A critical analysis of cross-cultural research and testing practices: Implications for improved education and training in psychology.

Psychological research that involves cross-cultural comparisons has increased considerably during the last decade and is expected to escalate further. Given its growing popularity within mainstream psychology, cross-cultural research no longer can be considered the sole domain of experts trained in this specialization. Concomitant with this expansion, important methodological advances in quantitative psychology (e.g., measurement, statistical analysis, and research design) impact the study of cultural differences. The purpose of this article is to heighten awareness of important methodological advances among psychologists being prepared for or engaged in teaching, research, consultation, or other forms of practice that focus on diverse cultural groups. Credible and unbiased research findings coupled with psychometrically sound selection and use of assessment instruments contribute importantly to attaining the gold standard for all psychological research and testing practices. This article highlights methodological advancements and other issues that bear importantly on both the preparation and subsequent practices of psychologists in ways that promote credibility and lessen bias. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cultural competence: a priority for performance improvement action

An increase in diversity that has been accompanied by a sharp decrease in white Caucasian "mainstream" culture has made cultural competence a priority in nursing performance improvement. Each culturally diverse group defines health and illness differently. Most have a long and well-established tradition of folk health beliefs and practices, which strongly impact members' reactions to American standards of care--an influence on both patient satisfaction and treatment compliance. This article describes the culture--health care relationship and lists 10 indicators for measuring cultural competency. It presents a practical, systemwide model for the improvement of nursing care quality through enhanced cultural competency and lists resources, which can be used to both support and improve cultural competency throughout an integrated health care system.     

Academic Socialization: Understanding Parental Influences on Children's School-Related Development in the Early Years.

This review summarizes the research literature on the academic socialization of children within the family context. A conceptual model is introduced that describes the process of academic socialization, including parental experiences in school, parental school-related cognitions, and specific parenting behaviors. Parental attitudes and practices provide the foundation for children's development of schemas about school performance and thus are critical determinants of children's early school experiences. In addition, recent efforts to understand the role of transition practices aimed at facilitating children's early adjustment in school are described. The present review extends the transition practices literature by providing a developmental perspective on parenting influences on children's academic socialization, within an ecological systems perspective. The authors describe academic socialization as a process that occurs under the broad umbrella of socioeconomic and cultural contexts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theory and Research on Practices, Theory and Research as Practices: Hermeneutics and Psychological Inquiry.

What are the implications for theory and research in psychology of a hermeneutic perspective that takes practices as its starting point notion? The author addresses this wide-ranging issue by considering a number of specific questions in turn, including, among others, whether the hermeneutic perspective leads to rejecting systematic, quantitative research methods; whether it leads to the conclusion that efforts at theory and research provide us with an understanding of human behavior that is arbitrary; and whether a practices-based perspective points to a way of pursuing inquiry in psychology that is better than proceeding along the lines of mainstream psychology. The answers to these questions include a number of surprises, especially regarding how the hermeneutic perspective contrasts with mainstream psychology and how it differs from social constructionism. The author also identifies challenging issues for adherents of the hermeneutic perspective, including, in particular, issues concerning the limits of what we can know about psychological phenomena. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sociocultural contexts for the early development of semiotic production.

Children constantly encounter signs during cultural practices, although many theories do not fully acknowledge sociocultural aspects of semiotic development. The author examines research on cultural practices and contexts in which children learn to produce signs involving representational drawing and pretend play. This work is contrasted with more individualistic views of semiotic development that fail to adequately address sociocultural aspects of semiotic functioning to varying degrees. The author also presents a theoretical model for understanding the structure of any sign system and for comparing semiotic systems, using examples from the drawing and pretense literatures. It is proposed that the sign-making practices in which children participate are shaped by a complex hierarchy of conventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The promotion of wellness in children and families: Challenges and opportunities.

This article considers the effects of marital disruption on children and families, using a risk and resilience perspective. The challenges that parental divorce poses for children are widely recognized; however, less attention has been given to strategies for promoting children's resilience and healthy developmental trajectories. The purpose of this article is to redress that imbalance by highlighting the importance of understanding pathways toward risk and resilience in children in the aftermath of divorce and the ways in which this research can be integrated into effective, evidence-based preventive interventions and proactive social policies that foster supportive parent-child relationships and psychological wellness in children and families. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Client diversity.

This article reviewed the empirical support for customizing the therapeutic relationship for women, ethnic minorities, gay, lesbian, and bisexual persons, and individuals from lower social classes. Specifically, we examined whether evidence existed that these populations fared less well in treatment than mainstream populations, whether matching of therapists with client demographics (i.e., gender, ethnicity, sexual orientation, and socio class) improved outcomes, and whether population-specific strategies improved treatment outcomes with members of these groups. We found that, in general, there was a paucity of research on treatment outcomes with these populations. Moreover, the available research had methodological limitations. Most studies were effectiveness rather than efficacy studies. Finally, most suggestions for improving treatment outcomes with these groups were not based on empirical research. Based on our review, we offer suggestions for therapeutic practices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How selective is acculturation? Broadening our perspective.

Responds to the comments by C. Killian (see record 2011-02175-013) on the current authors' original article, "Rethinking the concept of acculturation: Implications for theory and research" (see record 2010-08987-001). Killian has focused on issues of selective acculturation—specifically, the ability of individuals and families to direct their own (and their children’s) acculturative trajectories. Let us start by saying that we fully agree with Killian that some dimensions of acculturation are selective in some contexts. Yes, parents do encourage adolescents to gravitate toward specific aspects of their cultural heritage and to avoid specific aspects of the receiving cultural context, and vice versa, with respect to these cultural domains. Uma?a-Taylor, Bhanot, and Shin (2006) referred to this phenomenon as familial ethnic socialization. Uma?a-Taylor et al. have found familial ethnic socialization to promote identifications with one’s heritage culture—and we have found in our own research (Schwartz, Zamboanga, Rodriguez, & Wang, 2007) that parental socialization is closely related to all three dimensions of heritage- cultural identity. However, in our research, parents’ socialization attempts appear less effective in shaping youths’ acquisition or rejection of American cultural practices, values, and identifications. Why this is the case is a matter of debate, but the presence of the heritage culture in the home does help to increase the likelihood that children and adolescents will retain or adopt it. However, this is not necessarily a guarantee, as we note immediately below. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Chinese authority-directed orientation and Japanese peer-group orientation: Questioning the notion of collectivism.

This article describes the differing socialities of 2 of the cultural groups of East Asia, the Chinese and the Japanese, both of which have been characterized as "collectivistic" or "interdependent" in a great deal of research, and questions the wisdom of such categorizations. Rooted in the familial environment and kinship relationships supported by the ideology of Confucianism, the Chinese have developed a particular form of authority-directed orientation while retaining a strong sense of individuality. The Japanese, on the other hand, have developed a different pattern of peer-group orientation by virtue of their different social and historical circumstances. These culture-specific patterns are nurtured by child-rearing and educational practices and sustained by other institutional settings. Future research needs to be directed toward uncovering such qualitative differences among cultural groups of the East as well as those of the West. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diversifying our understanding of diversity and communication in groups: Dialoguing with Clark, Anand, and Roberson (2000).

M. A. Clark, V. Anand, and L. Roberson's (see record 2000-12222-001) article is a welcome addition to the growing literature on the nature, dynamics, and effects of diversity on small groups. Their model linking diversity with communicative practices and subsequent group and member outcomes provides an important conceptual framework that can help to synthesize existing research and suggest directions for future research. This article notes the contributions and limitations of the proposed model. Concerns are raised about what constitutes diversity, how best to conceptualize communicative behavior in groups, and methodological practices appropriate for studying diverse groups. Alternative conceptual lens and methodological procedures are offered for diversifying the study of diversity and communication in groups to ensure that the process mirrors the desired outcome. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Inclusive cultural empathy for successful global leadership.

Empathy is reported in the research literature as a necessary factor in counseling and psychotherapy, but psychologists have historically interpreted empathy through an exclusively individual focus. Most of the research on empathy has been predicated on a definition of empathy as occurring when one person vicariously experiences the feelings, perceptions, and thoughts of another. In Western cultures, the study of empathy focuses exclusively on the individual, whereas in traditional non-Western cultures, empathy more typically involves an inclusive perspective focusing on the individual and significant others in the societal context. This article explores the reframing of “empathy,” based on an individualistic perspective, into “inclusive cultural empathy,” based on a more relationship-centered perspective, as an alternative interpretation of the empathic process. Psychologists are both the problem and the solution to this dilemma, and the authors call upon the field to take leadership in applying this “inclusive cultural empathy” model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educating and training the next generations of traumatologists: Development of cultural competencies.

Cultural competence in trauma training, education and research has become a necessity given the changes in the U.S. population and the forces of globalization. With few exceptions little attention has been paid to the cultural training of traumatologists and the development of cultural competencies in this field. This paper will focus exclusively on examining the case for cultural competence in trauma psychology. The author reviews three factors that are key in the education and training of culturally informed trauma therapists, including best practices for educating mental health professionals in this field. These include: 1) The development of a trauma psychology curricula and training practices which give a thorough account of cultural factors; 2) The meaningful inclusion of cultural context in trauma psychology research and; 3) The promotion of organizational structures and culture within psychology that support cultural competence. The author offers future practice recommendations that are based on well established cultural competencies in the field of psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

On the nature and importance of cultural tightness-looseness.

Cross-cultural research is dominated by the use of values despite their mixed empirical support and their limited theoretical scope. This article expands the dominant paradigm in cross-cultural research by developing a theory of cultural tightness-looseness (the strength of social norms and the degree of sanctioning within societies) and by advancing a multilevel research agenda for future research. Through an exploration of the top-down, bottom-up, and moderating impact that cultural tightness-looseness has on individuals and organizations, as well as on variance at multiple levels of analysis, the theory provides a new and complementary perspective to the values approach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Program evaluation for organizational cultural competence in mental health practices.

Mental health practices that lack cultural competence prevent diverse clients from receiving the care they deserve. As providers and program administrators, psychologists currently have a responsibility to ensure high quality of care for diverse clients at the clinic level. This article deciphers extant empirical research, organizational theory, public policy literature, and best practices to identify which recommendations are most relevant for those in small mental health practices and clinics. The authors present 10 components for culturally appropriate care, ranging from policies and procedures to needs and satisfaction level of clients. This overview can be used to help evaluate and develop a mental health practice's ability to meet the needs of diverse clients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Creating trauma-informed systems: Child welfare, education, first responders, health care, juvenile justice.

Children and adolescents who are exposed to traumatic events are helped by numerous child-serving agencies, including health, mental health, education, child welfare, first responder, and criminal justice systems to assist them in their recovery. Service providers need to incorporate a trauma-informed perspective in their practices to enhance the quality of care for these children. This includes making sure that children and adolescents are screened for trauma exposure; that service providers use evidence-informed practices; that resources on trauma are available to providers, survivors, and their families; and that there is a continuity of care across service systems. This article reviews how traumatic stress impacts children and adolescents' daily functioning and how various service systems approach trauma services differently. It also provides recommendations for how to make each of these service systems more trauma informed and an appendix detailing resources in the National Child Traumatic Stress Network that have been produced to meet this objective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diversity within African American, female therapists: Variability in clients' expectations and assumptions about the therapist.

Despite the presence of some literature that has addressed the characteristics of the African American female therapist, most psychotherapy training proceeds with the assumption that therapists are members of dominant groups, and most of the psychological and psychotherapy literature has been written by therapists and psychologists who come from dominant cultural perspectives. Not as much has been written about psychological paradigms or the process of psychotherapy from the perspective of the therapist who is not a dominant group member. This article explores both the common and divergent experiences that we, the authors, share as African American female therapists and the different reactions we frequently elicit in clients. We also explore how individual differences in our physical appearances, personal backgrounds, and different characteristics of our respective practices elicit distinct responses from clients that we believe are based on differences between us, despite the fact that we are both African American women. We believe that many of the stereotypes that affect perceptions of African American female clients also exist for African American female therapists. We will address how the intersection of gender, race, and sexual orientation of the client highlights the complexity of culturally competent practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A call for a social network-oriented approach to services for survivors of intimate partner violence.

Despite the many hard-won victories of the antidomestic violence movement, it has had less success in reaching one of its own primary goals: that of making intimate partner violence a problem of the community rather than a problem between two individuals. Most mainstream domestic violence service models have not prioritized ongoing engagement of survivors' informal social support networks as a core part of their work. Yet the perpetration of domestic violence occurs within a community context that contributes to the maintenance or alleviation of the problem. Given extensive research on the centrality of social networks to the fabric of survivors' daily lives, as well as their ongoing safety and emotional well-being, it is critical to consider how domestic violence services and systems can align with these social networks more effectively. Following a review of research on the role of informal social support in survivors' lives, this article calls for a shift in mainstream domestic violence services toward a more network-oriented approach, one that highlights potential partnerships between professionals and survivors' informal social support networks. Such a shift would require a reconceptualization of the role of the domestic violence practitioner and the scope and nature of services. It would also raise a series of emergent research questions about how informal network members can best support survivors, how domestic violence services can help survivors engage with existing and new supporters, and the extent to which specific types of network-oriented practices can indeed improve survivors' safety and well-being. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The role of culture and cultural techniques in psychotherapy: A critique and reformulation.

This article examines the role of cultural knowledge and culture-specific techniques in the psychotherapeutic treatment of ethnic minority-group clients. Recommendations that admonish therapists to be culturally sensitive and to know the culture of the client have not been very helpful. Such recommendations often fail to specify treatment procedures and to consider within-group heterogeneity among ethnic clients. Similarly, specific techniques based on the presumed cultural values of a client are often applied regardless of their appropriateness to a particular ethnic client. It is suggested that cultural knowledge and culture-consistent strategies be linked to two basic processes—credibility and giving. Analysis of these processes can provide a meaningful method of viewing the role of culture in psychotherapy and also provides suggestions for improving psychotherapy practices, training, and research for ethnic-minority populations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Latino healing: The integration of ethnic psychology into psychotherapy.

This article argues for the need to culzturally adapt mainstream psychotherapy to Latino populations. It discusses ethnic psychology as a cultural resilient practice. Examples of Latino ethnic psychology include cuento, dichos, and spirituality. The article introduces Latino healing as the integration of ethnic psychology into mainstream psychotherapy. A clinical vignette illustrates the application of Latino healing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Leader training and practices in groups for survivors of childhood sexual abuse.

Little is known about the actual practices of group leaders of childhood sexual abuse groups. A survey of 60 group leaders of CSA groups for children, adolescents, and adults found that most are adhering to ethical and training guidelines. The groups range from psychoeducational and support to counseling and therapy groups. Many of the groups are co-led, especially children and adolescent groups. The article discusses the screening, group structure, and interventions that leaders are using and suggests multiple areas for further research, as well as tips for practitioners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)