Discussing racial, ethnic, and cultural differences in therapy: Client perspectives

2008 ◽  
Author(s):  
Craig Fuller ◽  
Markus Burrell ◽  
Poonam Melwani
Keyword(s):  
Cultural Differences ◽  
Racial Ethnic

Treatment Decision Making

2021 ◽  
pp. 573-577
Author(s):  
Allison Marziliano ◽  
Michael A. Diefenbach
Keyword(s):  
Decision Making ◽  
Cultural Differences ◽  
Gold Standard ◽  
Ethnic Disparities ◽  
Treatment Decision ◽  
Optimal Treatment ◽  
Future Research ◽  
Decision Tools ◽  
Treatment Decision Making ◽  
Racial Ethnic

This chapter focuses on the different facets of treatment decision making that have been empirically derived and are part of the peer-reviewed literature. These facets are approaches of treatment decision making (i.e. exploration and uptake of shared decision making, the current gold standard of treatment decision making); optimal treatment decision making (i.e. barriers and facilitators to engaging in optimal treatment decision making); support for treatment decision making (i.e. decision tools, nomograms, and seeking guidance on the Internet); the psychosocial state of patients following treatment decisions; and considerations related to studying treatment decision making (i.e. racial/ethnic disparities, cultural differences in decision making). Areas in which research is lacking or nonexistent (i.e. ensuring the patient understands the goals of treatment before making a treatment decision) are also highlighted as directions for future research.

Changing How We Approach Multicultural Counselor Education: Using Intersectionality, Power, Privilege, and Oppression to Frame Lived Experiences

2019 ◽  
Vol 33 (4) ◽  
pp. 214-220
Author(s):  
Roxanna Nasseri Pebdani
Keyword(s):  
Identity Development ◽  
Counselor Education ◽  
Ethnic Minority ◽  
Cultural Differences ◽  
Cultural Competency ◽  
Lived Experiences ◽  
Group Differences ◽  
Lifelong Learners ◽  
Racial Ethnic ◽  
Minority Identities

Historically, multicultural counselor education has taken a groups approach to educating students about cultural differences. Groups approaches explain cultural differences broadly, potentially leading students to minimize the potential for intra-group differences. This has led to the marginalization of the experiences of students with racial/ethnic minority identities. Incorporating the concepts of power, privilege, and oppression, along with the concept of intersectionality can allow multicultural educators to approach multicultural counselor education in a way that includes all students from any identity. These concepts, along with regularly addressed concepts like identity development, microaggressions, and advocacy, can lead to a broader view of cultural competency. Additionally, when students understand cultural competency within this framework, they have the tools to become lifelong learners. This approach allows students to learn about different client identities and cultures as they are encountered in the students' counseling experiences or as they evolve.

scholarly journals Revitalisasi Nilai-Nilai Tauhid sebagai Upaya Mewujudkan Muslim Progresif dalam Beragama dan Bernegara: Interpretasi dan Aplikasi QS. Al-Baqarah [2]: 21-22 Perspektif Teori Hermeneutik Farid Esack

2020 ◽  
Vol 7 (2) ◽  
pp. 253-266
Author(s):  
M. Sultan Latif Rahmatulloh
Keyword(s):  
Cultural Differences ◽  
Public Spaces ◽  
The State ◽  
The Other ◽  
Moral Ideal ◽  
Unitary State ◽  
Other Hand ◽  
Modern Context ◽  
Racial Ethnic

Al Qur'an which is called idiom sālihu likulli zamān wa al-makān and Al Qur'an as hudan li al-nās should be able to be a solution for all aspects of life. On the other hand, the term monotheism is often only interpreted as a theological function that seems so sacred and final. Meanwhile, in the modern context, especially in a state, Al Qur'an is required to answer problems related to issues of the state, especially in Indonesia. By using Farid Esack's Hermeneutic theory, the researcher wants to interpret the verse of Tauhid QS. Al-Baqarah [2]: 20-21 and trying to apply it to the life of the state, especially in Indonesia to realize progressive Muslims. Based on the analysis carried out, the results show that the interpretation and application of QS. Al-Baqarah [2]: 20-21 in the perspective of Farid Esack's hermeneutic theory. If departing from the moral ideal of QS. Al-Baqarah [2]: 20-21 are orders to worship and be grateful for Allah's blessings. So looking at the context in a state, especially in Indonesia, there are three manifestations of the interpretation and application of QS. Al-Baqarah [2]: 20-21. First, tauhid means carrying out all the commands of Allah and staying away from all the prohibitions of Allah. second, in the context of Indonesian citizenship, monotheism should accept and respect all racial, ethnic, religious, and cultural differences in Indonesia. Third, tauhid in the context of Indonesian citizenship should take part in public spaces to promote and maintain the unity and welfare of the unitary state of Indonesia.Keywords: Tawheed, Hermeneutics, Progressive Muslims.

Racial, Ethnic, and Cultural Differences in Responding to Distinctiveness and Discrimination on Campus: Stigma and Common Group Identity

2001 ◽  
Vol 57 (1) ◽  
pp. 167-188 ◽  
Author(s):  
John F. Dovidio ◽  
Samuel L. Gaertner ◽  
Yolanda Flores Niemann ◽  
Kevin Snider
Keyword(s):  
Cultural Differences ◽  
Group Identity ◽  
Common Group ◽  
Racial Ethnic

scholarly journals “Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society

SAGE Open ◽  
2017 ◽  
Vol 7 (4) ◽  
pp. 215824401773907 ◽  
Author(s):  
Simona Goldin ◽  
Erin Elizabeth Flynn ◽  
Cori Mehan Egan
Keyword(s):  
Cultural Differences ◽  
Undergraduate Students ◽  
Social Life ◽  
Teaching And Learning ◽  
Multicultural Society ◽  
School Contexts ◽  
Informed Citizenry ◽  
Nuanced Understanding ◽  
Racial Ethnic

This study examines how a practice-based unit informs undergraduates’ understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens’ nuanced understanding of teaching and learning is increasingly important for their engagement with U.S. schools. Practice-based opportunities can allow students to “see” the complexity of teaching and to challenge assumptions about teaching and learning, which are central to preparing an informed citizenry. Findings further suggest that a single course is not sufficient to expand undergraduate students’ understanding of the role of diversity in social life. More concentrated and ongoing efforts may be needed to make racial, ethnic, economic, and cultural differences salient to students, especially those who have attended largely homogeneous school contexts such as the students in this study.

The Colonial Situation in Southern Africa

1964 ◽  
Vol 2 (2) ◽  
pp. 149-164 ◽  
Author(s):  
Hilda Kuper
Keyword(s):  
South Africa ◽  
Cultural Differences ◽  
Social Relations ◽  
Southern Africa ◽  
The Other ◽  
The Social ◽  
The Republic ◽  
Southern Rhodesia ◽  
The One ◽  
Racial Ethnic

This article indicates the complexity of the social relations of whites and Africans in Southern Africa and the myths by which they rationalise their behaviour.1 The situation is not identical throughout Southern Africa, but there are, as I will show, certain fundamental similarities which validate an over-all analysis in terms of a ‘colonial situation’.2Each of the countries of Southern Africa (the Republic of South Africa, Southern Rhodesia, Northern Rhodesia, Nyasaland, the three British High Commission territories of Swaziland, Bechuanaland, and Basutoland, and the Portuguese provinces of Mozambique and Angola) represents a distinct political unit, expressing in its constitution the limits of control and participation permitted to groups which are distinguished according to so-called ‘racial’, ‘ethnic’, or ‘cultural’ differences. There has been a major distinction, explicit in some countries, disguised in others, between a dominant white minority and a subordinate African majority, a division corresponding to the ‘colonisers’ or ‘colonials’ on the one hand, and the ‘colonised’ on the other. But now Nyasaland has become independent Zambia, and Northern Rhodesia will achieve independence in October 1964.

scholarly journals Racial, Ethnic, and Cultural Differences in the Dementia Caregiving Experience

2001 ◽  
Vol 41 (3) ◽  
pp. 334-347 ◽  
Author(s):  
Mary R. Janevic ◽  
Cathleen M Connell
Keyword(s):  
Cultural Differences ◽  
Dementia Caregiving ◽  
Racial Ethnic

Cognitive gadgets: A provocative but flawed manifesto

2019 ◽  
Vol 42 ◽  
Author(s):  
Marco Del Giudice
Keyword(s):  
Theory Of Mind ◽  
Cultural Differences ◽  
Twin Studies ◽  
Cross Cultural ◽  
Evolutionary Approach ◽  
Genetic Inheritance ◽  
Double Standards ◽  
Cross Cultural Differences ◽  
Cherry Picking ◽  
Dichotomous Thinking

Abstract The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.

Sign in / Sign up

Export Citation Format

Share Document