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Cross-culture interviewing skills - Coggle Diagram
Cross-culture interviewing skills
Interviewing Children
Challenges
Requires the involvement of many different parties (Fontes, p. 199)
Family may not trust the professional (Fontes, p. 199)
May be logistically difficult to get all the parties involved (Fontes, p. 200)
Arouse strong feelings and creates potential for conflict (Fontes, p. 199-200)
Immigrant Children
Interviewing techniques
Language fluency (Fontes, p. 201)
They may struggle to articulate their dilemmas (Fontes, p. 200)
Use alternative media (Fontes p. 217)
May have different understandings of the nature of their referral (Fontes, p. 201)
Kids may think that they are being interrogated to discover something bad inside them with disastrous consequences (Fontes, p. 202)
Externalizing vs internalizing symptoms (Fontes, p. 202)
Children are affected by their physical state (Fontes, p. 202)
Obtaining the case history because the kids may not have this information (Fontes, p. 202)
Recommending interventions is complicated (Fontes, p. 203)
Collectivist cultures require more extended community involvement (Fontes, p. 203)
Emotional responding as care provider. Counselors must process their own emotions related to the work. (Fontes p. 203)
Behavioral Observations with Immigrant Children
Check with cultural insiders and caregivers before making a pathological diagnosis (Fontes p. 204)
Often kids may not be open about cultural norms (Fontes p. 204)
Techniques for observing behavior
Number of times exhibited per minute (Fontes p. 205)
Interpreting Behavior
May appear unsociable because of cultural differences (Fontes p. 205)
Distractable and Inattentive because of language barriers (Fontes p. 206)
Impulsive and hyperactive because of different behavioural norms (Fontes p. 206)
Overly social because of need to connect with peers from their background (Fontes p. 206)
Undisciplined because they are unused to unstructured cultures (Fontes p. 207)
Overly serious because they don't share cultural humor (Fontes p. 207)
Overly physical because of differences in personal space (Fontes p. 207)
Depressed because of isolation (Fontes p. 208)
Cheating because of cultural concept of collaboration (Fontes p. 208)
Slow to begin or complete tasks because of language barriers (Fontes p. 208)
Disorganized because of chaotic history (Fontes p. 209)
Forgetful because of language barrier or trauma (Fontes p. 209)
Uncooperative or defiant because of misunderstood expectations (Fontes p. 210)
Greedy because of deprivation (Fontes p. 210)
Poor skills in certain subjects because the school does not measure skills in the same way (Fontes p. 210)
Often a formal assessment becomes a crucial part of the interviewing process (Fontes p. 211)
Assessing development (Fontes p. 214)
This can be skewed by their language abilities (Fontes p. 214)
Often cultural parenting practices will mean that developmental milestones come much later (Fontes p. 215)
Techniques
Use instruments that are culturally appropriate (Fontes p. 216)
Use an interpreter if necessary (Fontes p. 216)
Include caretakers when possible (Fontes p. 216)
Find a comfortable location (Fontes p. 216)
Gather only necessary data (Fontes p. 216)
Do not overwhelm with professionals (Fontes p. 216)
Tend to primary issues of concern for the family first (Fontes p. 216)
Explain every step (Fontes p. 216)
Incorporate rituals (Fontes p. 216)
Allow time for questions (Fontes p. 216)
Form conclusions slowly (Fontes p. 216)
Can be complicated by trauma symptoms (Fontes p. 218)
Trauma symptoms can be mislabeled (Fontes p. 218)
Must take a full trauma history and inquire about behavioral changes over time (Fontes p. 218)
Immigration itself can be traumatizing (Fontes p. 219)
Family members try to explain away the trauma (Fontes p. 219)
Trauma symptoms vary by culture (Fontes p. 219)
Working with adolescents
Some cultures do not have adolescent life phases (Fontes p. 220)
Parents often don't understand (Fontes p. 221)
Young people can be caught between societal norms (Fontes p. 222)
Teens may not want to talk about a number of issues in their parent's presence (Fontes, p. 224)
Reports and Documents
Behavior during the interview (Fontes p. 229)
Not separate from our biases (Fontes p. 229)
Report if you are speculating (Fontes p. 230)
Attitude, demeanor, and affect
Impatient (Fontes p. 231)
Indifferent or passive may be a result of cultural norms or past trauma (Fontes p. 231)
Manipulative speech can be confused with indirect communication. (Fontes p. 232)
Ingratiating or overly eager to please may be a result of perceived power distance (Fontes p. 232)
Hostile or aggressive behavior must be clarified to make sure it isn't a part of cultural communication patterns (Fontes p. 232)
Uncooperative descriptor needs clarification (Fontes p. 233)
Resistant implies the counselor knows best (Fontes p. 233)
Defensive means the person rejects criticism, but it might be for a legitimate reason (Fontes p. 234)
Seductive demeanor varies with culture (Fontes p. 234)
Shy withdrawn or timid can be cultural, better to keep reporting neutral (Fontes p. 235).
Affect
Types
Liable is emotionally fluctuative (Fontes p. 235)
Flat means low emotional expression (Fontes p. 235)
Inappropriate to content (Fontes p. 235)
What nonverbals were observed in the interview? (Fontes p. 236)
Better note taking facilitates better reports (Fontes p. 236)
Notes can be requested by client (Fontes p. 236)
Note complexities in narrative portions of report to avoid bias (Fontes p. 239)
Report facts not opinions to avoid prejudice (Fontes p. 239)
Ask, how would you like me to identify your race or ethnicity (Fontes p. 240)
Diagnostic reports may require a case formulation or recommendation (Fontes p. 244)
Cultural formulation is recommended in the report (Fontes p. 245)
Include relevant contributing cultural factors in your report. (Fontes p. 246)
Check the report thoroughly (Fontes p. 250)
Recommendations
May be for a treatment plan (Fontes p. 246-247)
May be for the gathering of more information (Fontes p. 247)
Authority and trust
Social workers: for low income families, interaction unfavorable, for the wealthy, generally favorable (Fontes p. 254)
Healthcare
Minority groups mistrust medical professionals because of historical persecution (Fontes p. 257)
Medical professionals are seen with a greater degree of mistrust by lower income families (Fontes p. 256)
Reduce language barriers, discuss cultural issues, ask what they believed caused their condition (Fontes p. 261)
ask about what steps have been taken prior to seeing the professional (Fontes p. 261)
Ask about barriers to them following your reccomendations (Fontes p. 261)
Consider using a cultural broker (Fontes p. 262)
Mental Health Clinicians
Some cultural backgrounds predispose people to be comfortable with sharing details with psychologists (Fontes p. 262)
In other cultures, distrust is the norm (Fontes p. 262)
People may mistrust because they fear confidentiality breaches (Fontes p. 263)
Not all cultures believe in talking about one's problems (Fontes p. 263)
Conducting cross-cultural interviews
Reduce language barriers (Fontes p. 264)
Explain confidentiality and its limits (Fontes p. 264)
Inquire about difficulties and perceived solutions (Fontes p. 264)
Present interventions positively (Fontes p. 264)
Provide as much information as possible about your role, purpose of the interview and possible next steps (Fontes p. 264)
Accessible services (Fontes p. 264)
Ensure that agencies serve all regardless of immigration status (Fontes p. 264)
Consider a cultural broker (Fontes p. 264)
Law enforcement
Upper class white people tend to trust (Fontes p. 265)
People from less-advantaged neighborhoods often fear the police (Fontes p. 265)
People who have emigrated from War Zones are more likely to fear police (Fontes p. 266)
Educators
Upper income children establish positive bonds with teachers (Fontes p. 267)
Lower income children often attend overcrowded schools (Fontes p. 267)
Should teach English while celebrating diversity in languages in their students (Fontes p. 268)
Biased teachers can harm students through racism and anger (Fontes p. 269)
Attorneys
May be unfamiliar to lower income families (Fontes p. 270)
Cultures have different approaches to conflict and resolution (Fontes p. 272)
Researchers
Research in the past abused minority communities (Fontes p. 273)
Research involving people always involves a relationship (Fontes p. 273)
Researcher is always more powerful than the person being researched (Fontes p. 273)
Instrument development must involve the community (Fontes p. 274)
Potential employers
People from lower income or cultural minority backgrounds may feel intimidated (Fontes p. 276)
Many cultures prize humility which could be interpreted as lack of self esteem (Fontes p. 276)
Women's Crisis centers
Workers will need to demonstrate an ability to work with cultural values (Fontes p. 278