Cultural Intelligence PDF

CULTURAL INTELLIGENCE (CQ) (Chapter 2, 8th Edition) JANE ELLIOT’S “BLUE EYES-BROWN EYES EXPERIMENT” https://www.youtube.com/watch?v=Ft5fHV2NH7o  IDENTITY AND AWARENESS OF SELF I am (and you also) D erived from family E mbedded in a community “Counsellor...

CULTURAL INTELLIGENCE (CQ) (Chapter 2, 8th Edition) JANE ELLIOT’S “BLUE EYES-BROWN EYES EXPERIMENT” https://www.youtube.com/watch?v=Ft5fHV2NH7o  IDENTITY AND AWARENESS OF SELF I am (and you also) D erived from family E mbedded in a community “Counsellors who presume that they are free of N ot isolated from prevailing values racism, seriously underestimate the impact of T hough having unique experiences their own socialization. – P.B. Pedersen (1994, I n certain roles and statuses p.58) T aught, socialized, gendered, and sanctioned Y et with freedom to change myself and society -Ruth Jacobs STEREOTYPING “may be defined as holding firm judgements about people based on preconceptions. This is illustrated by ideas like believing one ethnic or racial group is miserly or another “can’t hold their liquor.”” (Shebib, 2023. p. 64) Caution: Do not use the “multicultural ‘cookbook’” – may result in stereotyping STEREOTYPING Social Service Workers need to identify and understand that individuals from different cultures have different ways of doing things and it does not mean they are wrong! Ethnocentrism: “The inclination to judge other cultures negatively in relation to one’s own cultural values and norms.” (Shebib, 2023, p. 68) Never make assumptions! STEREOTYPING “Acculturation is the degree to which an individual has adopted the norms or standard way of behaving in a given culture. Due to the unique family, community, economic status, and part of the country in which a person is raised (and many other factors), no two people will be acculturated to general standards in the same way. In effect “normative behavior” does not exist in any single individual. Thus, stereotyping individuals or groups needs to be avoided at all costs.” (Ivey, Ivey, & Zalaquett, 2010, p. 133). Individuals within cultural groups can share values however individual differences need to be considered. There can be wide diversity with cultural groups  RATIONALE AND NEED FOR A MULTICULTURAL PERSPECTIVE “Multiculturalism is now recognized as a key force that has influenced the philosophy of counselling. It takes its place along with five other influential forces: psychoanalysis, behaviorism, humanism, social justice, and, most recently, neuroscience.” (Shebib, 2023, p.63) Understanding “multi” (or many) cultures is crucial to our field We live in a society characterized by diversity.  THREE COMPONENTS OF CQ. Knowledge: 1 What is culture? How do cultures vary? How does culture affect behavior? 2. Mindfulness: “Focusing on moment-to-moment experiences without judgment.” (Shebib, 2023, p.288) Awareness of your assumptions as well as the client’s assumptions Open Mind Empathy Understanding situations from different perspectives 3. Behavioral Skills: Ability to adapt (and not adapt) to new cultures Open to change Not using a “one size fits all” approach.  CHALLENGES FACED BY IMMIGRANTS/REFUGEES Language Employment Poverty Discrimination Culture Shock Parent-child relationship Problems Male-Female role adjustment issues Seniors Counselling (Shebib, 2023, pp 50-51)  WORLDVIEW “Worldview is the way people see and make sense of the world, including their values, assumptions, beliefs, and approach to thinking and feeling.” (Shebib, 2023, p. 54) Worldviews of clients and SSW’s is often different. This can lead to misunderstandings and cultural oppression. Culture “provides the essential context for understanding and responding to clients.” (Shebib, 2023, p. 54) Personal Cultural Identity = Mother and Father’s culture, LGBTQ, Indigenous, Peer Group, Spiritual Beliefs (membership in multiple cultural or diversity groups) SSW’s need to understand how an individual’s culture impacts their behavior and worldview. SSW also needs to be aware of their own personal cultural identity and how this can impact interactions – do not impose your worldview on a client.  LEARNING FROM CLIENTS You cannot understand cultural values and customs of all individuals or diversity group. Be curious Display a willingness to learn Avoid using a “multicultural ‘cookbook’” – diversity within each culture You will make mistakes … Own it! Admit your error, apologize and reflect. Learn and adjust/modify (Shebib, 2023, pp 65-66) LEARNING FROM CLIENTS Clients are your best source of information Ask clients to teach you about their beliefs. “What do you think I need to know about your culture and values to understand your situation?” (Shebib, 2023, p. 66 Empowering approach Attitude is more important than knowledge INDIGENOUS CLIENTS More than 600 Indigenous groups in Canada Variations in language used by Indigenous people Follow their lead “Some use the term “native,” others “indigenous,” and others “aboriginal.” (Shebib, 2023, p. 68) Indigenous values and worldview (how indigenous peoples view themselves: “spirituality, harmony with nature, kindness, honesty, integrity, bravery, balance and humility” (Shebib, 2023, p. 70) SSW’s must understand these values when working with Indigenous clients.  THE STRENGTHS OF INDIGENOUS PEOPLES Respect for the environment. Live in harmony with nature Relationships are important – people are connected Culture and cultural identity are important Storytelling is a tradition Generations linked by traditional wisdom Elders are respected in community Community is supportive Inclusivity = opinions and everyone's voice is heard Humility Self-government and self-determination is important Willingness to forgive Spiritual orientation and strong family ties Education is viewed as important Inventions: Canoe, chewing gum, lacrosse, toboggans, snow shoes, natural healing remedies, corn, cable suspension bridges, rubber, and hammocks. (Shebib, 2023, p. 73)  IDEAS FOR WORKING WITH INDIGENOUS PEOPLES Take time to hear stories. Learn about trauma. Appreciate the pain of history. Learn local indigenous names, including pronunciation Be patient, open, and honest. Be collaborative. Honour clients self-determination. Be open to learning Visit Indigenous communities. Talk to elders. Examine your own biases Be aware of power dynamics and privilege. Understand that many counselling practices are Eurocentric. Look for ways to include Indigenous peoples’ ways of healing (Shebib, 2023, p. 74.  SUMMARY - GUIDELINES FOR MULTICULTURAL WORK SSW needs to understand how their culture and spiritual beliefs shape current values, beliefs, behavior. Openly discuss differences in “race, gender, sexual orientation, and so forth.” Understand personal belief system can help or hinder cross-cultural understanding and acceptance. Understand dynamics of power and privilege available to dominant cultures Understand history of oppression to minority groups in Canada (e.g. residential schools, Japanese internment, etc.) Be curious and willing to learn about the diverse populations in Canada. (Shebib, 2023, p. 67)  SUMMARY - GUIDELINES FOR MULTICULTURAL WORK Recognize that spirituality is an essential element of most people’s identity Understand Individual stories and history of immigration to Canada (hopes, fears, losses, and cultural shock). Adapting counselling skills and strategies to be culturally congruent – avoid a “one size fits all” approach. Remain non-defensive. Natural that individuals that have previously experienced discrimination may be distrustful. Watch your rate of speech when English is not someone’s first language. Slow it down. If using a translator, speak to your client not the translator. The Danger of a Single Story (Shebib, 2020, p. 67) THE ART OF ASKING QUESTIONS COMM S0226 The Search for Meaning QUESTIONS What has been your experience of questions in doing interviews? 2 EXPECTED LEARNING n The Purpose of Questions n Types of Questions n Questioning Pitfalls n Ways to use Questions n Helpful Questions to ask n Questioning Variables to Consider 3 THE PURPOSE OF QUESTIONS n They can help you get missing and more complete data n Used carefully, a valuable skill n Questions help an interview begin and move along smoothly n Questions Open up new areas for discussion Assist in pinpointing and clarifying Can aid in client self-exploration 4 FOUR PROCESS GOALS 1. Information Gathering: a way to get relevant details, definitions, and examples. Questions explore, clarify, and define emotion so the counsellor is less likely to make incorrect assumptions 2. Providing Focus: questions that relate to the agreed purpose of the interview ensure that the interviewer remains on track - can lead clients through problem exploration, goal setting, and problem solving 5 FOUR PROCESS GOALS 3. Promoting Insight: Can stimulate clients to begin a reflective process and promote insight - leads clients to examine issues, ideas, and feelings they might have overlooked - helps clients make connections and uncover patterns in their thinking and problem solving 4. Catharsis: helps client to tell their story and, thereby, gain release from it 6 TYPES OF QUESTIONS § Closed § Open 7 CLOSED QUESTIONS § Can easily be answered with one or two words § Quickly bring out data and obtain important specifics § Often begin with words such as can, did, are, have, is, will, would, and do § Helpful when you want a clear “yes” or “no” answer § Too many can leave a client feeling like they were being interrogated 8 OPEN QUESTIONS § Difficult to answer with only a few words § Encourages client to talk and provide a full and meaningful answer § Gives the client freedom to answer the question with a lot of detail or a little § Often begin with “What, How, Why, Could you tell me….” 9 OPEN OR CLOSED? 1. Did you go to school today?  Open  Closed 2. Could you tell me about your day? (a) Open (b) Closed 10 OPEN OR CLOSED? (1) Why did you leave school today?  Open  Closed (2)Did you leave to go to the doctor’s office?  Open  Closed 11 ASKING QUESTIONS – DR. BEVERLEY FORD https://www.youtube.com/watch?v=VZZCME u9J_w 12 QUESTIONING PITFALLS Leading Questions: Clients who want to be liked by their counsellors may agree to things with which they did not really want to agree Examples: Do you not think that you should take better care of yourself? You like your programe, yes? Would you not agree that the best plan is to find a good nursing home for your mother? 13 LEADING QUESTIONS § A question which subtly prompts the respondent to answer in a particular way. § Not recommended!!! § What is the difference ? Which is your favourite class? Tell me about your favourite class. This is your favourite class, is it not? 14 LEADING (BIASED) QUESTIONS “A question that suggests a preferred answer (e.g., “Don’t you think our session went really well today?” (Shebib,2023, p. 201) Suggests correct answer or gives a clue Questions that give advice “Have you considered talking in a calm voice to your partner?” = Embedded Advice – Don’t do this! Leave it to the lawyers! Used in court – cross examinations 15 QUESTIONING PITFALLS Excessive Questioning: Too many questions can leave clients feeling that they are being interrogated and they can be overwhelmed Excessive questioning can give the message that the counsellor is the authority and only he/she knows what is important to talk about. This can also set up an atmosphere in which the client does not freely share and explore and instead waits for the counsellor to ask the next question 16 QUESTIONING PITFALLS Excessive Questioning continued: When you have to ask a lot of questions to determine eligibility for a programme, etc., acknowledge this to the client and try to break up the questions with something like, “I have been asking a lot of questions, I know it can be a bit overwhelming. How are you doing?” 17 QUESTIONING PITFALLS Multiple Questions: Asking two or more questions at the same time – especially questions that are not complementary Example: “How do you feel about that? Do you wish that you had handled it differently? What do you plan to do next time?” 18 QUESTIONING PITFALLS Irrelevant Questions: Questions need to support the purpose of the interview - it is helpful to be clear with the client from the beginning about the purpose of the interview Example: “I need to ask some questions about your background so that I can determine if you were eligible for our programme.” 19 QUESTIONING PITFALLS Poorly Timed Questions: Asking good questions, but at an inappropriate or inopportune time Asking content questions after a client has expressed a feeling Shifting to problem solving too quickly Example a): Client “I was so angry when I saw them together.” Counsellor, “Where did you see them?” Example b): Client “I hate my job.” Counsellor, “What kind of job would you enjoy?” 20 QUESTIONING PITFALLS “Why” Questions: “Why” questions ask for justification and, therefore, can seem threatening to clients and may put the client on the defensive Try asking “what” instead of “why” Example “why” question: “Why do you not just leave?” Example “what” question: “What prevents you from leaving?” 21 WAYS TO USE QUESTIONS § Questions help begin the interview § Open questions help elaborate and enrich the client’s story § Questions help bring out concrete specifics of the client’s world § Simple encouragers help a client to tell their story 22  HELPFUL QUESTIONS TO ASK § What brings you here today? § What are your expectations of me? § What do I need to know about your situation? § What do you mean by….? § What else is going on in your life? § Have we missed anything? § Is there anything else I should know? § What did we accomplish today? 23 VARIABLES TO CONSIDER Using questions with less verbal clients 1) Build trust at the client’s pace 2) Accept some randomness 3) Search for concrete examples 4) Seek short, concrete examples after some trust is generated 5) Questioning and other listening skills: Try repeating some of the client’s main words Paraphrase or reflect - raising the intonation of your voice at the end 24 VARIABLES n Be careful not to become overly reliant on questions n Develop your own style in the listening sequence n Use questions to lead clients to specific assets they can use to help resolve problems and issues 25 A Well Formed Interview Contracts Summarizing Transitions What we will cover Contracts Their purpose 2 types of contracts Summarizing 3 purposes of summarizing 2 types of summaries 4 essential steps in summarizing Transitions 5 types of transitions in interviewing 2 Contracts A contract is a negotiated agreement between the counsellor and the client Contracts need to be revisited and updated many times because: As the client explores a problem they may change expectations and goals. As trust is developed by the client, they may be willing to explore more difficult issues New problems and issues may arise in the client’s life 3 The Purpose of Contracting Makes it clear to both the client and the counsellor what the objectives and methods of counselling will be Gives the relationship direction Protects the rights, roles, and obligations of both the counsellor and the client Addresses the fact that there may be differences in how the issue is perceived by the counsellor, by the client and by others (referring agency, family, employer, etc. 4  The Purpose of Contracting + Like a road map that provides a general direction Confirms that everyone is working towards the same goals Makes it clear when the relationship will end Makes it more likely that the client will ‘own’ the work and not see it as something that has been imposed on them. Less likely that the client will think the counsellor has a hidden agenda 5 Types of Contracts Relationship Contracts Work Contracts Contracts can be formal documents, but may be verbal agreements 6 Relationship Contracts Determines how the counsellor and the client will work together (roles and expectations) By exploring how you will work together, you give a clear message to the client that they will be respected Important to be clear, and use language that the client can understand This clarity helps the client to take advantage of what you can offer them 7 Sample Contract School counsellor and 11-year-old boy “My name is Mr. Smith. I’m here because your teacher thought I might be able to help you with some of the problems you’re having a t school. I know that it can be tough to be the new kid. Sometimes it’s just not much fun. Maybe we could meet and see if we can figure out a way to make things better. What do you think?” 8 Work Contracts Work contracts define the focus for the current session and the overall objective of the counselling The limits of confidentiality are part of this contract With no agreement of purpose: The counselling may lack focus and direction The counsellor may make assumptions about the needs and wants of their clients 9 Work Contracts Every agency will have its own mandate which limits the service that can be provided Workers, based on their role at the agency, may also have specific limits on what they can provide It is important that clients are aware of what the agency can and cannot do for them If you or your agency can’t provide the service the client is looking for, then it is important to refer them to the appropriate person or place 10 Summarizing Can be done at different points in the interview Can be a summary of a small part of the interview, the whole interview, or the whole helping relationship 11  Summarizing – 3 Purposes 1. Confirms that the counsellor understands what the client has said and checks assumptions the counsellor might be making Repeat back to the client in condensed form the main ideas of what they have said Example: Counsellor: “So far you seem to be saying that you don’t see any point in trying the same old strategies. Talking to her didn’t seem to work. Ignoring her was even worse. Now you’re not sure what else you can do. Does that seem like an accurate summary?” 12  Summarizing – 3 Purposes 2. A way of organizing complex data and content by tying disjointed but related ideas together Gives clients a new way of looking at an issue which might give them new insight + Helps clients to reduce confusion as you summarize in a clearer sequence 13 Summarizing – 3 Purposes Example: Counsellor: “Let me see if I can sum up what we’ve been talking about. Essentially as you see it, you need to work on long- term solutions some related to improving your fitness, others targeting your social life. As well you want to look at things you can do immediately to reduce your depression, including getting a medical and looking for some fun things to do. Is that a fair way to outline our discussion?” 14 Summarizing – 3 Purposes 3. Helpful when clients wander from topic to topic and add in irrelevant material. Summarizing helps to separate out what is relevant and what is not which, in turn, helps to focus the interview. Example: Counsellor: “From what you’ve been saying it seems that your problems at work with your supervisor are your top priority? Do you agree?” 15  Two types of summaries Content summary + Focusing on the content of what the client has said + Condenses what the client says without editing it + Organizes ideas and sums up data Theme Summary + Tries to identify the key patterns and edits out unnecessary detail + Tries to identify the areas of urgency + Counsellor guesses what is relevant and what is not + Focuses more on feelings and possibly needs 16 Two types of summaries Content Summary Example: “From the beginning you were aware that your welding career didn’t meet your long-standing need to work with people. It seems that your work, with last week as a typical example, leaves you on your own. With your wife studying and your children gone, TV offers little comfort.” Theme Summary Example: “You’re feeling isolated. Neither your job nor your home life gives you much opportunity to satisfy your long-standing need to work with people.” 17  Four Essential Steps -LIVE LIVE – good summarizing involves 4 essential steps Step 1: Listen Use basic attending behaviour to listen to both verbal and non-verbal messages Be careful not to filter with your own biases Can ask questions, ask for examples to help keep focused Can silently repeat and/or review what client has said 18 Four Essential Steps Step 2: Identify and Interpret: Making sense of what the client has shared Distinguishing important information from irrelevant information Counsellor arrives at a similar meaning as the client has so that it is not biased by their own view Can listen for key words as they may help to understand the client’s perspective 19 Four Essential Steps Step 3: Verbalize Offering the client a summary of what you have heard 20 Four Essential Steps Step 4: Evaluate Make sure that your summary was correct Can ask the client directly, “Did I get that right?” Watch and listen for signs from the client. Client may say, “That’s right”, “That’s it”, or if not in agreement, “No, that’s not really it…” or “Kind of”, “Close” 21 Transitions A transition happens when there is a shift from one topic to another Sometimes initiated by the client and sometimes by the counsellor May happen spontaneously, or may be orchestrated to further the objectives of the interview Reasons to transition? (Shebib, 2023, p.220) 22 Five Types of Transitions Natural Transitions u Happens when one topic is completed and there is a natural link to a new one u Usually initiated by client Strategic Transitions u The client mentions several different topics or issues and the counsellor makes a choice about which one with which to proceed u Client should be involved in the decision 23 Five Types of Transitions Control Transitions u When the discussion topic is irrelevant, or it prevents discussion about more important issues, the counsellor may change the topic to a more productive one u Controlled by the counsellor who needs to be very careful not to do this too soon or too often and only if it served the purpose of the interview u To make a smooth transition – summarize what has been said and then be clear about to where you are switching the focus 24 Five Types of Transitions Phase Transitions u Moving from one phase of the interview to another Connect or Linking Transitions u When there are recurrent themes that a client keeps mentioning, the counsellor can point this out u Assists the client in understanding the issue in a new and broader way 25