Psych 344 - Ch4

• Increasing racial diversity in the U.S. and more people identifying as non-religious
• 31% of the population in urban areas, 55% in suburban areas, and 14% in rural areas
• Multiculturalism is considered the "Fourth Force" in psychology, enhancing existing models by infusing them with sensitivity and awareness of diverse groups
• American Psychological Association requires psychologists to work with cultural sensitivity and competence
• Efforts towards multiculturalism include the DSM's "Outline for Cultural Formulation" and the Cultural Formulation Interview
• Cultural competence involves awareness, knowledge, and skills to best treat clients
• Cultural self-awareness includes understanding one's own cultural influences, biases, and values
• Cultural humility involves recognizing the limits of one's knowledge and being open to learning about other people's identities and experiences
• Knowledge of diverse groups includes understanding lived experiences, history, and heterogeneity within cultural groups
• Acculturation is the response to a new cultural environment, leading to different personas and norms
• Culturally appropriate clinical skills involve approaches consistent with clients' values and addressing microaggressions
• The Tripartite Model of Personal Identity includes individual, group, and universal levels of personality
• Culture can influence the clinical context, such as in the parent-child relationship in different cultures like Britain, Italy, China, and Jewish culture
• Etic perspective emphasizes similarities between people, while Emic perspective focuses on culture-specific norms
• The ADDRESSING model considers various cultural variables like age, disabilities, religion, ethnicity, socioeconomic status, sexual orientation, indigenous heritage, national origin, and gender
• Intersecting cultural variables may interact uniquely, leading to intersectionality and understanding how they contribute to distress
• Educational programs and training for psychologists emphasize diversity and culture, including recruitment of diverse students and faculty, infusion of culture-centered approaches in the curriculum, and regular evaluation of cultural competence
• Measuring the outcome of culture-based training efforts involves methodological questions on how to reliably measure cultural competence and establish baselines, as well as making causal connections between training efforts and outcomes