Client perceptions of therapists’ multicultural orientation: Cultural (missed) opportunities and cultural humility.

2016 ◽  
Vol 47 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Jesse Owen ◽  
Karen W. Tao ◽  
Joanna M. Drinane ◽  
Joshua Hook ◽  
Don E. Davis ◽  
...  
Keyword(s):  
Cultural Humility ◽  
Client Perceptions ◽  
Missed Opportunities ◽  
Perceptions Of Therapists

Cultural Humility with Religious and Spiritually Diverse Women of Color Clients: A Psychometric Analysis

2019 ◽  
Vol 47 (2) ◽  
pp. 87-99 ◽  
Author(s):  
Cirleen DeBlaere ◽  
Shola Shodiya-Zeumalt ◽  
Cassandra Hinger ◽  
Laura Cobourne ◽  
Don E. Davis ◽  
...  
Keyword(s):  
Factor Structure ◽  
Women Of Color ◽  
Cultural Humility ◽  
Client Perceptions ◽  
Cultural Backgrounds ◽  
Multicultural Competencies ◽  
Confirmatory Factor ◽  
Perceptions Of Therapists ◽  
Mean Differences ◽  
Racial Ethnic

Cultural humility, as part of a therapist’s multicultural orientation, can help facilitate a strong working alliance with clients across diverse cultural backgrounds. Given that little research has attended to how the intersections of race/ethnicity, gender, and religion/spirituality (R/S) influence counseling dyads, we tested the factor structure and provided evidence for the reliability and construct validity of the Cultural Humility Scale (CHS) with a sample of R/S diverse women of color ( N = 288). To our knowledge, this is the first study to examine the factor structure of the CHS with such a sample. We utilized a confirmatory factor analysis that revealed the original theoretical model and two-factor structure of the CHS yielded acceptable fit to the data and all items significantly loaded on their respective factors. Moreover, CHS scores had strong positive associations with client perceptions of therapists’ multicultural competencies and feminist orientation. No mean differences in perceptions of therapist cultural humility were found by R/S or racial/ethnic identity. Implications for research, theory, and clinical practice are discussed.

Therapists’ Multicultural Orientation: Client Perceptions of Cultural Humility, Spiritual/Religious Commitment, and Therapy Outcomes

2014 ◽  
Vol 42 (1) ◽  
pp. 91-98 ◽  
Author(s):  
Jesse Owen ◽  
Terrence A. Jordan ◽  
Darren Turner ◽  
Don E. Davis ◽  
Joshua N. Hook ◽  
...  
Keyword(s):  
Religious Commitment ◽  
Cultural Humility ◽  
Therapy Outcomes ◽  
Client Perceptions

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

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