Moving From Intercultural Competency toward Cultural Humility · 2020. 7. 16. · Field Immersion,...
Transcript of Moving From Intercultural Competency toward Cultural Humility · 2020. 7. 16. · Field Immersion,...
Moving From Intercultural Competency toward Cultural Humility
Freedom NguyenMulticultural Education Facilitator
Cell: 847-348-9174; [email protected]
Valerie WalkerDirector of Services, Zacharias Sexual Abuse Center;
Contact Information: [email protected]; 847-244-1187, ext. 127
Introductions and Welcome
Authentic Welcome
Purpose
Collective Commitment to Learning Space
Permission
Dedications
Testimonies
We do not come from the Earth like Grass.
We grow like trees.
We all have roots.
-Maya Angelou
Are we open to treating others as experts on their own lives?
Our clients are impacted by the legacies of geographic changes and cultural heritage, current sociopolitical issues, and other cultural identity factors. This session will explore paths for increasing our competencies and capacities for serving persons with connections to cultural factors and experiences. The presenters will offer testimonials of experience with International and U.S. based field immersion, decades of community practice, and the significance of cultural humility in human services interventions. The emphasis will be on defining intercultural competency as a lifelong practice which takes us to the point of cultural humility.
WelcomeIntroduction & Welcome, Self-Reflection Why this topic? Why now?
Values & Language
Testimonials
Values and Language
Field Immersion, Research & Community Practice Areas
Changes in Diversity & Intercultural Competency Education, Practice and Organizational Development
Moving Away from Westernized and Appropriated Practices
Models for Cultural Humility ~ Client Engagement & Human Services Practice
Multicultural Counseling, Culturally Grounded Practice
Integrative Transnational Model
Insights and Lessons Learned
Resources
Self Reflection ~ Choose a few questions that stand out for you and reflect briefly on them.
• What is a core value you hold that helps you to be present in your work?
• What is a cultural identity factor that you would use to describe yourself?
• What is a skill you use to be effective in your role?
• What is a word you would use to describe your experience with clients?
Another question for Reflection – Where is the common ground
• Legacies
•Wanting to serve well
•We are not our ancestors
Self Reflection for Parallel Process
Concepts
•Identity•Values
•Roles
•Resources
Golden CircleWhat we do~How we do~Why ~ Values
Cultural Humility – How is it significant Now? Why is it significant Now?
The Language of Unlearning Oppression, Centering on Lived Experiences of Others, Moving Toward Cultural Humility
Bearing Witness to Lived Experiences
Listening to Testimonials
Images
Stories
Roles
Understanding Language and Values
Racism Heterosexism
Sexism Privilege Classism Bullying
Power Internalized Oppression Hate Crimes
Micro-aggressions & invalidations
White Supremacy Behavior
Cisgender Privilege Fear & Safety Issues
Social Determinants of Well-being
Institutional Discrimination
Bias in Service Delivery
Understanding Intersectionality
• noun: intersectionality; plural noun: intersectionalities• the interconnected nature of social categorizations such as race, class,
and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.
• "through an awareness of intersectionality, we can better acknowledge and ground the differences among us"
• Intersectionality is a concept often used to describe the ways in which oppressive institutions (racism, sexism, homophobia, transphobia, ableism, xenophobia, classism, etc.) are interconnected and cannot be examined separately from one another.
MEDIA RESOURCE: African American Women and the Struggle for Equality, https://youtu.be/X5H80Nhmn20, National Museum of African American History and Culture
Images of Intersectionality
International Field Research: ‘Exploring Effective Interventions to Reduce Psychological and Emotional Stress in College Students from Central and Latin America’
• Need to gain knowledge and awareness of pre-migration factors influencing student success.
• Exploring culturally-sensitive interventions that mitigate acculturative stress and promote good mental health.
• Culturally Grounded & Connected Practitioners
• Culturally Grounded Engagement, Education and Direct Practice Models
• Equitable Treatment v. Equitable Outcomes
Testimonials - Highlights
• Cultural diversity among indigenous groups
• Language Barriers among indigenous groups
• Sports & Music, Rituals are connectors
• Poverty, violence, war, ecological disasters
Question:
• Impossible to know everything about everyone, so are we comfortable treating as experts on their own lives?
International Field Research: An Exploration of Culturally Responsive Human Service Provisions in Uganda and Rwanda
•Women and Girls’ Issues in Uganda: health, education, intimate violence, sexual exploitation and economic development•Healing/Recovery issues and relevant organizations for
women in a post-genocide community development framework in Rwanda, focus on Intergenerational community involvement, Example: Community Drumming• INZOZI NZIZA: Women’s Cooperative, Provides employment,
post-genocide counseling services, prevention-education and community based drumming to women in Rwanda
International Field Research: Connections of Mayan indigenous communities to First Nations communities in U.S. Great Lakes regions
Lac Vieux Desert Band of Lake
Superior
Chippewa Indians
Testimonials - Highlights• Roles of faith, intentional communities, resistance,
partnerships and recovery in building and
rebuilding resilient communities.
• Understanding our interventions in the context of neo-colonialism, community development, and culturally grounded practice
• Impact and innovation of post-war recovery (in each country).
• Assumptions we had to check at the borders … When Helping is Hurting
Values and Language Moving Toward CULTURAL HUMILITY
Cultural Competency, Intercultural competency
•Developmental approach
• Involves individual, team and organizational systems
• Involves continuum: 1) cultural destructiveness, 2) cultural incapacity, 3) cultural blindness, 4) cultural pre-competence, 5) cultural competency and 6) cultural proficiency. (Resource: Cross, et. Al.)
Cultural Competency Models
Self Awareness and Understanding Multicultural Groups: An Introduction to Cultural and Linguistic Competency
Multicultural Counseling Competencies-Derald Wing Sue
MEDIA - Multicultural Counseling: https://youtu.be/4sCvBlb6JP0
Stages and Levels (Cross)
Multicultural Orientation Theory-Sidney Shaw
Cultural Competency Models
Self Awareness and Understanding Multicultural Groups: An
Introduction to Cultural and Linguistic Competency
Multicultural Counseling Competencies-Derald Wing Sue
Stages and Levels (Cross)
Multicultural Orientation Theory-Sidney Shaw
Integrative Transnational Model (Lundy & Hilado)
Values and Language, continued
Culturally Responsive Service Delivery •Addresses intercultural competency, bias in service
delivery, equity (social determinants of well-being), culturally-based methods
Culturally Responsive Engagement & Empowerment Strategies• Building Social and Cultural Capital•Understanding and Responding to Stereotype Threat•Growth Mindset
Culturally responsive approach: brief definitions
STEREOTYPE THREAT – When individual outcomes are impacted by a
perceived cultural stereotype. (A theory resulting from the research of Claude
Steele.)
MINDSET ORIENTATION – Individuals exhibit fixed and growth mindsets which
impact learning. (A theory resulting from the research of Carol Dweck.)
CAPITAL –Capital helps individuals recognize the connections they have and
can develop which enable and empower them as they develop and pursue
their goals.
(Adapted from Community College of Baltimore County CRT Training Resources)
*Culturally responsive student DEVELOPMENT:
stereotype threat
•Undercuts conventional assumptions that genetics or cultural differences lead some individuals
•Group stereotypes can threaten how individuals evaluate themselves, which then alters academic identity, mental health and intellectual performance
•This social-psychological predicament can, researchers believe, beset members of any group about whom negative stereotypes exist.
*Two competing mindsets: for practitioners and clients
FIXED MINDSET
• Ability is fixed and unchangeable.
• We tend to sort ourselves and others regarding intelligence and ability.
• Difficulty or failure is confirmation of inferiority.
• No responsibility, control or reference to effort.
GROWTH MINDSET
• Ability is not limited but improvable.
• Difficulty or failure is information about what to do to improve.
• Effective effort enhances intelligence.
MindsetsFOR CONSIDERATION:
• Mindsets of practitioners influence our expectations of clients
• Client mindsets about their abilities affect their self-efficacy and behaviors
• Holding a particular mindset can be either mobilizing or debilitating to client outcomes
HOW WE CAN RESPOND:
• Share our own journeys with our clients
• Recognize client mindsets about their abilities
• Use tools to help clients use difficulty, error or failure as feedback for improvement
• Work to better affirm productive persistence (tenacity+strategy)
Theory of SOCIAL CAPITAL, (Source: Ladson-Billings)
Three Criteria behind building SOCIAL CAPITAL:
1) Clients must experience success, by using relevant, dedicated and accessible resources.
2) Clients must develop and/or maintain cultural competency, by learning processes and resources to navigate surroundings.
3) Clients must develop a critical consciousness through which they can challenge the status quo as needed, by gaining confidence, knowledge and efficacy through support from ‘whom I know.’
One of assumptions is that the Practitioner is COMMITTED TO COLLECTIVE AND NOT MERELY INDIVIDUAL EMPOWERMENT OF CLIENTS.
Building and usingsocial economic and cultural capital
WHAT CLIENTS CAN DO:
• Develop a list of their Social Capital by filling out a worksheet of personal connections, resources, relationships, and online opportunities.
WHAT WE CAN DO:
• Provide clients with resource lists of people, programs and services who can help them succeed.
• Refer to the clients’ own Social Capital sheets.
• Discuss and reinforce the value of the connections they are making.
Values and Language, continued
Culturally Responsive Service Delivery
• a client engagement and organizational development approach
• values, recognizes and honors clients’ unique cultural, social and interpersonal experiences and how they impact their experience receiving services
• Characteristics: Validating, Comprehensive, Multidimensional, Empowering, Transformative, Emancipatory (Resource: Geneva Gay, et. al.)
Values and Language, continuedAcculturative stress
• Acculturative stress is the psychosocial impact of adaptation to a new culture. For persons who come to the United States, particularly from Central America and Mexico, there are a number of significant stressors that are likely to be pervasive, intense, and lifelong. Practitioners need to learn the reality of the immigrants, refugees and asylees, and help them adapt to these stressors.
EXAMPLES
Values and Language, continued
Feminist theory
•Awareness of power, privilege and oppression issues impacting the client/student experience, client-helper partnership, culture of feedback, treating individual as whole person
EXAMPLES
Changes in Diversity and ICC Education
MODELS OF CULTURAL COMPETENCY AS A DEVELOPMENTAL PROCESS
FROM DIVERSITY EDUCATION TO MULTICULTURAL & INCLUSION
DIALOGUES
BEYOND HOLIDAYS AND HOLY DAYS TO
CONSCIOUS INCLUSION AND ALLYSHIP
BEARING WITNESS, ADVOCACY AND ACTIVISM
INCLUSION, EQUITY AND SOCIAL JUSTICE
Where I am on the Social Action Continuum?
Moving Away from Westernized Approaches
Why is this significant?
Considerations
The Power and Privilege that comes with the professional practitioner relationship.
Owning our cultural identity factors.
Achieved versus ascribed credibility.
Introductions, Greetings, Connections without Privilege.
Mindfulness, Meditation & Contemplative Practices
‘Mindfulness is a state of active, open attention on the present. When you're mindful, you carefully observe your thoughts and feelings without judging them good or bad. Instead of letting your life pass you by, mindfulness means living in the moment and awakening to your current experience, rather than dwelling on the past or anticipating the future. (Howard Zinn)
What, Why, When?
~Valuing culturally
Grounded
Paradigms
Contemplative Practices
Mindfulness & Trauma-Informed Practice
What, Why, When? • Push Factors – poverty, violence, war
• Experiences during migration
• Cumulative Impact of migration – unique and collective trauma narrative, losses, guilt, isolation, acculturative stress, mental health
• Connections to teaching about Legacies and Social Trauma (Genocide, Slavery, Hate Crimes, Experiences of Colonialization, Past and Current Immigrant and Refugees experiences)
• Connections to Teaching about Social Justice issues
Moving Toward Cultural Humility ~An Overview
Cultural humility – the ability to maintain an interpersonal stance that is other-oriented (or open to the other) in relation to aspects of cultural identity that are most important to the individual (student/client).
Moving Toward Cultural Humility
MULTICULTURAL COUNSELING COMPETENCIES (MCCs) Derald Wing Sue
• Counselor knowledge about different cultures and cultural perspectives.
• Counselor skills to utilize culturally appropriate approaches.
• Counselor awareness of their own and their clients’ cultural heritage and the influence of culture on attitudes, beliefs and experiences.
Role of Language
•Differential access, social determinants of well-being
•Misuse of family members
•Difference between translation and culturally appropriate interpretation
Example: Cross-Cultural Interpretation Services, Heartland Alliance
https://www.crossculturalinterpretingservices.org/
Moving Toward Cultural Humility
MULTICULTURAL ORIENTATION (MCO) Sidney Shaw (Research)
• Clients’ perception of the counselor’s level of cultural humility
• The degree to which the counselor addresses culture and cultural opportunities in the session.
MCO influences outcomes by:
• Reducing the frequency and impact of microaggressions (which are associated with poorer outcomes)
• Effectively utilizing dynamic sizing in sessions.
• Creating a culture of feedback
Moving Toward Cultural Humility
‘Multicultural Orientation: Cultural Humility and Responding to Cultural Opportunities in Counseling, Sidney Shaw• Outcomes (WITH cultural humility)
• Counselors who are high in cultural humility typically engage in collaborative, open exploration with clients regarding their cultural identity as a salient factor in treatment.• Strong positive correlation between client’s perspective of the
counselor’s cultural humility and client outcomes (client/counselor bond, increased wellness at end of treatment)
• Also, CH mitigates the impact of ‘missed opportunities’.
Moving Toward Cultural Humility
‘Multicultural Orientation: Cultural Humility and Responding to Cultural Opportunities in Counseling, Sidney Shaw
• Outcomes (w/ cultural opportunities)
• Client improvement and increased wellness at the end of counseling were strongly negatively correlated with missed cultural opportunities. In other words, outcomes were poor when counselors missed opportunities to discuss cultural identity when related to treatment.
Can you picture these Opportunities in your experience with clients?
Moving Toward Cultural Humility ~ The Culturally Grounded Social Work/Human Services Practice Continuum(Marsiglia and Kulis. Diversity, Oppression & Change: Culturally Grounded Social Work. 2015)
Culturally
Grounded
Competence
Sensitivity
Awareness
Contemplation
Resistance
Unaware
Moving Toward Cultural Humility ~ Intro to the Integrative Transnational Practice Model
Transnational Practice – encompasses a variety of generalist, educational and clinical approaches that can and have been used to support the diverse needs of ethnically, culturally, religiously, and linguistically diverse individuals and communities. We use the term transnational, as opposed to international practice because of the multidirectional nature of connections we have with communities throughout the world.
(Lundy, Hilado, 2017)
The Integrative Transnational Model: Models for Practice with Immigrants & Refugees
Collaboration
*Cultural Humility
Self-Determination
Solidarity
Intersectionality
Post-colonial Perspectives
Moving Toward Cultural Humility ~ Foundations of The Integrative Transnational Model
Collaboration
• Working with the client/student system
*Cultural Humility
• Acknowledge what we do not know and need to learn in order to be useful for student/ client self-determination of goals.
Self-Determination
• Believing in and working with students/clients toward their hopes & dreams for their own lives and the lives of their families
Solidarity (IT Model) • ‘Walking’ with an other on his/her/ journey in a new land
• Social Justice: challenges unjust power structures & systems that negatively impact the vulnerable and oppressed
• Importance of Human relationships: Engage people as partners in social change and promote the well-being of all people
• Implications for direct and indirect services with Immigrant and Refugee groups, and People of Color
What can Solidarity Look like?
• An awareness of oppressive systems of power
• Courage and Committed to Growth
• Awareness of Privilege
• Knowing when to step up and more importantly, when to step back
• Using social position and power to challenge cultural hegemony
• Educating and informing members of our own community
• Acting in Solidarity is Allyship, which is a vehicle for change
Examples:
Having the courage to challenge assumptions of blame.
Actively stating observations of bias in service delivery.
Finding common ground for what provides safety and welcome.
Supporting single causes that are led by POC.
Media Example
‘Social and Racial Justice’, by Tim Wise
https://youtu.be/gRpoI_E0kiQ
Moving Toward Cultural Humility ~ Foundations of The Integrative Transnational Model
Intersectionality
• Intersectionality: the view that women experience oppression in varying configurations and in varying degrees of intensity. Cultural patterns of oppression are not only interrelated, but are bound together and influenced by the intersectional systems of society. Examples of this include race, gender, class, ability, and ethnicity. - Kimberlé Crenshaw, 1989.
• Layers of complexity that combine identity, structures, unique circumstances and discrimination (isms and obias) to impact a person
Moving Toward Cultural Humility ~ Foundations of The Integrative Transnational ModelPost-colonial perspectives
• Theoretical approach concerned with human consequences of colonialization.
• Integrates post-colonialism with perspectives of social justice and self-determination.
• Recognizes implications of systems of
oppression and privileges
• Service providers leverage privilege to serve
others and acts as allies to promote
well-being of immigrant, refugee and
communities of color
Moving Toward Cultural Humility ~The Integrative Transnational Model (2)Personal Context and Experience of Transnational Individuals & Families
• Resiliency
• Spirituality/Religion/Faith
• Cultural Values
• Process of migration experience for individuals and family systems
• Health and Mental Health
• *Resources
• Education
• Client Self-Determination
• *Role expectations
Moving Toward Cultural Humility ~The Integrative Transnational Model (3)Personal Context and Experience of Transnational Individuals & Families
• Intergenerational conflicts, separation, loss of communication
• Acculturative stress due to new identity and context, and gaps between parents and kids
• Stress directed at family unit
• Trauma, PTSD; war, poverty or targeted violence in home community
• Seeking higher wages, education
Best Practices for Integrative Transnational Model
1 – Core commitment to client/student self-determination
2 – Belief in social justice
3 – Readiness to adapt Western theory to fully respond to the needs of the person/family
4 – Honors perspectives and history of different cultures, migration patterns and lived experiences
5 – Develops culturally sensitive, collaborative, affirming and mutually respectful relationship
Best Practices for Integrative Transnational Model
6 – Upholds cultural imperatives to bridge, maintain and connect generations
7 – Upholds cultural imperatives to bridge, maintain and connect intergenerational and relocated family systems as desired by I and R’s
8 – Align with social change and an active commitment to it.
9 – Cognizant of reality that needs relevant, culturally sensitive services.
Best Practices: Keys to Service(various settings)• Don’t categorize; use your client’s terms
• Know why you’re asking questions (in an intake, example) , and understand why agency needs that information
• Consider the whole person
• Partner with your client
• Manage your curiosity
• On an organizational level, examine relevance of assessments and processes to service delivery, i.e. inclusive communication
Narratives of Lived Experiences
Examples of how cultural humility gives us new perspectives ieconcept of what constitutes positive community health, mental health/illness, poverty/homelessness, responses to persons with disabilities, charity vs social justice, etc.
Insights and Lessons LearnedAre you open to treating others as experts on their own lives?
Use intervention models focused on cultural humility?
Intentionally creating safe and brave spaces?
Can I? Do I? Will I?
Insights and Lessons Learned
What are your insights?
HOPEFUL INSIGHTS– Realize the Learning process for ourselves as practitioners (studying, experiential)
– Awareness of blind spots in self awareness of knowledge or biases
– Understand relevance to intersectionality of cultural identity factors
HOPEFUL INSIGHTS
– Look at community services and partnerships/organizations as Resources
- Be Aware of Current Issues
Impacting our Immigrant, Refugee,
and communities of color
- How do we create a safe and brave
spaces for our clients?
Being an Ally
‘Assume that in spite of the ways we have been divided,
it is possible through those divisions, to listen to each other well and
to change habitual ways of acting which have kept us separated.
Dr. Ricky Sherover-Marcuse,
Diversity Trainer and Psychologist.
http://www.unlearningracism.org/
Contributions, Questions
We can be the peace
amidst the storms.
Thank you!!