Wednesday, March 19, 2014

Suicide Awareness and Prevention among Asian Americans

Excellent bibliography on Asian American suicide-related outcomes by Dr. Y. Joel Wong (

Thursday, August 15, 2013

Resources on Boarding Schools For Native American Children

Resources were compiled on Div 45 listserv

  1. Dean Lori Quigley and The Sage Colleges ( video called "Unseen Tears". 
  2. Teaching Indians to be White: Video 
  3. Burich, K. R. (2007). "No place to go": The Thomas Indian School and the "Forgotten" Indian Children of New York. Wicazo Sa Review, 22(2), 93-110. 
  4. Evans-Campbell, T., Walters, K.L., Pearson, C.R., Campbell, C.D. (2012). Indian Boarding School Experience, Substance Use, and Mental Health among Urban Two-Spirit American Indian/Alaska Natives. The American Journal of Drug and Alcohol Abuse, 38(5), 421-427. 
  5. The Thick Dark Fog (video) 
  6. Beyond the Mesas 
  7. Our Spirits Don't Speak English

Thursday, August 8, 2013

Resources for teaching psychopathology (compiled on Div 45 listserv)

Lillian Comas-Diaz's Multicultural Care.

1.         U.S. Department of Health and Human Services. (2001). Mental health: Culture, race, and ethnicity—A supplement to Mental health: A report of the Surgeon General. Rockville, MD: Author. Chs. 1-2, 4, 7 (pp. 3-49, 79-104, 159-169).

2.         Kazarian, S. S., & Evans, D. R. (1998). Cultural clinical psychology. In S. S. Kazarian & D. R. Evans (Eds.), Cultural clinical psychology: Theory, research, and practice (pp. 3-38). Oxford: Oxford University Press.

3.         Murphy, J. M. (1976). Psychiatric labeling in cross-cultural perspective. Science, 191, 1019-1028.

4-5.      Tseng, W. S. (2001). Handbook of cultural psychiatry. San Diego: Academic Press. Chs. 11 & 9 (pp. 177-193, 141-163).

6.         Lopez, S. R., & Guarnaccia, P. J. (2000). Cultural psychopathology: Uncovering the social world of mental illness. Annual Review of Psychology, 51, 571-598.

7.         American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author. Appendix G (pp. 897-903).

8.         Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.  Chs. 1-2 (pp. 1-54).

9.         LeVine, R. A. (1984). Properties of culture: An ethnographic view. In R. A. Shweder & R. A. LeVine (Eds.), Culture theory: Essays on mind, self, and emotion (pp. 67-87). Cambridge: Cambridge University Press.

10.       Shweder, R. A. (2001). Culture: Contemporary views. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 3151-3158). Paris: Elsevier.

11.       Shweder, R. A. (1991). Thinking through cultures: Expeditions in cultural psychology. Cambridge, MA: Harvard University Press.  Ch. 2 (pp. 73-110, 359-364).

12.       Shweder, R. A., & Sullivan, M. A. (1990). The semiotic subject of cultural psychology. In L. A. Pervin (Ed.), Handbook of personality: Theory and research (pp. 399-416). New York: The Guilford Press.

13.       Lutz, C., & White, G. M. (1986). The anthropology of emotions. Annual Review of Anthropology, 15, 405-436.

14.       White, G. M. (1992). Ethnopsychology. In T. Schwartz, G. M. White, & C. A. Lutz (Eds.), New directions in psychological anthropology (pp. 21-46). Cambridge: Cambridge University Press.

15.       Sapir, E. (1949). Cultural anthropology and psychiatry. In D. Mandelbaum (Ed.), Selected writings of Edward Sapir in language, culture, and personality (pp. 509-521). Los Angeles: University of California Press.

16.       Marsella, A. J. (1982). Culture and mental health: An overview. In A. J. Marsella & G. M. White (Eds.), Cultural conceptions of mental health and therapy (pp. 359-388). Dordrecht: D. Reidel Publishing.

17.       Kleinman, A. (1987). Anthropology and psychiatry: The role of culture in cross-cultural research on illness. British Journal of Psychiatry, 151, 447-454.

18.       Littlewood, R. (1980). From categories to contexts: A decade of the “new cross-cultural psychiatry.” British Journal of Psychiatry, 156, 308-327.

19.       Good, B. J. (1992). Culture and psychopathology: Directions for psychiatric anthropology. In T. Schwartz, G. M. White, & C. A. Lutz (Eds.), New directions in psychological anthropology (pp. 181-205). Cambridge: Cambridge University Press.

20.       Shweder. R. A. (1988). Suffering in style. Culture, Medicine, and Psychiatry, 12, 479-497.

21.       Guarnaccia, P. J., & Rogler, L. H. (1999). Research on culture-bound syndromes: New directions. American Journal of Psychiatry, 156(9), 1322-1327.

22.       Tseng, W. S. (2001). Handbook of cultural psychiatry. San Diego: Academic Press. Ch. 13 (pp. 211-263).

23.       Blue, A. V., & Gaines, A. D. (1992). The ethnopsychiatric repertoire: A review and overview of ethnopsychiatric studies. In A. D. Gaines (Ed.), Ethnopsychiatry: The cultural construction of professional and folk psychiatries (pp. 397-484). Albany, NY: State University of New York Press.

24.       Fabrega, H. (1996). Cultural and historical foundations of psychiatric diagnosis. In J. E. Mezzich, A. Kleinman, H. Fabrega, & D. L. Parron (Eds.), Culture and psychiatric diagnosis: A DSM-IV perspective (pp. 3-14). Washington, DC: American Psychiatric Press.

25.       Kleinman, A. (1996). How is culture important for DSM-IV? In J. E. Mezzich, A. Kleinman, H. Fabrega, & D. L. Parron (Eds.), Culture and psychiatric diagnosis: A DSM-IV perspective (pp. 15-25). Washington, DC: American Psychiatric Press.
26.       Gaines, A. D. (1982). Cultural definitions, behavior, and the person in American psychiatry. In A. J. Marsella & G. M. White (Eds.), Cultural conceptions of mental health and therapy (pp. 167-192). Dordrecht: D. Reidel Publishing.

27.       Gaines, A. D. (1992). From DSM-I to III-R: Voices of self, mastery and the other: A cultural constructivist reading of U.S. psychiatric classification. Social Science and Medicine, 35(1), 3-24.

28.       Frank, J. D., & Frank, J. B. (1991). Persuasion and healing: A comparative study of psychotherapy (3rd ed.). Baltimore: The Johns Hopkins University Press. Ch. 2 (pp. 21-51).

29.       O’Nell, T. D. (1999). “Coming home” among Northern Plains Vietnam veterans: Psychological transformations in pragmatic perspective. Ethos, 27(4), 441-465.

30.       Cushman, P. (1995). Constructing the self, constructing America: A cultural history of psychotherapy. Cambridge, MA: Perseus Publishing. Chs. 1-2 & 8 (pp. 1-33, 210-278).

31.       Gone, J. P. (in press). American Indian mental health service delivery: Persistent challenges and future prospects. In J. S. Mio & G. Y. Iwamasa (Eds.), Multicultural mental health research and resistance: Continuing challenges of the new millennium. New York: Brunner-Routledge.

Maddux, J. E., & Winstead, B. A. (2012). Psychopathology: Foundations for a contemporary understanding (3rd ed.). Mahwah, NJ: Erlbaum.

Krueger, R. F., Chentsova-Dutton, Y. E., Markon, K. E., Goldberg, D., & Ormel, J. (2003). A cross-cultural study of the structure of comorbidity among common psychopathological syndromes in the general health care setting. Journal of Abnormal Psychology, 112, 437-447.

Jackson, J. S., Knight, K. M., & Rafferty, J. A. (2010). Race and unhealthy behaviors: Chronic stress, the HPA axis, and physical and mental health disparities over the life course. American Journal of Public Health, 100, 933-939.

Sue, S., Zane, N., Hall, G. C. N., & Berger, L. K. (2009). The case for cultural competency in psychotherapeutic interventions. Annual Review of Psychology, 60, 525-548.

Takeuchi, D. T., Zane, N., Hong, S., Chae, D. H., Gong, F., Gee, G. C., Walton, E., Sue, S., & Alegría, M. (2007). Immigration​-​related factors and mental disorders among Asian Americans. American Journal of Public Health, 97, 84-90.

Hall, G. C. N., Hong, J. J., Zane, N. W., & Meyer, O. L. (2011). Culturally-competent treatments for Asian Americans: The relevance of mindfulness and acceptance-based therapies. Clinical Psychology: Science and Practice, 18, 215-231.

"Cultural Formulation" by Mezzich which uses the DSM cultural formulation format. 

Cheung, F. M., van de Vijver, F. R., & Leong, F. L. (2011). Toward a new approach to the study of personality in culture. American Psychologist, 66, 593-603.

Corrigan, P.W. (2007). How clinical diagnosis might exacerbate the stigma of mental illness. Social Work, 52, 31-39.

Greiger. I. (2008). A cultural assessment framework and interview protocol. In Suzuki, L.A. & Ponterotto, J.G. (Eds.), Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications. San Francisco, CA: Jossey-Bass. 

Hartung, C.M. & Widiger, T.A. (1998). Gender differences in the diagnosis of mental disorders: Conclusions and controversies of the DSM-IV. Psychological Bulletin, 123, 260-278.

Hays, D.G., Prosek, E.A., & McLeod, A.L. (2010). A mixed methodological analysis of the role of culture in the clinical decision-making process. Journal of Counseling and Development, 88, 114-121.

Horwitz, A.V. (2002). Creating Mental Illness. Chicago, IL : The University of Chicago Press. (Chapter 2)

Oquendo & Graver (1997). Treatment of an Indian woman with major depression by a Latina therapist. Culture, Medicine, & Psychiatry, 21, 115-126.

Additional Books:

Tuesday, August 6, 2013

Killing of Travyon Martin and the Acquittal of George Zimmerman: Community Resources

These resources were compiled by Dr. Toporek (Div 45) and posted on the Div 45 listserv after the acquittal of Zimmerman in the Travyon Martin case.

Compilation Resources for Community regarding Trayvon Martin Killing and George Zimmerman Verdict of Not Guilty (Compiled by Rebecca Toporek, thanks to Kirstyn Chun, Mary Cavagnaro, Gwendolyn Keita, and Kim Mills)

General Articles
  1. Everything will be ok. I love you. Parenting after Trayvon by Melissa Harris-Perry Trayvon
  2. Martin and the stolen youth of black children By Jonathan Capehart 
  3. Justice denied’After Trayvon, having 'the talk' with our son.
Resources from the American Psychological Association 
  1. After-the-Acquittal: The need for honest dialogue about racial prejudice and stereotyping By Gwendolyn Puryear Keita, PhD (Executive Director, APA Public Interest Directorate)
  2. Presidential Task Force on Preventing Discrimination and Promoting Diversity (2012), Dual pathways to a better America: Preventing discrimination and promoting diversity.
  3. Prejudice, stereotypes, and discrimination
  4. APA resolution on racism and racial discrimination: A policy statement in support of the goals of the 2001 World Conference against Racism, Racial Discrimination, Xenophobia, and Related Intolerance
  5. Racial and ethnic bias/profiling in law enforcement and security activities (2001)
  6. Special Issue on Violence Against Individuals and Communities — Reflecting on the Trayvon Martin case. The Journal for Social Action in Counseling and Psychology By Rebecca L. Toporek in Communique (May, 2013)
Scholarship, Science, and Practice- Articles from the Journal for Social Action in Counseling and Psychology
Violence against Individuals and Communities: Reflecting on the Trayvon Martin Case - An Introduction to the Special Issue
Sannisha K. Dale and Jessica Henderson Daniel
Muninder K. Ahluwalia
Narratives and Reflections
Reflections on the Murder of Trayvon Martin
Reston N. Bell, Tiffany J. Jones, Ricshawn Adkins Roane, Kidist M. Square, and Rita Chi-Ying Chung
Bearing Black
Deanne Bell
A Moment to Come Together: Personal Reflections on Trayvon Martin
Roxanne Christensen, LaSonia Barlow, and Demetrius E. Ford

Friday, September 9, 2011

Resources: Racism & Health

This excellent resource website on Racism and Health was put together by Dr. Brondolo and her colleagues.

Friday, February 4, 2011

Resources for how White students respond to MC material

Boatright-Horowitz, S. L., & Soeung, S. (2009). Teaching white privilege to White students can mean saying goodbye to positive student evaluations. American Psychologist, 64, 574-575.

Case, K. (2007). Raising White privilege awareness and reducing racial prejudice: Assessing diversity course effectiveness. Teaching of Psychology, 34, 231-235.

Jackson, L.C. (1999). Ethnocultural resistance to multicultural training: Students and faculty. Cultural Diversity and Ethnic Minority Psychology, 5, 27-36.

Littleford, L. N., Ong, K. S., Tseng, A., Milliken, J. C., & Humy, S. (2010). Perceptions of European American and African American Instructors teaching race-focused courses. Journal of Diversity in Higher Education, 3, 230-244.

MacDonald, S.V. (2007). Struggling with Race: A Grounded Theory Study of the Development of Awareness of Racism by White Counselors in Training. (Unpublished doctoral dissertation.) Western Michigan University, Kalamazoo.

Littleford, L. N., Ong, K. S., Tseng, A., Milliken, J. C., & Humy, S. (2010). Perceptions of European American and African American Instructors teaching race-focused courses. Journal of Diversity in Higher Education, 3, 230-244.

Dass-Brailsford, P. (2007). Racial Identity Change among White Graduate Students. Journal of Transformative Education, 5 (1), 59-78.

Gushue, G.V., & Constantine, M.G. (2007). Color-Blind Racial Attitudes and White Racial Identity Attitudes in Psychology Trainees. Professional Psychology: Research and Practice, 38(3), 321–328.

Sue, D.W., Torino, G.C., Capodilupo, C.M., Rivera, D.P., & Lin, A.I. (2009). How White faculty perceive and react to difficult dialogues on race: Implications for education and training. The Counseling Psychologist 37(8), 1090-1115.

Sue, D.W., Rivera, D.P., Capodilupo, C.M., Lin, A.I., & Torino, G.C. (2010). Racial Dialogues and White Trainee Fears: Implications for Education and Training. Cultural Diversity and Ethnic Minority Psychology, 16 (2), 206–214.

BRANSCOMBE, N. R., SCHMITT, M.T., & SCHIFFHAUER, K. (2007). Racial attitudes in response to thoughts of white privilege. European Journal of Social Psychology, 37, 203–215

Hays, D. G., Chang, C.Y., Havice, P. (2008). White Racial Identity Statuses as Predictors of White Privilege Awareness. Journal of humanistic Counseling, Education, & Development, 47

Friday, October 1, 2010

MC Activity Reflection Paper Guidelines

Multicultural Activity: Reflection Paper Guidelines

As part of the experiential component of diversity training, interns select a minimum of 2 multicultural events to attend, one during fall semester and one during spring semester. In addition, interns complete 2 brief reflection papers describing their experiences, thoughts, feelings and learning experiences. Suggested length is 2-3 pages, typewritten. The papers should address the following questions:

1. Briefly describe the activity. What did you find most interesting? What did you find most different or difficult to understand?
2. How comfortable were you attending the activity? Why?
3. Did you interact with any of the participants? If you did, describe your interaction. If not, why not?
4. What was it like to be unfamiliar with the cultural norms of a group that has different customs and norms than those you are familiar with?
5. What emotional reactions, if any, did you have? How do your personal reactions and assumptions differ from group members participating in the activity?
6. How could your emotional reactions and assumptions influence the counseling relationship?
7. Identify ways in which you can apply your enhanced awareness, combined with your knowledge of the ADDRESSING model, to your work as a culturally competent psychologist?

NOTE: Interns will notify the instructor when they have engaged in the MC activity so that we can discuss these activities in the MC seminar.

Friday, January 29, 2010

Prejudice Reduction Database

Click on the title above for the database The following is a link to a really useful database for prejudice reduction.

Dear Colleagues,

I am happy to announce the launch of our online database of prejudice
and conflict reduction studies, a bibliography of approximately 1,000
empirical reports of interventions to reduce prejudice and/or intergroup
conflict. Donald Green and I initially compiled this database for our
2009 Annual Review paper “Prejudice Reduction: What Works? A Review and
Assessment of Research and Practice.”

The database consists of laboratory and field-based studies, examining
interventions from priming to affirmative action policy. Visitors can do
a keyword search to find specific types of interventions or outcome
measures, for example “diversity training,” “extended contact,”
“media,” “discrimination” and “implicit bias.” Using the advanced search
option, users can also search by study methodology: observational field
study, quasi-experimental field study, laboratory experiment, and field
experiment. Thus, for example, users can search for all educational
interventions tested with a field experimental design.

Users can export the studies they select into a bibliographic list in
APA format, post comments on references, and sign up for an RSS feed to
receive updates of new references added to the database. Within the
database, users also have the option to email in suggestions and new
references (see more on this below).
The database includes unpublished dissertations and policy reports
(advanced search provides an option to look within published or
unpublished). We encourage users to email us new dissertations,
unpublished reports, and any studies we may have missed. The “Help” menu
in the database contains an option to “Email Database Owner,” or you
email me directly at We will continuously update
the database.

You can find the database at: (my webpage), under
the heading “Online database,” or directly through this link: Prejudice
and Conflict reduction

Before emailing me new studies, please read the description of our
exclusion criteria for the database, printed below.
We hope that this will be a pragmatic resource for scholars and
practitioners interested in evidence-based theory and intervention.
Please disseminate widely. Enjoy, and do not hesitate send in your
feedback after you have a look.

All the best,
Betsy Levy Paluck, Princeton University
Donald P. Green, Yale University
with assistance from: Audrey Hall, Meredith Levine, and Rhiannon Thomas
supported by: The Institution for Social and Policy Studies (Yale
University) and Princeton University

Database exclusion criteria: (from Paluck & Green, 2009)
We searched for published and unpublished reports of interventions
conducted with a stated intention of reducing prejudice or
prejudice-related phenomena. We combed online databases of research
literatures in psychology, sociology, education, medicine, policy
studies, and organizational behavior, pairing primary search words
“prejudice,” “stereotype,” “discrimination,” “bias,” “racism,”
“homophobia,” “hate,” “tolerance,” “reconciliation,” “cultural
competence/sensitivity,” and “multicultural” with operative terms like
“reduce,” “program,” “intervention,” “modify,” “education,” “diversity
training,” “sensitize,” and “cooperat∗.”

To locate unpublished academic work, we posted requests on several
organizations’ email listservs, including the Society for Personality
and Social Psychology and the American Evaluation Association, and we
reviewed relevant conference proceedings. Lexis-Nexis and Google were
used to locate nonacademic reports by nonprofit groups, government and
nongovernmental agencies, and consulting firms that evaluate prejudice.
We examined catalogues that advertise diversity programs to see if
evaluations were mentioned or cited. Several evaluation consultants sent
us material or spoke with us about their evaluation techniques. Our
search produced an immense database of 985 published and unpublished
reports written by academics and nonacademics involved in research,
practice, or both.

The assembled body of work includes multicultural education, antibias
instruction more generally, workplace diversity initiatives, dialogue
groups, cooperative learning, moral and values education, intergroup
contact, peace education, media interventions, reading interventions,
intercultural and sensitivity training, cognitive training, and a host
of miscellaneous techniques and interventions. The targets of these
programs are racism, homophobia, ageism; antipathy toward ethnic,
religious, national, and fictitious (experimental) groups; prejudice
toward persons who are overweight, poor, or disabled; and attitudes
toward diversity, reconciliation, and multiculturalism more generally.

We excluded from our purview programs that addressed sex-based prejudice
(the literature dealing with beliefs, attitudes, and behaviors toward
women and men in general, as distinguished from gender-identity
prejudices like homophobia). Sex-based inequality intersects with and
reinforces other group-based prejudice (Jackman 1994, Pratto & Walker
2004), but given the qualitatively different nature and the distinctive
theoretical explanations for sex-based prejudice and inequality (Eagly &
Mlednic 1994, Jackman 1994, Sidanius & Pratto 1999), we believe relevant
interventions deserve their own review. The resulting database
(available at constitutes the most
extensive list of published and unpublished prejudice-reduction reports
assembled to date.

Thursday, October 22, 2009

Spanish versions of consumer summary guides

Spanish versions of six consumer summary guides are now available from The Agency for Healthcare Research and Quality (AHRQ) Effective Health Care Program:

* Medicamentos antidepresivos: Guía para adultos con depresión (Antidepressant Medicines - A Guide for Adults With Depression)
* Comparación de dos tipos de pastillas para la presión arterial alta: ACEI y ARB - Guía para adultos (Comparing Two Kinds of Blood Pressure Pills: ACEIs and ARBs)
* Tratamientos para la estenosis de la arteria renal: Guía para el consumidor (Renal Artery Stenosis Treatments)
* Tratamiento para el cáncer de próstata: Guía para hombres con cáncer localizado de próstata (Comparison of Therapies for Clinically Localized Prostate Cancer)
* Tratamientos para la osteoporosis que ayudan a prevenir fracturas de huesos: Guía para mujeres después de la menopausia (Osteoporosis Treatments That Help Prevent Broken Bones: A Guide for Women After Menopause)
* Medicamentos para la artritis reumatoide: Guía para adultos (Rheumatoid Arthritis Medicines: A Guide for Adults)

Thank you,
Effective Health Care Program

Thursday, February 5, 2009

Multicultural Case Conceptualization

Multicultural case conceptualization

Multicultural (MC) case conceptualization ability is the extent to which therapists/psychologists identify and integrate cultural factors into conceptualizations of the etiology and treatment of a client's presenting concerns (Constantine & Ladany, 2000).

Extent to which a therapist integrates ethnic or racial issues into two conceptualizations of a client's presenting concerns:
A. The first conceptualization needs to be based on beliefs about the factors contributing to the etiology of the client's difficulties;
B. The second conceptualization needs to be based on beliefs about what would be an effective treatment focus or plan in addressing the client's problems.

Two interrelated cognitive processes: differentiation and integration are examined to measure MC case conceptualization ability
i. Differentiation is defined as a counselor's ability to offer alternative interpretations or perspectives of a client's presenting problems and the nature of the treatment that could be provided. The higher the number of options presented in relation to a client's problems, the higher the degree of differentiation.
ii. Integration is characterized by a counselor's ability to formulate associations between and among differentiated interpretations.

By default, the more distinct ideas that are presented in a case conceptualization, the more differentiated the response. Moreover, a greater number of words in the context of a case conceptualization would not necessarily translate to higher integration scores because the hypothesized ideas must be linked. (For example, although a respondent may discuss issues related to a client's endogenous depression in multiple sentences in a case conceptualization, the response would count only as one idea).

The above was excerpted and modifed from:
Constantine, M. G. & Ladany, N. (2000). Self-report multicultural counseling competence scales: Their relation to social desirability attitudes and multicultural case conceptualization ability. Journal of Counseling Psychology, 47(2), 155-164.

Multicultural Case Conceptualization 2: Evaluation Criteria

Possible criteria for evaluation of MC case conceptualization ability

0 = no differentiation, no integration, i.e., no indication of ethnic or racial issues in conceptualizing the client's problems.

1= low differentiation, no integration, i.e., one or more references to ethnic or racial issues in the conceptualization of the client's problems, with no connections made between two or more differentiated interpretations.

2= low differentiation, low integration, i.e., one or more references to ethnic or racial issues in the conceptualization of the client's problems, with one connection made between two or more differentiated interpretations.

3 = moderate differentiation, low integration, i.e., two or more references to ethnic or racial issues in the conceptualization of the client's problems, with one connection made between two or more differentiated interpretations.

4= moderate differentiation, moderate integration, i.e., two or more references to ethnic or racial issues in the conceptualization of the client's problems, with two connections made between two or more differentiated interpretations.

5 = high differentiation, high integration, i.e., three or more indications of ethnic or racial issues in conceptualizing the client's problems, with three or more connections made between differentiated interpretations.

The above was excerpted and modifed from:
Constantine, M. G. & Ladany, N. (2000). Self-report multicultural counseling competence scales: Their relation to social desirability attitudes and multicultural case conceptualization ability. Journal of Counseling Psychology, 47(2), 155-164.

NOTE: The original article only specified criteria for ratings of 0, 3, and 5. I tried to get the complete rating but have not heard back from the authors. I decided to add criteria for the other ratings.

MC Case Conceptualization 3: How to do it

How to do the MC case conceptualization:

I have broken down the process of developing a MC case conceptualization into different steps. While these steps impose artificial categories, I highly recommend that you follow these steps one-by-one to manage the complexity that develops when you incorporate MC factors. Following these steps will also facilitate increased understanding of the different diversity factors in the ADdRESSING model (by Hays, 2001) and the possible intersections between these factors.

1. Look at "conventional" ways (without integrating any MC factors) to conceptualize the etiology of the client problems.

2. Identify the different ADDRESSING factors that may be relevant in your case and may provide alternative interpretations to the etiology of the client’s problems. Use the attached list (from: Addressing Cultural Complexities in Practice: A Framework of Clinicians and Counselors Pamela A. Hays, 2001).

3. Look at Step 2- how do the different ADdRESSING factors interact/intersect? Develop interpretations that incorporate these interactions/intersections to conceptualize the etiology of her problems (this would be A& ii):

4. Develop a treatment plan using what you found in Step 3. Can you identify how incorporating ADdRESSING factors changes your treatment plan?

Cultural factors
Age and generational influences
Developmental and Acquired Disabilities
Religion and Spiritual Orientation
Socioeconomic Status
Sexual Orientation
Indigenous Heritage
National Origin

Thursday, October 9, 2008

Racial Identity Exercise

1. Take the IAT available here: IAT
Start with the Race IAT (Scroll down to the 10th test) and if you have time, take the Weapons IAT.

2. Watch the film (its about 6 minutes)

For both 1 and 2: Think about the results of the IAT and what the film shows: how do we learn about race and skin color? Did someone tell you to have a preference or not have a preference for a particular skin color? Did someone specifically tell the children in the film to have a preference for a particular skin color?

3. Read the chapter on White Racial Identity in Sue and Sue's Counseling the Culturally Different (xerox copies are in your mailbox) OR in the supplemental materials I gave you

4. Think of and identify where you are in Helm's model of White Racial Identity Development.

5. How do you think racial identity status can influence your clinical practice and your supervisory practice?

UPDATE: For those who are interested, you can go here to read posts on Implicit Attitudes. The right hand side column lists all the posts.

UPDATE 2: This is an instance of how the IAT can be relevant to our life

Tuesday, October 7, 2008

Muslim Mental Health

Journal of Muslim Mental Health is pleased to present the two-part thematic series~ "Islamic Religiosity: Measures and Mental Health" ~2007 Volume 2, Issue 2 & 2008 Volume 3, Issue 1

The Journal of Muslim Mental Health announces a two-part thematic series that introduces instruments measuring Islamic religious identity and examines intersections of religious identity and mental health. In light of the dearth of validated instruments for use with Muslims, this will be an essential reference volume for researchers and clinicians working with Muslim populations. Papers published in this series come from well-recognized authors from Australia, Egypt, Kuwait, Iran, Pakistan, United Arab Emirates, United Kingdom, and United States. Papers include conceptual reviews, reports on research results, and case study; see list of titles below.

Topic areas address the following:
1. Conceptual and practical challenges in defining and measuring Islamic religious identity
2. Psychometric properties of more than 10 modified and newly-developed instruments of religiousness and aspects of Muslim identity, measuring the constructs:
· Attitudes towards religion
· Religious commitment and general religiousness
· Questing and religious reflection
· Religious and theological knowledge
· Islamic moral values
· Fundamentalism
· Religious coping
· Perceived religious discrimination
· Religiosity in spousal selection and marital satisfaction
3. Examination of relationship between religious identity and mental health
4. Integration of religiosity in mental health counseling

For more information about the Journal of Muslim Mental Health and how to subscribe, please visit or contact

Accessibility and Disability Resources

This information was sent out in an email to POWR-L by Ken Pope.

Today I updated and expanded the "Assistive Technology for Computers &Printed Material" section of the *Accessibility & Disability Information & Resources in Psychology Training & Practice* web site.

This section provides descriptions of and links to software and hardwareresources that people with disabilities can use to work more effectivelywith computers or printed materials.
These assistive technologies include screen readers, talking webbrowsers, printed text readers, braille translators (text-to-braille and braille-to-text), text-to-voice software to put books into audio formats (for CDs, iPods, etc.), screen magnifiers, special computer keyboards,and technology that allows control of a computer through head movements or eye movements.

The Accessibility & Disability Information & Resources in Psychology Training & Practice web site is at:<> Please forward this announcement to any lists or individuals who mightbe interested in these resources.
Ken Pope

Monday, October 6, 2008

Articles on the Internet

How transgender women challenge feminism

If Women Were More Like Men: Why Females Earn Less and the original study is here Proving that women earn less

Children aware of White male monopoly on White House

(citation: University of Texas at Austin (2008, October 5). Children Aware Of White Male Monopoly On White House. ScienceDaily. Retrieved October 6, 2008, from­ /releases/2008/10/081005121335.htm).

A white muslim woman writes about what happened when she stopped wearing a hijab

1) CDC Finds Alcohol Taking Deadly Toll on Native Americans.

2) The Way Home Tour is a national campaign planned for 2009 to support a collective healing of Native American peoples from the curse of “intergenerational trauma.”

3) Indian students are more than twice as likely to be paddled in school, according to a report being released on August 20, 2008.

4) Broken Justice in Indian Country.

5) October 8th, 2008 is Health Cares about Domestic Violence Day! The HCADV Day organizing packet will help you get started:

6) Report Highlights Challenges of Combating Drug Traffickers Who Target Native American Communities July 21, 2008.

Wednesday, October 1, 2008

Looking at family of origin

Here is an assignment that can help you look at your family of origin and identifying what being "White" means.

"Ethnicity patterns our thinking, feeling, and behavior in both obvious and subtle ways, although generally we are not aware of it. It plays a major role in determining what we eat and how we work, relate, celebrate holidays and rituals, and feel about life, death, and illness." (McGoldrick, Giordano, & Pearce, 1996, p. viii)

This assignment is designed to sensitize us as future mental health professionals to the range of values (our own included) within our multicultural society. To begin with, please choose at least one chapter from the McGoldrick, Giordano, & Garcia-Preto, (1996) text that best reflects your own ethnic heritage. In this country, it is often an oversimplification to define one's identity as that of a single ethnic group. If yours is a multicultural family, and you are wondering which chapter to focus on, take into consideration that most often the mother sets the tone in the home and child-rearing. On the other hand, if the father is the parent with the strongest ethnic identification, his ethnicity might have the strongest influence in the family.

After reading the chapter or chapters most pertinent to you, write a paper/outline using points 1-10. Indicate insights you might have gained about your own values and preferences through reading the chapter(s). Speculate how these values and preferences might come into play as you assume the professional role of mental health professional (clinician, administrator, educator, or researcher).
1. Identify the culture to which you belong and the relationship of your group to that of individuals from other groups. Have knowledge of your heritage, for e.g., ethnicity, language, family’s immigration history.
2. Identify the specific cultural group from which you derive your fundamental cultural heritage and the significant beliefs and attitudes held by those cultures that are assimilated into your own attitudes and beliefs.
3. Identify specific attitudes, values, and beliefs from your own heritage and cultural learning that support behaviors that demonstrate respect and valuing of differences and those that impede or hinder respect and valuing of differences.
4. Identify at least 5 personal, relevant cultural traits and explain how each has influenced your cultural values.
5. Identify the history of your culture in relation to educational opportunities and its impact on your current worldview.
6. Articulate the beliefs of your own cultural and religious groups as these relate to sexual orientation, able-bodiedness, and so forth, and the impact of these beliefs in a counseling relationship.
7. Appreciate and articulate positive aspects of your own heritage that provide strengths in understanding differences.
8. Recognize and discuss your family's and culture's perspectives of acceptable (normal) codes of conduct and what are unacceptable (abnormal).
9. Recognize the cultural bases of your communication style, and the differences between your style and the styles of those different from themselves.
10. Identify cultural differences and expectations regarding role and responsibility in family, participation of family in career decision making, appropriate family members to be involved when seeking help, culturally acceptable means of expressing emotion and anxiety and so forth.

Note: Some of this assignment was excerpted from a similar assignment given by Dr. Flora Hoodin for EMU's ethics class. Points 1-10 are excerpted from the learning objectives outlined by Arredondo et al.


I have found the Implicit Attitude Test (IAT) to be useful in starting a conversation about one's awareness around issues of race. What is the IAT? From their website:

It is well known that people don't always 'speak their minds', and it is suspected that people don't always 'know their minds'. Understanding such divergences is important to scientific psychology.
This web site presents a method that demonstrates the conscious-unconscious divergences much more convincingly than has been possible with previous methods. This new method is called the Implicit Association Test, or IAT for short.
In addition, this site contains various related information. The value of this information may be greatest if you try at least one test first...

Here is the link to the IAT. I'd recommend starting with the Race IAT.

Doll Test

Remember the "doll test” initially conducted by Dr. Kenneth Clark- it was used in Brown v. Board of Education for desegregation of schools. There is more information about this test at the following link: The original doll test

Kiri Davis reconducts the test in this film (2005). For more information about the film, check out:
Kiri Davis Film

Watch the film