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Cross Cultural Practices - Coggle Diagram
Cross Cultural Practices
Ch 4: Exportation of US-Based Models of Counseling by Gerstein
Watch out, be aware of trying to "colonize: or use western models that may not work in cross-cultural settings. Be willing to follow and learn from other cultures and models they use (p.103-104)
Huge debates on how to look at culture within the realm of psychology. Many view it needs to be holistic (p. 107)
"main stream psychological theories....deeply rooted in Euro-American values of rationalism, freedom, and individualism....inconsistent with collectivistic values that emphasize social responsibility and the preservation and well being of the group" (p108).
Why US-based knowledge is a trend p. 109-110. Found it interesting that some reasons are due to international students studying in the US go back and try to implement the models they learned about. Also, many international professionals are not published in western journals.
Problems: "values of the recipients culture differ substantially from those of the US" Ex. Taiwan did not do well with the Rogerian method because Taiwanese view the counselor as a teacher or advisor. (p110)
Cheng argued that it is problematic and thus inappropriate to simply transport a counseling theory and methods from one culture to another without examining the culturally encapsulated assumptions of the model's congruence with the recipient's culture context" (p. 111).
Collaborating with professionals of other cultures will hep with authentic cross-cultural counseling (p113)
Ch 4: Setting the Right Tone in Interviewing Clients Across Cultures by Fontes
Don't just appear to care, but open up your heart and care. Korean word
jeong
is a combination of empathy, sympathy, compassion, emotional attachment, and tenderness in varying degrees, according to the social context (57)
Pay attention, take notes. no desk - nothing to be a barrier or seem like you are superior to the client.
Shame has 2 componenets: self-worth and social worth (61)
Adjust your tone of your voice and speed depending on the client's culture. Be aware what is normal to them. (63)
Pace and Time...make sure you let client set the pace. If time is an issue for you, make sure to use to build good rapport during the first few sessions before jumping into the presenting problem. (65-66)
Use appropriate names and titles that are expected of the culture your client is from. Ask them what they would prefer to be called and then do that.(67-70)
Know and understand what saving and losing face means (p70-72)
Questions can comfort a person in crisis (73) page 74-76 is a chart of types of questions with the goal listed as to what the question is used for. Keep the goal in mind when asking questions.
Open ended questions are great to get narrative answers, but may not always work if client is not used to that type of questions (p78)
Ch. 4: Coaching Across Cultures by Rosinski
Power and Responsibility - Control, Harmony, Humility (p75-80) Gives descriptions of each orientation
"The art of coaching is to help a coachee discover new options, shift perspectives, and possibly leverage different orientations" (p.84).
Coaching Tool: Visioning Model- used mainly for businesses and teams, but I think it could be adapted for individual or family use as well. (p85-88)
Ch. 5: Coaching Across Cultures by Rosinski
Time Management Approaches
Scarce/Plentiful (92-95) Need to appreciate both views of time...making the most of each and ask 'What for?'" (95)
Monochronic/Polychronic (95-100) "priority is to encourage coachees to do what is important and meaningful to them, rather than to keep puting these projects off to a hypothetical future" (100).
Past/Present/Future (100-103) "Coaching is present oriented...reflect on what makes them happy, on what matters here and now, and when you help them address immediate challenges" but it also helps to "envision long-term goals" (p103)
Coachees build a toolbox that they can use in similar situations. "Coaches grow as people" (103).
Coaching Tool: Timeline p103-104 gives questions to ask for each segment of the timeline. In essense it is to help the coachee see that "life is passing by" (104).