tag:blogger.com,1999:blog-72105850660480416342024-03-08T01:35:33.224-08:00Multicultural Psychology: Training ResourcesA blog with resources for the multicultural training of psychologists and future psychologists.MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-7210585066048041634.post-49923165071152368842014-03-19T15:07:00.000-07:002014-03-19T15:09:41.248-07:00Suicide Awareness and Prevention among Asian Americans<br />
Excellent bibliography on Asian American suicide-related outcomes by Dr. Y. Joel Wong (joelwong@indiana.edu)<br />
<br />
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 12.800000190734863px;">
<a href="https://sites.google.com/a/sapasianamerican.org/www/research/bibliography" style="color: #1155cc;" target="_blank">https://sites.google.com/a/<wbr></wbr>sapasianamerican.org/www/<wbr></wbr>research/bibliography</a></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 12.800000190734863px;">
<br /></div>
MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-85490975892629723352013-08-15T16:20:00.000-07:002013-08-15T16:20:00.237-07:00Resources on Boarding Schools For Native American ChildrenResources were compiled on Div 45 listserv<br />
<br />
<ol>
<li>Dean Lori Quigley and The Sage Colleges (Sage.edu)- video called "Unseen Tears". </li>
<li>Teaching Indians to be White: Video </li>
<li>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. </li>
<li>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. </li>
<li>The Thick Dark Fog (video)
http://www.thickdarkfog.com/ </li>
<li>Beyond the Mesas
http://beyondthemesas.com/category/hopi-videos/ </li>
<li>Our Spirits Don't Speak English
http://www.richheape.com/boarding-school.htm</li>
</ol>
MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com2tag:blogger.com,1999:blog-7210585066048041634.post-69546271158287634062013-08-09T09:15:00.000-07:002013-08-09T09:15:40.645-07:00Words & Images Matter<a href="http://www.theroot.com/views/santa-claus-black-man-singer-grown" target="_blank">Santa is a black man</a>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-2421500262337736692013-08-08T15:04:00.000-07:002013-08-08T15:04:34.872-07:00Resources for teaching psychopathology (compiled on Div 45 listserv)<div class="MsoNormal">
Lillian Comas-Diaz's <i>Multicultural Care</i>.<o:p></o:p></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">REFERENCE
LIST FOR COURSE PACKET<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">1. U.S.
Department of Health and Human Services. (2001). <u>Mental health: Culture,
race, and ethnicity—A supplement to Mental health: A report of the Surgeon
General</u>. Rockville, MD: Author. Chs. 1-2, 4, 7 (pp. 3-49, 79-104, 159-169).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">2. Kazarian,
S. S., & Evans, D. R. (1998). Cultural clinical psychology. In S. S.
Kazarian & D. R. Evans (Eds.), <u>Cultural clinical psychology: Theory,
research, and practice</u> (pp. 3-38). Oxford: Oxford University Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">3. Murphy,
J. M. (1976). Psychiatric labeling in cross-cultural perspective. <u>Science</u>,
<u>191</u>, 1019-1028.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">4-5. Tseng,
W. S. (2001). <u>Handbook of cultural psychiatry</u>. San Diego: Academic
Press. Chs. 11 & 9 (pp. 177-193, 141-163).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">6. Lopez,
S. R., & Guarnaccia, P. J. (2000). Cultural psychopathology: Uncovering the
social world of mental illness. <u>Annual Review of Psychology</u>, <u>51</u>,
571-598.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">7. American
Psychiatric Association. (2000). <u>Diagnostic and statistical manual of mental
disorders</u> (4<sup>th</sup> ed., text revision). Washington, DC: Author.
Appendix G (pp. 897-903).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">8. Geertz,
C. (1973). <u>The interpretation of cultures</u>. New York: Basic Books. Chs. 1-2 (pp. 1-54).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">9. LeVine,
R. A. (1984). Properties of culture: An ethnographic view. In R. A. Shweder
& R. A. LeVine (Eds.), <u>Culture theory: Essays on mind, self, and emotion</u>
(pp. 67-87). Cambridge: Cambridge University Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">10. Shweder,
R. A. (2001). Culture: Contemporary views. In N. J. Smelser & P. B. Baltes
(Eds.), <u>International encyclopedia of the social and behavioral sciences</u>
(pp. 3151-3158). Paris: Elsevier.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">11. Shweder,
R. A. (1991). <u>Thinking through cultures: Expeditions in cultural psychology</u>.
Cambridge, MA: Harvard University Press.
Ch. 2 (pp. 73-110, 359-364).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">12. Shweder,
R. A., & Sullivan, M. A. (1990). The semiotic subject of cultural
psychology. In L. A. Pervin (Ed.), <u>Handbook of personality: Theory and
research</u> (pp. 399-416). New York: The Guilford Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">13. Lutz,
C., & White, G. M. (1986). The anthropology of emotions. <u>Annual Review
of Anthropology</u>, <u>15</u>, 405-436.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">14. White,
G. M. (1992). Ethnopsychology. In T. Schwartz, G. M. White, & C. A. Lutz
(Eds.), <u>New directions in psychological anthropology</u> (pp. 21-46).
Cambridge: Cambridge University Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">15. Sapir,
E. (1949). Cultural anthropology and psychiatry. In D. Mandelbaum (Ed.), <u>Selected
writings of Edward Sapir in language, culture, and personality</u> (pp.
509-521). Los Angeles: University of California Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">16. Marsella,
A. J. (1982). Culture and mental health: An overview. In A. J. Marsella &
G. M. White (Eds.), <u>Cultural conceptions of mental health and therapy</u>
(pp. 359-388). Dordrecht: D. Reidel Publishing.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">17. Kleinman,
A. (1987). Anthropology and psychiatry: The role of culture in cross-cultural
research on illness. <u>British Journal of Psychiatry</u>, <u>151</u>, 447-454.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">18. Littlewood,
R. (1980). From categories to contexts: A decade of the “new cross-cultural
psychiatry.” <u>British Journal of Psychiatry</u>, <u>156</u>, 308-327.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">19. Good,
B. J. (1992). Culture and psychopathology: Directions for psychiatric
anthropology. In T. Schwartz, G. M. White, & C. A. Lutz (Eds.), <u>New
directions in psychological anthropology</u> (pp. 181-205). Cambridge:
Cambridge University Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">20. Shweder.
R. A. (1988). Suffering in style. <u>Culture, Medicine, and Psychiatry</u>, <u>12</u>,
479-497.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">21. Guarnaccia,
P. J., & Rogler, L. H. (1999). Research on culture-bound syndromes: New
directions. <u>American Journal of Psychiatry</u>, <u>156</u>(9), 1322-1327.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">22. Tseng,
W. S. (2001). <u>Handbook of cultural psychiatry</u>. San Diego: Academic Press.
Ch. 13 (pp. 211-263).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">23. Blue,
A. V., & Gaines, A. D. (1992). The ethnopsychiatric repertoire: A review
and overview of ethnopsychiatric studies. In A. D. Gaines (Ed.), <u>Ethnopsychiatry:
The cultural construction of professional and folk psychiatries</u> (pp.
397-484). Albany, NY: State University of New York Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">24. Fabrega,
H. (1996). Cultural and historical foundations of psychiatric diagnosis. In J.
E. Mezzich, A. Kleinman, H. Fabrega, & D. L. Parron (Eds.), <u>Culture and
psychiatric diagnosis: A DSM-IV perspective</u> (pp. 3-14). Washington, DC:
American Psychiatric Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">25. Kleinman,
A. (1996). How is culture important for DSM-IV? In J. E. Mezzich, A. Kleinman,
H. Fabrega, & D. L. Parron (Eds.), <u>Culture and psychiatric diagnosis: A
DSM-IV perspective</u> (pp. 15-25). Washington, DC: American Psychiatric Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">26. Gaines,
A. D. (1982). Cultural definitions, behavior, and the person in American
psychiatry. In A. J. Marsella & G. M. White (Eds.), <u>Cultural conceptions
of mental health and therapy</u> (pp. 167-192). Dordrecht: D. Reidel
Publishing.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">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. <u>Social
Science and Medicine</u>, <u>35</u>(1), 3-24.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">28. Frank,
J. D., & Frank, J. B. (1991). <u>Persuasion and healing: A comparative
study of psychotherapy</u> (3<sup>rd</sup> ed.). Baltimore: The Johns Hopkins
University Press. Ch. 2 (pp. 21-51).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">29. O’Nell,
T. D. (1999). “Coming home” among Northern Plains Vietnam veterans:
Psychological transformations in pragmatic perspective. <u>Ethos</u>, <u>27</u>(4),
441-465.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">30. Cushman,
P. (1995). <u>Constructing the self, constructing America: A cultural history
of psychotherapy</u>. Cambridge, MA: Perseus Publishing. Chs. 1-2 & 8 (pp.
1-33, 210-278).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">31. <span style="letter-spacing: -.1pt;">Gone, J. P. (in press). American Indian mental
health service delivery: Persistent challenges and future prospects. In J. S.
Mio & G. Y. Iwamasa (Eds.), <u>Multicultural mental health research and
resistance: Continuing challenges of the new millennium</u>. New York: Brunner-Routledge.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";">Maddux, J. E.,
& Winstead, B. A. (2012). <i>Psychopathology:
Foundations for a contemporary understanding</i> (3rd ed.). Mahwah, NJ:
Erlbaum.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Krueger</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";">, 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. <i>Journal</i><i>
of Abnormal<b> </b>Psychology</i>,<i> 112</i>, 437-447.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";">Jackson, J. S.,
Knight, K. M., & Rafferty, J. A. (2010). </span><a href="http://psycnet.apa.org/index.cfm?fa=search.displayRecord&id=0FEEB997-F024-8FBE-9639-437C538829AC&resultID=2&page=1&dbTab=all"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";">Race and unhealthy behaviors: Chronic
stress, the HPA axis, and physical and mental health disparities over the life course.</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";"> <i>American
Journal of Public Health</i>, <i>100</i>,
933-939. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";">Sue, S., Zane,
N., Hall, G. C. N., & Berger, L. K. (2009). The case for cultural
competency in psychotherapeutic interventions. <i>Annual Review of Psychology</i>, <i>60</i>,
525-548.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";">Takeuchi, D.
T., Zane, N., Hong, S., Chae, D. H., Gong, F., Gee, G. C., Walton, E., Sue, S.,
& Alegría, M. (2007). </span><a href="http://psycnet.apa.org/index.cfm?fa=search.displayRecord&id=0FF23984-CC23-C25A-C01B-8E976EDB8479&resultID=38&page=2&dbTab=all"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";">Immigration-related factors and
mental disorders among Asian Americans.</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";"> <i>American Journal
of Public Health</i>, <i>97</i>, 84-90.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman";">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. <i>Clinical Psychology: Science and
Practice</i>, <i>18</i>, 215-231.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman";">"Cultural Formulation" by Mezzich which uses the DSM cultural
formulation format. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<span lang="ES-MX" style="font-family: 'Times New Roman', serif; font-size: 12pt;">Cheung, F. M., van de Vijver, F. R., & Leong, F.
L. (2011). </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Toward a new approach to
the study of personality in culture. <i>American Psychologist</i>, <i>66</i>,
593-603.<o:p></o:p></span></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Corrigan, P.W. (2007).
How clinical diagnosis might exacerbate the stigma of mental illness. <i>Social
Work, 52</i>, 31-39.<o:p></o:p></span></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Greiger. I. (2008). A
cultural assessment framework and interview protocol. In Suzuki, L.A. &
Ponterotto, J.G. (Eds.), <i>Handbook of Multicultural Assessment: Clinical,
Psychological, and Educational Applications.</i> San Francisco, CA:
Jossey-Bass. <o:p></o:p></span></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Hartung, C.M. &
Widiger, T.A. (1998). </span><a href="http://ezproxy.adler.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006823-199805000-00006&LSLINK=80&D=ovft"><span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Gender differences in the diagnosis of mental
disorders: Conclusions and controversies of the DSM-IV</span></a><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">.<i> Psychological Bulletin, 123</i>, 260-278.<o:p></o:p></span></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">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.<o:p></o:p></span></div>
<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Horwitz, A.V. (2002). <i>Creating
Mental Illness.</i> Chicago, IL : The University of Chicago Press. (Chapter 2)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
Oquendo
& Graver (1997). Treatment of an Indian woman with major depression by a
Latina therapist. <i>Culture, Medicine, & Psychiatry, 21</i>, 115-126.<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";">Additional
Books:<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<a href="http://www.amazon.com/Interviewing-Clients-across-Cultures-Practitioners/dp/1606234056/ref=sr_1_1?ie=UTF8&qid=1373462854&sr=8-1&keywords=fontes+interviewing"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";">http://www.amazon.com/Interviewing-Clients-across-Cultures-Practitioners/dp/1606234056/ref=sr_1_1?ie=UTF8&qid=1373462854&sr=8-1&keywords=fontes+interviewing</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<a href="http://www.amazon.com/Addressing-Cultural-Complexities-Practice-Assessment/dp/1433802198/ref=sr_1_1?s=books&ie=UTF8&qid=1373462907&sr=1-1&keywords=addressing+hays"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";">http://www.amazon.com/Addressing-Cultural-Complexities-Practice-Assessment/dp/1433802198/ref=sr_1_1?s=books&ie=UTF8&qid=1373462907&sr=1-1&keywords=addressing+hays</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; letter-spacing: -.1pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<br />MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-36409697141230657172013-08-07T10:33:00.000-07:002013-08-07T10:33:05.109-07:00Major Transgender and Genderqueer SitesComprehensive listing of Transgender and GenderQueer websites <a href="http://transqueerwellness.org/transgq">http://transqueerwellness.org/transgq</a>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-42216317217216392532013-08-07T10:31:00.000-07:002013-08-07T10:31:18.833-07:00Trans*, GenderQueer, and Queer TermsExcellent description of <a href="http://www.transqueerwellness.org/terms" target="_blank">Trans*, GenderQueer, and Queer Terms</a>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-74820793172459342422013-08-06T16:32:00.004-07:002013-08-06T16:32:58.572-07:00Killing of Travyon Martin and the Acquittal of George Zimmerman: Community ResourcesThese 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.<br />
<br />
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)<br />
<br />
<b>General Articles</b><br />
<ol>
<li><a href="http://thegrio.com/2013/07/16/everything-will-be-ok-i-love-you-parenting-after-trayvon/#s:palandmhp-2" target="_blank">Everything will be ok. I love you.</a> Parenting after Trayvon by Melissa Harris-Perry Trayvon</li>
<li><a href="http://www.washingtonpost.com/blogs/post-partisan/wp/2013/07/15/trayvon-martin-and-the-stolen-youth-of-black-children/" target="_blank">Martin and the stolen youth of black children</a> By Jonathan Capehart </li>
<li><a href="http://thegrio.com/2013/07/14/marian-wright-edelman-statement-on-the-zimmerman-verdict-justice-denied/" target="_blank">Justice denied’After Trayvon, having 'the talk' with our son.</a></li>
</ol>
<b>Resources from the American Psychological Association </b><br />
<ol>
<li><a href="http://psychologybenefits.org/2013/07/22/after-the-acquittal-the-need-for-honest-dialogue-about-racial-prejudice-and-stereotyping/" target="_blank">After-the-Acquittal: The need for honest dialogue about racial prejudice and stereotyping</a> <span style="font-family: Times, serif; font-size: 12pt;">By Gwendolyn Puryear Keita, PhD (Executive Director,<b> </b><a href="http://www.apa.org/pi" style="font-weight: bold;" target="_blank"><span style="font-weight: normal;">APA Public Interest Directorate</span></a><b>)</b></span></li>
<li><div class="yiv1814023049msonormal" style="background: white; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Presidential
Task Force on Preventing Discrimination and Promoting Diversity (2012), <i><a href="http://www.apa.org/pubs/info/reports/promoting-diversity.aspx" target="_blank">Dual pathways to a better America: Preventing discrimination and promoting diversity</a>.</i></span></div>
</li>
<li><a href="http://www.apa.org/about/policy/prejudice.pdf" target="_blank">Prejudice, stereotypes, and discrimination</a></li>
<li><div class="yiv1814023049msonormal" style="background: white; margin-bottom: .0001pt; margin: 0in;">
<a href="http://www.apa.org/about/policy/hate-crimes.aspx" target="_blank">Hate Crimes (2005)</a></div>
</li>
<li><a href="http://www.apa.org/about/policy/chapter-4.aspx#2001-world-conference" target="_blank">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 </a></li>
<li><a href="http://www.apa.org/about/policy/racial-profiling.aspx" target="_blank">Racial and ethnic bias/profiling in law enforcement and security activities (2001)</a></li>
<li><a href="http://www.apa.org/pi/oema/resources/communique/2013/05/social-action.aspx" target="_blank">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)</a></li>
</ol>
<b>Scholarship, Science, and Practice- Articles from the Journal for Social Action in Counseling and Psychology</b><br /><b><span style="font-family: "Times","serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><span style="color: blue;"><a href="http://www.psysr.org/jsacp/Toporek-v5n1-13_1-10.pdf" target="_blank">Violence against Individuals and Communities: Reflecting on
the Trayvon Martin Case - An Introduction to the Special Issue</a></span></span></b><ol>
</ol>
<div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><a href="http://www.psysr.org/jsacp/Mays-et-al-v5n1-13_11-36.pdf" target="_blank"><span style="color: blue;">Using the Science of Psychology to Target Perpetrators of
Racism and Race-Based Discrimination for Intervention Efforts: Preventing
Another Trayvon Martin Tragedy</span></a></span></b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><br />
Vickie M. Mays, Denise Johnson, Courtney N. Coles, Denise Gellene and Susan D.
Cochran<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><a href="http://www.psysr.org/jsacp/Dale-v5n1-13_37-49.pdf" target="_blank"><span style="color: blue;">Talking about the Trayvon Martin Case in Psychology and
Counseling Training and Psychotherapy</span></a></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";">
Sannisha K. Dale and Jessica Henderson Daniel<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><a href="http://www.psysr.org/jsacp/Ahluwalia-v5n1-13_50-58.pdf" target="_blank"><span style="color: blue;">“What’s under There?” The Questioning of Civil Rights for
Sikh Men</span></a></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";">
Muninder K. Ahluwalia<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><a href="http://www.psysr.org/jsacp/Lyubansky-v5n1-13_59-72.pdf" target="_blank"><b><span style="color: blue;">Restorative Justice for Trayvon Martin</span></b></a><br />
Mikhail Lyubansky<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";">Narratives
and Reflections</span></b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><a href="http://www.psysr.org/jsacp/Williams-v5n1-13_79-87.pdf" target="_blank"><span style="color: blue;">Moving from Words to Action: Reflections of a First Year
Counselor Educator for Social Justice</span></a></span></b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><br />
Joseph M. Williams<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><a href="http://www.psysr.org/jsacp/Bell-et-al-v5n1-13_88-102.pdf" target="_blank"><span style="color: blue;">Reflections on the Murder of Trayvon Martin</span></a></span></b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><br />
Reston N. Bell, Tiffany J. Jones, Ricshawn Adkins Roane, Kidist M. Square, and
Rita Chi-Ying Chung<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><a href="http://www.psysr.org/jsacp/Pope-v5n1-13_103-115.pdf" target="_blank"><span style="color: blue;">Reflections of a Black Male Counseling Psychology Doctoral
Student: Lessons Learned from APA Division 45 Commentary and the Role of Social
Justice for Counseling Psychologists</span></a></span></b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><br />
Ricky J. Pope<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><a href="http://www.psysr.org/jsacp/Arora-v5n1-13_116-121.pdf" target="_blank"><span style="color: blue;">Reflections on the Experiences of Turbaned Sikh Men in the
Aftermath of 9/11</span></a></span></b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><br />
Kiran S. K. Arora<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><a href="http://www.psysr.org/jsacp/Bell-v5n1-13_122-125.pdf" target="_blank"><span style="color: blue;">Bearing Black</span></a></span></b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><br />
Deanne Bell<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><a href="http://www.psysr.org/jsacp/Palmer-v5n1-13_126-130.pdf" target="_blank"><span style="color: blue;">Dissecting the Killing of Trayvon Martin: The Power Factor</span></a></span></b><span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><br />
Geraldine L. Palmer<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Times","serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><a href="http://www.psysr.org/jsacp/Christensen-v5n1-13_131-137.pdf" target="_blank"><span style="color: blue;">A Moment to Come Together: Personal
Reflections on Trayvon Martin</span></a></span></b><span style="font-family: "Times","serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br />
Roxanne Christensen, LaSonia Barlow, and Demetrius E. Ford</span></div>
<div class="MsoNormal">
<span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Times","serif"; mso-bidi-font-family: "Times New Roman";"><br /></span></div>
</div>
MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-9984335533951359742012-10-17T20:50:00.001-07:002012-10-17T20:50:05.840-07:00Suicide awareness and prevention resources for Asian Americans<a href="https://sites.google.com/a/sapasianamerican.org/www/"></a>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-44247614433003317602011-09-09T14:06:00.000-07:002011-09-09T14:08:34.433-07:00Resources: Racism & HealthThis excellent resource website on Racism and Health was put together by Dr. Brondolo and her colleagues.MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-86485225887454199082011-02-04T10:46:00.000-08:002011-02-04T11:14:22.731-08:00Resources for how White students respond to MC materialBoatright-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.<br /><br />Case, K. (2007). Raising White privilege awareness and reducing racial prejudice: Assessing diversity course effectiveness. Teaching of Psychology, 34, 231-235.<br /><br />Jackson, L.C. (1999). Ethnocultural resistance to multicultural training: Students and faculty. Cultural Diversity and Ethnic Minority Psychology, 5, 27-36.<br /><br />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.<br /><br />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.<br /><br />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.<br /><br />Dass-Brailsford, P. (2007). Racial Identity Change among White Graduate Students. Journal of Transformative Education, 5 (1), 59-78.<br /><br />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.<br /><br />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. <br /><br />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.<br /><br />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 <br /><br />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, 47MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-20033049103889851872010-10-01T11:26:00.001-07:002010-10-01T11:26:42.738-07:00MC Activity Reflection Paper GuidelinesMulticultural Activity: Reflection Paper Guidelines<br /><br />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: <br /><br />1. Briefly describe the activity. What did you find most interesting? What did you find most different or difficult to understand? <br />2. How comfortable were you attending the activity? Why? <br />3. Did you interact with any of the participants? If you did, describe your interaction. If not, why not?<br />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? <br />5. What emotional reactions, if any, did you have? How do your personal reactions and assumptions differ from group members participating in the activity?<br />6. How could your emotional reactions and assumptions influence the counseling relationship?<br />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?<br /><br />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.MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-77836297051997834282010-01-29T15:20:00.000-08:002010-01-29T15:55:50.360-08:00Prejudice Reduction DatabaseClick on the title above for the database The following is a link to a really useful database for prejudice reduction. <br /><br />**************************************************************<br /> Dear Colleagues,<br /><br /> I am happy to announce the launch of our online database of prejudice<br /> and conflict reduction studies, a bibliography of approximately 1,000<br /> empirical reports of interventions to reduce prejudice and/or intergroup<br /> conflict. Donald Green and I initially compiled this database for our<br /> 2009 Annual Review paper “Prejudice Reduction: What Works? A Review and<br /> Assessment of Research and Practice.”<br /><br /> The database consists of laboratory and field-based studies, examining<br /> interventions from priming to affirmative action policy. Visitors can do<br /> a keyword search to find specific types of interventions or outcome<br /> measures, for example “diversity training,” “extended contact,”<br /> “media,” “discrimination” and “implicit bias.” Using the advanced search<br /> option, users can also search by study methodology: observational field<br /> study, quasi-experimental field study, laboratory experiment, and field<br /> experiment. Thus, for example, users can search for all educational<br /> interventions tested with a field experimental design.<br /><br /> Users can export the studies they select into a bibliographic list in<br /> APA format, post comments on references, and sign up for an RSS feed to<br /> receive updates of new references added to the database. Within the<br /> database, users also have the option to email in suggestions and new<br /> references (see more on this below).<br /> The database includes unpublished dissertations and policy reports<br /> (advanced search provides an option to look within published or<br /> unpublished). We encourage users to email us new dissertations,<br /> unpublished reports, and any studies we may have missed. The “Help” menu<br /> in the database contains an option to “Email Database Owner,” or you<br /> email me directly at epaluck@princeton.edu. We will continuously update<br /> the database.<br /><br /> You can find the database at: betsylevypaluck.com (my webpage), under<br /> the heading “Online database,” or directly through this link: Prejudice<br /> and Conflict reduction<br /><br /> Before emailing me new studies, please read the description of our<br /> exclusion criteria for the database, printed below.<br /> We hope that this will be a pragmatic resource for scholars and<br /> practitioners interested in evidence-based theory and intervention.<br /> Please disseminate widely. Enjoy, and do not hesitate send in your<br /> feedback after you have a look.<br /><br /> All the best,<br /> Betsy Levy Paluck, Princeton University<br /> Donald P. Green, Yale University<br /> with assistance from: Audrey Hall, Meredith Levine, and Rhiannon Thomas<br /> supported by: The Institution for Social and Policy Studies (Yale<br /> University) and Princeton University<br /><br /> Database exclusion criteria: (from Paluck & Green, 2009)<br /> We searched for published and unpublished reports of interventions<br /> conducted with a stated intention of reducing prejudice or<br /> prejudice-related phenomena. We combed online databases of research<br /> literatures in psychology, sociology, education, medicine, policy<br /> studies, and organizational behavior, pairing primary search words<br /> “prejudice,” “stereotype,” “discrimination,” “bias,” “racism,”<br /> “homophobia,” “hate,” “tolerance,” “reconciliation,” “cultural<br /> competence/sensitivity,” and “multicultural” with operative terms like<br /> “reduce,” “program,” “intervention,” “modify,” “education,” “diversity<br /> training,” “sensitize,” and “cooperat∗.”<br /><br /> To locate unpublished academic work, we posted requests on several<br /> organizations’ email listservs, including the Society for Personality<br /> and Social Psychology and the American Evaluation Association, and we<br /> reviewed relevant conference proceedings. Lexis-Nexis and Google were<br /> used to locate nonacademic reports by nonprofit groups, government and<br /> nongovernmental agencies, and consulting firms that evaluate prejudice.<br /> We examined catalogues that advertise diversity programs to see if<br /> evaluations were mentioned or cited. Several evaluation consultants sent<br /> us material or spoke with us about their evaluation techniques. Our<br /> search produced an immense database of 985 published and unpublished<br /> reports written by academics and nonacademics involved in research,<br /> practice, or both.<br /><br /> The assembled body of work includes multicultural education, antibias<br /> instruction more generally, workplace diversity initiatives, dialogue<br /> groups, cooperative learning, moral and values education, intergroup<br /> contact, peace education, media interventions, reading interventions,<br /> intercultural and sensitivity training, cognitive training, and a host<br /> of miscellaneous techniques and interventions. The targets of these<br /> programs are racism, homophobia, ageism; antipathy toward ethnic,<br /> religious, national, and fictitious (experimental) groups; prejudice<br /> toward persons who are overweight, poor, or disabled; and attitudes<br /> toward diversity, reconciliation, and multiculturalism more generally.<br /><br /> We excluded from our purview programs that addressed sex-based prejudice<br /> (the literature dealing with beliefs, attitudes, and behaviors toward<br /> women and men in general, as distinguished from gender-identity<br /> prejudices like homophobia). Sex-based inequality intersects with and<br /> reinforces other group-based prejudice (Jackman 1994, Pratto & Walker<br /> 2004), but given the qualitatively different nature and the distinctive<br /> theoretical explanations for sex-based prejudice and inequality (Eagly &<br /> Mlednic 1994, Jackman 1994, Sidanius & Pratto 1999), we believe relevant<br /> interventions deserve their own review. The resulting database<br /> (available at http://www.betsylevypaluck.com) constitutes the most<br /> extensive list of published and unpublished prejudice-reduction reports<br /> assembled to date.MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-7028715461203882852009-10-22T10:06:00.000-07:002009-10-22T10:07:31.912-07:00Spanish versions of consumer summary guidesSpanish versions of six consumer summary guides are now available from The Agency for Healthcare Research and Quality (AHRQ) Effective Health Care Program:<br /><br /> * Medicamentos antidepresivos: Guía para adultos con depresión (Antidepressant Medicines - A Guide for Adults With Depression)<br /> * 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)<br /> * Tratamientos para la estenosis de la arteria renal: Guía para el consumidor (Renal Artery Stenosis Treatments)<br /> * Tratamiento para el cáncer de próstata: Guía para hombres con cáncer localizado de próstata (Comparison of Therapies for Clinically Localized Prostate Cancer)<br /> * 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)<br /> * Medicamentos para la artritis reumatoide: Guía para adultos (Rheumatoid Arthritis Medicines: A Guide for Adults)<br /><br />Thank you,<br />Effective Health Care Program<br />effectivehealthcare.ahrq.govMC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-34320568776003911352009-04-14T13:29:00.000-07:002009-04-14T13:30:19.880-07:00Excellent resource for Gay Marriage & Religous Freedom<object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/A0dKMhYSX20&color1=0xb1b1b1&color2=0xcfcfcf&hl=en&feature=player_embedded&fs=1"></param><param name="allowFullScreen" value="true"></param><embed src="http://www.youtube.com/v/A0dKMhYSX20&color1=0xb1b1b1&color2=0xcfcfcf&hl=en&feature=player_embedded&fs=1" type="application/x-shockwave-flash" allowfullscreen="true" width="425" height="344"></embed></object>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-14736806893547078762009-03-10T09:19:00.000-07:002009-03-10T09:20:28.784-07:00Domestic Violence informationMC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-36866549697918493882009-02-05T13:28:00.000-08:002009-02-05T13:28:31.171-08:00Multicultural Case Conceptualization<span style="font-weight: bold;">Multicultural case conceptualization</span><br /><br /><br /><span style="font-style:italic;">Multicultural (MC) case conceptualization ability</span> 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).<br /><br />Extent to which a therapist integrates ethnic or racial issues into two conceptualizations of a client's presenting concerns:<br />A. The first conceptualization needs to be based on beliefs about the factors contributing to the etiology of the client's difficulties;<br />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.<br /><br />Two interrelated cognitive processes: differentiation and integration are examined to measure MC case conceptualization ability<br />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.<br />ii. Integration is characterized by a counselor's ability to formulate associations between and among differentiated interpretations.<br /><br />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).<br /><br /><br />The above was excerpted and modifed from: <br />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.MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-29342165848210200342009-02-05T12:20:00.000-08:002009-02-05T13:27:56.966-08:00Multicultural Case Conceptualization 2: Evaluation Criteria<span style="font-weight:bold;">Possible criteria for evaluation of MC case conceptualization ability</span> <br /><br />0 = no differentiation, no integration, i.e., no indication of ethnic or racial issues in conceptualizing the client's problems. <br /><br />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.<br /><br />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.<br /><br />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.<br /><br />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.<br /><br />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. <br /><br />The above was excerpted and modifed from: <br />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. <br /><br />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 Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-42452624294416541372009-02-05T12:02:00.000-08:002009-02-05T12:18:19.542-08:00MC Case Conceptualization 3: How to do it<span style="font-weight:bold;">How to do the MC case conceptualization: </span><br /><br />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. <br /><br />1. Look at "conventional" ways (without integrating any MC factors) to conceptualize the etiology of the client problems.<br /><br />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).<br /><br />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):<br /><br />4. Develop a treatment plan using what you found in Step 3. Can you identify how incorporating ADdRESSING factors changes your treatment plan? <br /><br /><table><td><span style="font-weight:bold;">Cultural factors</span></td><br /></tr><td>Age and generational influences</td></tr><td>Developmental and Acquired Disabilities</td></tr><td>Religion and Spiritual Orientation</td></tr><td>Ethnicity</td></tr><td>Socioeconomic Status</td></tr><td>Sexual Orientation</td></tr><td>Indigenous Heritage</td></tr><td>National Origin</td></tr><td>Gender</td></tr></table>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-17945515921071787362009-02-03T08:41:00.000-08:002009-02-03T08:43:26.286-08:00Resource for suicide for POC<a href="http://www.nopcas.com/" target="_blank">National Organization for People of Color Against Suicide</a>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-33358971215221181292008-10-09T11:14:00.001-07:002008-10-17T08:42:58.059-07:00Racial Identity Exercise1. Take the IAT available here: <a href="https://implicit.harvard.edu/implicit/demo/" target="_blank">IAT</a><br />Start with the Race IAT (Scroll down to the 10th test) and if you have time, take the Weapons IAT.<br /><br />2. <a href="http://www.mediathatmattersfest.org/6/index.php?id=2" target="_blank">Watch the film</a> (its about 6 minutes)<br /><br />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?<br /><br />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<br /><br />4. Think of and identify where you are in Helm's model of White Racial Identity Development.<br /><br />5. How do you think racial identity status can influence your clinical practice and your supervisory practice?<br /><br /><br />UPDATE: For those who are interested, you can go <a href="http://thesituationist.wordpress.com/category/category/category/?s=implicit+attitudes"target="_blank">here</a> to read posts on Implicit Attitudes. The right hand side column lists all the posts.<br /><br />UPDATE 2: <a href="http://www.washingtonpost.com/wp-dyn/content/article/2008/10/12/AR2008101201873_pf.html"target="_blank">This is an instance of how the IAT can be relevant to our life</a>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-56445424555367220872008-10-07T16:28:00.000-07:002008-10-07T16:38:09.399-07:00Muslim Mental Health<p>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<br /><br />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. <br /><br />Topic areas address the following:<br />1. Conceptual and practical challenges in defining and measuring Islamic religious identity<br />2. Psychometric properties of more than 10 modified and newly-developed instruments of religiousness and aspects of Muslim identity, measuring the constructs:<br />· Attitudes towards religion<br />· Religious commitment and general religiousness<br />· Questing and religious reflection<br />· Religious and theological knowledge<br />· Islamic moral values<br />· Fundamentalism<br />· Religious coping<br />· Perceived religious discrimination<br />· Religiosity in spousal selection and marital satisfaction<br />3. Examination of relationship between religious identity and mental health<br />4. Integration of religiosity in mental health counseling<br /><br />For more information about the Journal of Muslim Mental Health and how to subscribe, please visit http://www.tandf.co.uk/journals/titles/15564908.asp or contact journal@muslimmentalhealth.com</p>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-30386423318589021042008-10-07T16:07:00.000-07:002008-10-07T16:11:48.959-07:00Accessibility and Disability Resources<blockquote><span style="font-family:times new roman;font-size:130%;"></span></blockquote><p><span style="font-family:times new roman;font-size:130%;">This information was sent out in an email to POWR-L by Ken Pope.<br /><br /><br />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. </span></p><span style="font-family:times new roman;font-size:130%;"><p><br />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.<br />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.<br /></p><p>The Accessibility & Disability Information & Resources in Psychology Training & Practice web site is at:<</span><a href="http://kpope.com/"><span style="font-family:times new roman;font-size:130%;">http://kpope.com/</span></a><span style="font-family:times new roman;font-size:130%;">> Please forward this announcement to any lists or individuals who mightbe interested in these resources.<br />Ken Pope<br /></span></p>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-79369172539866815962008-10-06T09:16:00.000-07:002008-10-07T16:17:49.871-07:00Articles on the Internet<a href="http://www.alternet.org/reproductivejustice/93826/rethinking_sexism:_how_trans_women_challenge_feminism" target="_blank"><span style="font-size:130%;">How transgender women challenge feminism</span></a><span style="font-size:130%;"><br /><br /></span><a href="http://www.time.com/time/nation/article/0,8599,1847194,00.html" target="_blank"><span style="font-size:130%;">If Women Were More Like Men: Why Females Earn Less</span></a><span style="font-size:130%;"> and the original study is here </span><a href="http://www.bepress.com/bejeap/vol8/iss1/art39/" target="_blank"><span style="font-size:130%;">Proving that women earn less</span></a><span style="font-size:130%;"><br /><br /></span><a href="http://www.sciencedaily.com/releases/2008/10/081005121335.htm" target="_blank"><span style="font-size:130%;">Children aware of White male monopoly on White House</span></a><span style="font-size:130%;"><br /><br />(citation: University of Texas at Austin (2008, October 5). Children Aware Of White Male Monopoly On White House. ScienceDaily. Retrieved October 6, 2008, from http://www.sciencedaily.com­ /releases/2008/10/081005121335.htm).<br /><br /></span><a href="http://hedonist.progressiveislam.org/?p=137" target="_blank"><span style="font-size:130%;">A white muslim woman writes about what happened when she stopped wearing a hijab </span></a><br /><br /><br /><br />1) CDC Finds Alcohol Taking Deadly Toll on Native Americans. <a href="http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5734a3.htm">http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5734a3.htm</a><br /><br />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.” <a href="http://www.whitebison.org/TheWayHomeTourIndex.htm">http://www.whitebison.org/TheWayHomeTourIndex.htm</a><br /><br />3) Indian students are more than twice as likely to be paddled in school, according to a report being released on August 20, 2008. <a href="http://hrw.org/reports/2008/us0808/">http://hrw.org/reports/2008/us0808/</a><br /><br />4) Broken Justice in Indian Country. <a href="http://www.nytimes.com/2008/08/11/opinion/11duthu.html?_r=1&oref=slogin">http://www.nytimes.com/2008/08/11/opinion/11duthu.html?_r=1&oref=slogin</a><br /><br />5) October 8th, 2008 is Health Cares about Domestic Violence Day! The HCADV Day organizing packet will help you get started: <a href="http://www.endabuse.org/programs/display.php3?DocID=186">http://www.endabuse.org/programs/display.php3?DocID=186</a>.<br /><br />6) Report Highlights Challenges of Combating Drug Traffickers Who Target Native American Communities July 21, 2008. <a href="http://www.jointogether.org/news/headlines/inthenews/2008/report-highlights-challenges.html">http://www.jointogether.org/news/headlines/inthenews/2008/report-highlights-challenges.html</a>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-17514565770331248532008-10-01T16:35:00.000-07:002010-10-01T11:25:12.513-07:00Looking at family of origin<p><span style="font-family:times new roman;font-size:130%;">Here is an assignment that can help you look at your family of origin and identifying what being "White" means. </span></p><p><span style="font-family:times new roman;font-size:130%;">"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) </span></p><p><span style="font-family:times new roman;font-size:130%;">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.<br /><br />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).<br />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. <br />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. <br />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. <br />4. Identify at least 5 personal, relevant cultural traits and explain how each has influenced your cultural values. <br />5. Identify the history of your culture in relation to educational opportunities and its impact on your current worldview. <br />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.<br />7. Appreciate and articulate positive aspects of your own heritage that provide strengths in understanding differences. <br />8. Recognize and discuss your family's and culture's perspectives of acceptable (normal) codes of conduct and what are unacceptable (abnormal). <br />9. Recognize the cultural bases of your communication style, and the differences between your style and the styles of those different from themselves.<br />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.<br /><br /></span></p><p><span style="font-family:times new roman;font-size:130%;">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. </p></span>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com0tag:blogger.com,1999:blog-7210585066048041634.post-4642129119742320892008-10-01T16:29:00.000-07:002008-10-09T11:28:05.209-07:00The IAT<span style="font-size:130%;">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:</span><br /><em></em><br /><em>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.<br />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.<br />In addition, this site contains various related information. The value of this information may be greatest if you try at least one test first...</em><br /><span style="font-size:130%;"></span><br /><span style="font-size:130%;">Here is the link to the </span><a href="https://implicit.harvard.edu/implicit/demo/" target="_blank"><span style="font-size:130%;">IAT</span></a><span style="font-size:130%;">. I'd recommend starting with the Race IAT.</span>MC Psychologisthttp://www.blogger.com/profile/02817229400243410819noreply@blogger.com1