 2014), we investigated real life experiences as potential additional influences on these implicit associations. Participants within the same single culture, who are engaged in different intermediate‐term educational experiences (Study 1), long‐term living experiences (Study 2), and short‐term visiting experiences (Study 3), showed their distinct differences in temporal focus, thereby influencing their implicit spatializations of time. Results across samples suggest that personal attitudes toward time related to real life experiences may influence people's space‐time mappings. The findings we report on shed further light on the high flexibility of human conceptualization system. While culture may exert an important influence on temporal focus, a person's conceptualization of time may be attributed to a culmination of factors.     

Adverse childhood experiences in substance use disorder outpatients of a Lebanese addiction center

Childhood adversities (CAs) are well reviewed in mental health and addiction research internationally. However, these variables have not been studied within the framework of addiction in the Middle East region. The present study reports the prevalence of Childhood Adversities in a sample of outpatients seeking treatment for Substance Use Disorder. We used the Adverse Childhood Experiences – International Questionnaire (ACE-IQ) to map out the prevalence of childhood adversities. The studied population was composed of a clinical outpatient sample that met criteria for substance use disorder (N = 144). Results indicated that almost all the sample reported having experienced at least 1 CA, whereby three quarters of the clinical sample reported experiencing 6 or more adversities. Childhood adversities are highly prevalent in a Lebanese substance use disorder population which raises the need for better screening strategies and more understanding of Adverse Childhood Experiences in this specific population     

On no man’s land: Subjective experiences during unresponsive and responsive sedative states induced by four different anesthetic agents

To understand how anesthetics with different molecular mechanisms affect consciousness, we explored subjective experiences recalled after responsive and unresponsive sedation induced with equisedative doses of dexmedetomidine, propofol, sevoflurane, and S-ketamine in healthy male participants (N = 140). The anesthetics were administered in experimental setting using target-controlled infusion or vapouriser for one hour. Interviews conducted after anesthetic administration revealed that 46.9% (n = 46) of arousable participants (n = 98) reported experiences, most frequently dreaming or memory incorporation of the setting. Participants receiving dexmedetomidine reported experiences most often while S-ketamine induced the most multimodal experiences. Responsiveness at the end of anesthetic administration did not affect the prevalence or content of reported experiences. These results demonstrate that subjective experiences during responsive and unresponsive sedation are common and anesthetic agents with different molecular mechanisms of action may have different effects on the prevalence and complexity of the experiences, albeit in the present sample the differences between drugs were minute.     

Culturally intelligent supervisors: Inclusion,intercultural cooperation,and psychological safety

By integrating the cultural intelligence (CQ) and diversity/inclusion literature, we attempt to make a dual contribution to the literature by understanding how subordinates' perceptions of their supervisors' CQ may enhance their intercultural cooperation via their individual psychological climate for inclusion. We further examine the role of minority members' psychological safety as a result of perceived supervisor CQ and psychological climate for inclusion. To explore these processes, we conducted three studies. Based on social processing and social learning theories, we empirically tested the relationship between perceived supervisor CQ and subordinates' intercultural cooperation and initially determined the role of one of the three dimensions of psychological climate for inclusion (i.e. integration of differences) (Study 1: two-waves; N = 316). To address the data limitation and to expand the framework (i.e. adding in the other dimensions of psychological climate), we conducted Study 2 (two-waves; N = 173). We further extended the framework to include psychological safety and obtained two-waves of data from ethnic minority members in Study 3 (N = 155). Our results supported our predictions offering novel insights into why CQ matters for supervisors of culturally diverse work units and clarify the various mechanisms on how supervisors' CQ influences intercultural cooperation in those units.     

Respecting the LDS/Mormon Minority on Campus: College Students’ Attitudes Toward Latter‐Day Saints

Members of the Church of Jesus Christ of Latter‐Day Saints remain a minoritized and marginalized population in the United States at large, a pattern mirrored on the majority of college and university campuses across the United States. This study addresses how social identities, institutional contexts, and intergroup dynamics within the postsecondary education environment contribute to cultivating college students’ attitudes toward LDS/Mormons and Mormonism. Using data collected from 13,584 college students attending 52 institutions across the country, the study employs multilevel modeling to examine these relationships. The analyses highlight the importance of productive interreligious contact in a supportive institutional context for shaping out‐group attitudes. Affirming the interplay between social identity and intergroup contact, effects on out‐group attitudes vary to some extent by religion/worldview. Implications for research and practice are discussed.     

Competent Counseling for Middle Eastern American Clients: Implications for Trainees

The authors used a factorial multivariate analysis of variance (MANOVA) to determine whether counselor trainees’ group differences on measures of multicultural competence, empathy, and multicultural counseling self‐efficacy (CSE) when working with Middle Eastern American (MEA) clients were moderated by trainee race. Two hundred and fifty‐six trainees responded to 3 different clinical vignettes that gave information on clients who had varying degrees of MEA characteristics. MANOVA results revealed a significant main effect for trainee race. Follow‐up analyses demonstrated that trainees of color reported higher multicultural competence and multicultural CSE than White trainees. Los autores usaron an análisis factorial multivariante de la varianza (MANOVA, por sus siglas en inglés) para determinar si las diferencias en grupos de consejeros en formación respecto a competencia multicultural, empatía y autoeficacia en consejería (CSE) multicultural al trabajar con clientes americanos con ascendencia de Oriente Medio (MEA) estaban moderadas por la raza del consejero. Doscientos cincuenta y seis consejeros en formación respondieron a 3 viñetas clínicas que ofrecían información sobre clientes que tenían diversos grados de características de MEA. Los resultados del MANOVA revelaron un efecto principal significativo para la raza del consejero. Análisis de seguimiento demostraron que los consejeros de color en formación comunicaron un mayor nivel de competencia multicultural y CSE multicultural que los consejeros blancos.