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Cross-culture Interviewing Skills - Coggle Diagram
Cross-culture Interviewing Skills
Interviewing culturally diverse children and adolescents (Fontes, p.198-227)
Interviewing children is more complex and takes longer than interviewing adults (Fontes, p.199)
Because of their vulnerability, children arouse strong feelings in professionals, family members and concerned others (Fontes, p.200)
Children from minority cultures are often caught between worlds and have trouble articulating their dilemmas (Fontes, p.201)
When we are not members of a given culture, it can be extremely difficult to interpret what we are seeing (Fontes, p.205)
A formal assessment forms a crucial part of the interviewing process (Fontes, p.211)
Assessing the development of children who are bilingual or not native speakers is complex (Fontes, p.215)
When children are reluctant to talk, sometimes you can make it easier by letting them make a drawing or diagram (Fontes, p.217)
When assessing a child who may have been traumatized, it is important to take a full history and inquire about the child's behavioral changes over time (Fontes, p.219)
Adolescence is not recognized as a distinct phase of life in many cultures; an interview or assessment may be confounded by the dissonance between the visions of this life stage held by youngsters and their immigrant caretakers (Fontes, p.220)
Many adolescents are hesitant to reveal sensitive information about a long list of issues in their parents' presence (Fontes, p.224)
When the interview involves a child from a culture different from our own, we need to be even more cautious and conscientious than usual (Fontes, p.226)
Interview reports and documents (Fontes, p.228-252)
The report should reflect the same skill and sensitivity that were used in the interview itself (Fontes, p.228)
Describe as much as possible rather than drawing conclusions or using general summarizing words (Fontes, p.235)
If a family's emotional, verbal, or behavioral response seems unusual to you, be sure to ask what the event means to the family (Fontes, p.236)
Better note taking during the interview facilitates better reports (Fontes, p.236)
Think about the goal of your report. What is it meant to achieve? Who is the audience? (Fontes, p.237)
Bias can manifest in reports much as it does in other phases of the interview process (Fontes, p.238)
We need to make sure our words are chosen without prejudice (Fontes, p.239)
In general, it is best to not guess about a person's race or ethnicity; ask "how would you like me to identity your race or ethnicity?" (Fontes, p.241)
Some reports are intended to present the facts without conclusions or judgement, whereas others expect a certain amount of opinion or synthesis and recommendations (Fontes, p.243)
The DSM-IV-TR recommends including a cultural formulation to provide sufficient information about an individual's background (Fontes, p.245)
You may need to include a section on contributing factors (Fontes, p.246)
In oral reports, it is important to remain professional even if the situation lack formality (Fontes, p.249)
Common dilemmas and misunderstandings in cross-cultural interviews (Fontes, p.280-302)
When you make a mistake, apologize, explain, use your sense of humor, and do what you can to avoid committing the same mistake the next time (Fontes, p.282)
We can grow in our cross-cultural understanding, but it is impossible to avoid making mistakes (Fontes, p.282)
We need to ask questions in ways that allow the respondents to acknowledge the complexity of their lives, including multiple caretakers (Fontes, p.283)
When working with immigrants, professionals sometimes notice that birthdates seem to keep shifting or are hard to pin down (Fontes, p.286)
Fleeing war or persecution, displaced persons are often faced with situations in which they have to find "the right" story so they can obtain safely (Fontes, p.288)
Children from families of all kinds are raised to tell lies - to hide immigration status or an illegal activity, etc (Fontes, p.289)
In many parts of the world, people see time as dynamic, circular, and flowing from the ancestor's past; non-Western people may have a harder time answering concrete questions about dates and times (Fontes, p.290)
When an interviewee rejects an interviewer, the interviewer should remain calm and nondefensive; accept, listen and try to understand the nature of the objections (Fontes, p.293)
Social class differences between interviewee and interviewer can create enormous gaps in understanding and connection (Fontes, p.296)
"Yes" can have a different meaning for Westerners than it does for people who are from an indirect, high-context culture (Fontes, p.298)
When interviewing someone who mentions beliefs that seem illogical to you, it is important to maintain a respectful attitude and listen carefully (Fontes, p.301)
Cultures commonly differ in their beliefs about the meaning and importance of dreams (Fontes, p.301)