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Cross-Cultural Interviewing Skills with Interviewing Clients Across…
Cross-Cultural Interviewing Skills with Interviewing Clients Across Cultures by Fontes
Ch. 9 interviewing culturally diverse children and adolescents
"more complex and takes longer....requires at least 2 consent from parent and caregivers" p199
"immigrant children live in two worlds: home and the wider world" p200
Structure on planning interview chart p201-204
Be careful when observing children of other cultures to make sure you are not labeling in a way that is incorrect interpretation of their behavior. p205-211 gives some guidelines on what to expect from some cultures. Very helpful
Assessments: hard to find tests/assessments that are impartial, fair, and accurate (211) - items on test are unknown, tasks are unclear, poor quality of translation (212)
chart on p216 shares ideas on conducting developmental assessments with children
Allow drawings or other media for children to express what they are trying to tell you p217
trauma symptoms: afraid of loud noises, sirens, yelling, airplanes, and fire alarms - but also may not show any fear at big things, but respond violently to minor incidents (218)
Identity - struggle with this. p222-223 lists names that are sometimes used for descriptions, but usually not in positive light.
Ch 10: Interview Reports and Documents
Best to have good notes and observations, but have to be careful when working with people of other cultures. p229
pp231-235 lists words that need to be careful when using in reports because may convey the wrong impression or misinterpretation.
"describing as much as possible rather than drawing conclusions" (235)
taking good notes is important for writing reports (236). Any quotes use the language the quote was spoken in (237)
be careful with word choice in describing environments, people, etc. "If you use the interviewee's terms, be sure to put these in quotation marks and make clear who said them" (240)
When identifying race, ethnicity, and identity groups it is better to ask the client what they would prefer (241)
Be mindful that the person is not just a case, but "a human being with many facets" (245)
Adapted cultural formation from the DSM-4 pp245-246
Contributing factors are to be recorded as well as "possibly" factors, but need to be really cautious because of cultural differences (246)
recommendations and prognoses considerations to consider on p247. They should be based on the individual and not "cookie cutter"
p250 gives a checklist for a completed report. It would be good to use this as the report needs to be accurate
Ch. 12: Common Dilemmas and Misunderstandings in Cross-Cultural Interviews
p281 lists common mistakes that are made. but it begins by saying "be gentle with yourself"
Family relationships - may not be the same, aunts and uncles may not be blood relatives in many cultures. (283)This is also true in missionary circles as well.
Date of birth may not be exactly correct due to many factors (286). This is true for my own adopted daughter. We do not know her exact date of birth, only what the doctors assigned her when she was taken to the orphanage.
truth, lies, and immigration - if refugees, there is a lot to think about as they have endured quite a bit to get there and may not trust those in authority. Children have a lot to hide as well and may be fearful. (287-290)
Thoughts about time vary from culture to culture. You may need to be a bridge to help them understand what time means in this culture. (291)
When competence is questioned can assure them that you have a supervisor, but may need to change interviewers (293).
Watch for prejudices about those from other social classes (297)
Need to watch for high context language because a "yes" may not be a real "yes". (299)
"Magical thinking" - "nonlogical ways people try to make sense of, and influence, their environment" (299).
"Meaning of Dreams" - need to listen to the client and be mindful of their culture because of their beliefs (301).