Cultural Psychology Presentation
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The document describes a case study that examined how the strength of Latino/a students' cultural identification influences their perceptions of other minority groups at Wesleyan University. The study primed half of the Latino/a participants about their ethnic identity and measured ethnic identification and out-group perceptions. Preliminary results found that priming increased feelings of solidarity, centrality to identity, and similarity to other Latino/a individuals. It also found priming led to viewing European-Americans as more distinct and had no effect on views of Asian-Americans. Participants were reluctant to rate African-Americans on scales but said they were most similar to their own group.
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Prejudice and discrimination can take many forms, from subtle to extreme. Prejudice involves unfavorable attitudes toward social groups, while discrimination involves harmful actions directed at those groups. Studies have found discrimination in areas like housing (LaPiere, 1934) and implicit biases in automatic cognition (IAT). Prejudice can be based on attributes such as sex, race, age, sexual orientation, and disability status. It may take overt forms like hate speech or physical attack, or more subtle forms like tokenism or reluctance to help. Discrimination has damaging effects and is illegal in many places, but implicit or unconscious biases still exist and can influence behavior.
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If you want to know the resources feel free to comment below.
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- Social psychology attempts to understand how individuals are influenced by others and examines social thinking, influence, and relations.
- Major themes include that we construct our social reality, social intuitions can be powerful but sometimes perilous, and social influences shape our behavior.
- Social behavior has biological roots in evolution and social neuroscience, and social psychology principles apply to everyday life.
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Viktor Frankl was a prominent Austrian psychiatrist who developed Logotherapy after surviving Nazi concentration camps. During his imprisonment, he observed that prisoners who found meaning, such as through relationships or future goals, were more likely to survive. After the war, Frankl published books explaining Logotherapy and how humans are motivated by seeking meaning through love, work, and even suffering. Logotherapy focuses on helping people find purpose and meaning in their lives.
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- Social identity is how people define themselves based on their group memberships rather than individual attributes.
- Groups use prototypes or ideals to define themselves and differentiate from other groups.
- Stereotyping can occur when viewing other groups through the lens of a prototype rather than as individuals.
- Communication helps shape social identities and how groups understand themselves.
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The cognitive perspective assumes that:
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This document summarizes a discussion on diversity, equity, and identity from a residential life training session at UNLV. It discusses how concepts like sexism, racism, and white identity are rooted in American history and institutions like UNLV. It provides an overview of diversity initiatives and demographics at UNLV. Models of identity development are presented, like racial/cultural identity development and white identity development. The role of resident assistants in promoting inclusion and social justice on campus is also discussed. Participants are prompted to reflect on how assumptions of equality can overlook equity issues.
Introduction to Res Life - Diversity, Equity, Inclusion, and Belonging
Introduction to diversity and inclusion topics for Resident Assistant candidates at the University of Nevada, Las Vegas (UNLV). 2019-20
Multicultural Advising Presentation
This document discusses concepts related to multicultural advising. It includes exercises that would help advisors understand diversity and cultural differences in advising. It also provides models of racial/cultural identity development and questions for advisors to reflect on their own cultural competence when working with students from diverse backgrounds. Key factors that can impact the success of minority students are identified as well as the importance of advising in retention.
Running head CULTURALLY RELEVANT RESEARCH APPROACHES1CULTURALL.docx
Running head: CULTURALLY RELEVANT RESEARCH APPROACHES 1
CULTURALLY RELEVANT RESEARCH APPROACHES 2
Culturally Relevant Research Approaches
Name
Institutional Affiliation
Culturally Relevant Research Approaches
An analysis and a description of traditional research, addressing the question of its cultural relevance.
Traditional research is described as research done by individuals outside a specific organization. This research is aimed at offering some generalized truth on the investigated question. The basis of this research is a hypothesis where various variables are handled by a researcher in order to ascertain a particular research question through manipulation. This research is assessed from two perspectives; qualitative and quantitative. Qualitative research is the analysis of data obtained through interviews, journals and observations, while quantitative involves data that is numeric. Cultural relevance tends to be critical when the human population is involved. In traditional research, quantitative research does not cater to the cultural factors of the population being researched as qualitative research does. Under the group, I am analysis that is Asian Americans. Their data were collected from interviews and observing their way of living. Understanding their culture as social workers will limit bias when handling individuals from different cultures.
An analysis and a description of what comprises culturally relevant research.
Cultural relevance is significant to social workers because it allows them to maneuver through various multicultural situations whereby they must serve clients from different backgrounds and cultures without offence or bias. Cultural relevance involves social workers working on cases to approach each case in a way that is respectful to cultural differences while showing appreciation for diversity. Therefore, research needs to be culturally relevant. This means that the research conducted should take into consideration the social, cultural and linguistic needs of the population in question. By taking into consideration these aspects, the research will gather more information and will take a shorter period.
An analysis and a description of at least three research studies that have addressed the cultural group you are exploring.
In the United States, Asian Americans are among the fastest-growing ethnic groups. In the census conducted in 2010 in the US, based on Davidson & Smith (2015), the Asian American population was over seventeen million individuals, which translates to over five percent of the population. In terms of ethnic composition, the population has the most diverse composition. Below are three studies that focus on the issues that affect this population.
Research conducted by Cheng (2015) offered a detailed analysis of the stigma levels that affected Asian Americans in terms of social and biological explanations. The population group compared was European Americans. Based on this research, th.
Introduction to Residential Life, Diversity, Inclusion, and Belonging Education
This document outlines content presented in a UNLV residential life training session on diversity, equity, and inclusion. It discusses how racism and sexism are embedded in American systems and institutions, including UNLV's history and roots. Participants engage in activities to reflect on their identities and privileges. Key terms are defined, including diversity, equity, oppression, and social justice. The training aims to increase understanding of identity and raise awareness of inequities in power and representation at the university.
Numeric Grade 22 30 pts Letter Grade The following qu.docx
Numeric Grade: 22 / 30 pts
Letter Grade:
The following questions should serve as a guide for your entry:
· What is one group (racial, ethnic, sexual orientation, gender, religious, social class, etc.) with which you feel you can identify in terms of belonging to this group?
· Would you consider this group a majority or minority group? Why?
· How important is this group identity to you? If it is very important, what do you think makes it important? If it is not, why do you think it is not important to you?
· In what way or ways might this group identity help to shape your view of the world?
· How is your ability to be objective about minority-majority issues influenced, either positively or negatively by this group identity?
Comments:
Carl, you’ve done a very good job on your first journal entry and your application of the concepts of “machismo” and objectivity. See my comment on the definition of minority. Are Hispanics considered a minority only due to their numbers? Other relevant concepts that might apply to what you’ve written here might be symbolic interaction and cultural differentiation.
You needed to apply two theories this week. You might have used social identity theory to explain your feeling of comfort around those like you in terms of the ethnicity and social status. You might also have used Interactionist theory to explain the process of cultural transmission of Hispanic norms and values, especially those that apply to Hispanic males as well as to explain why skin color may be significant in the U.S. while it is not as significant in Latin American countries. Interactionists would also suggest that taking one’s time may be interpreted as being lazy in the US and this might result in conflict. Our culture shapes our perceptions and in turn, this influences how we react to those who are not like us in certain respects. Your APA format is very good overall. If the information cited is quoted material, then you also need to include the page number on which the quoted material is located.
As noted in the instructions, these journals are “practice” for the paper. They are meant to help you in applying concepts and theory, so be sure to follow my comments and the feedback I give you each week. Review the rubric below to see where you need to concentrate on improving your entries. If you do not understand something, please contact me. Thanks! Instructor C :-)
The ethnic group with which I feel I can identify in terms of belonging to this group is Hispanic. I would consider this group to be a minority group and so does society. Although Hispanics have grown significantly in numbers throughout the United States their numbers as far as population goes are still low in comparison to others in the United States[k1] . Hispanics have grown to be the largest minority group in the United States (Parrillo, 2011). Being Hispanic to me is very important. It signifies who I am and what I am about. One thing that makes this identi.
SWK 501 Ch. 4 cultural context
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Journal #2 Negotiation preparation -Name & Student #1. How wou.docx
Journal #2 : Negotiation preparation - Name & Student #1. How would you define the situation or the problem? What is the “gap”?
Current situation (your view/their view)
Ideal situation (your view/their view)
2. Is there potential for negotiation? Why? Explain
Problem to solve? Whose problem is it?
Conflict to resolve?
Value to create?
Resources to share?
Is there interdependency between the parties?
3. Who are the stakeholders? Primary (P) or Secondary (S) What is at stake for them? Explain shortly
Stakeholder
P or S?
At stake?
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YOU
YOUR COUNTERPART
Goal(s)
Interests
Needs
Wants
5. What are your fears/concerns/worries?
YOU
YOUR COUNTERPART
Fears
Concerns
worries
6. Is there shared interest? Why?
7. Human factors
YOU
YOUR COUNTERPART
Personality
Emotions
Perception/ framing
Stress
Conclusion
8. Situation assessment
a) Is it one-shot, long-term or repetitive?
b) Do the negotiations involve scarce resources, ideologies or both?
c) Necessity or opportunity? Exchange or dispute situation? Is agreement required?
d) Is it legal to negotiate? Are there time constraints or time-related costs?
e) Is third-party involved (or potentially involved)?
f) Are there conventions or norms in terms of the process of negotiation (e.g., who makes the first offer; fairness norms, etc.)?
g) Do negotiations involve more than one offer?
h) Is there a power differential between parties?
i) Is there a precedent? An history?
9. In light of the previous questions, do you see it as distributive situation or an Integrative one? Why?
Integrative or Distributive
Why?
10. What are the issues? = what is negotiable?
Issues/items to negotiate
details
tangible
Intangible
Bargaining mix / packages
11. OPTIONS AND PREPARATION
YOU
YOUR COUNTERPART
Options
BATNA
WATNA
TARGET (realistic point)
Resistance point (walk away)
Opening/initial offer /stance
Concession planning
12. In light of the previous questions, which strategy and tactics do you plan on implementing? Which communication style and communication strategy will you use?
Running head: ETHENIC GENOGRAM 1
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Ethnic Genogram
Darnetta Glover
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Ethnic Genogram
Annie McDonald Bond Grandmother
Albert Bond
Grandfather
Clavin Bond Uncle Deceased at birth
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Glenda Bond Bolden Aunt
Jame Bond Uncle
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Clinton Bond Cousin
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Psy 237 Online Understanding Ourselves
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Review for Midterm, American Culture1. Individualism and civi.docx
Review for Midterm, American Culture
1. Individualism and civic or community involvement.
What does individualism mean in American culture, how it relates to concepts and values such as freedom, democracy, civic responsibility, community involvement. Be able to discuss how all this is related. Be able to discuss the concept of social capital and its decline. Understand and be able to explain the difference between utilitarian liberalism and moral liberalism. How do Americans connect their own fulfillment to that of other people, despite (or because of) individualism?
2. America as a land apart. This examines how Americans have always thought of America as somehow different, special, set apart from other people, cultures, or countries. It applies to questions like whether America is seen as a haven for the world’s oppressed, as a power in the world, etc. It refers to how many generations of immigrants have seen America and why they came here. It also refers to several opposing or conflicting attitudes and values, such as isolationism (America should not get involved with the rest of the world), nativism (foreign immigrants are the problem), extreme patriotism? What are the positive and negative sides to American exceptionalism?
3. Equality and inequality. This includes the tensions between our cultural ideals and values of equality and the reality of inequality in America—poverty, racism, the heritage of slavery and relations to Native Americans, etc. You should be able to explain how/why social categories such as race, social class, and even gender, as socially constructed, not biological or inherent--how racial and class categories are socially constructed and negotiated and “man-made,” rather than biologically inherent and “God-given.” Basically: our physical and genetic traits are inherent and given, but how we and others choose to perceive, emphasize, or ignore various physical and genetic traits, how we place people into arbitrary categories based on these traits, and how we set one category as “higher” or better than another are all socially constructed and learned. We can look at inequality as giving different groups of people different access to wealth, power, and prestige, and how the same social categories that define our identity (race, ethnicity, gender, etc.) also place us somewhere in a social hierarchy. We can always “negotiate” and try to change this. How can inequality be seen on the level of individuals and images (personal attitudes of prejudice, etc.), institutions discrimination, (policies and practices of institutions that perpetuate racism or inequality), and ideology (systems of attitudes, beliefs, ideas, and symbols that rationalize and support or challenge the “rightness” of a situation of inequality).We can change individuals on the level interpersonal relationships, but if we do not change institutional policies and practices and develop an alternative ideology, we won’t change inequality. Cla ...
Demographic InformationINTERVIEWEE (pseudonym or alias) Name.docx
Demographic Information
INTERVIEWEE (pseudonym or alias):
Name:
in the neighborhood of ...
Age:
Gender:
Marital status:
Sexual orientation: Education:
Occupation:
Parents’ occupation: Father: Mother:
Migratory Background
1. Where were you born?
Probe: When did you move to the United States (if applicable)?
Length of residence in Los Angeles/CA: Immigration/Citizenship Status:
2. Where did you grow up? (If you moved around a lot, please describe where you mostly resided growing up.)
Probe: Please describe the community in which you grew up: mostly
White, mostly Asian American (which ethnicity), mostly Latino, or mostly African American, or was it quite diverse? If diverse, which ethnicities was the community made-up of?
3. Did you participate in ethnic organizations while growing up, such as church/temple, community centers, cultural performances, etc.?
Probe: Did you associate mostly with friends from school or from your ethnic community while you were in school? Or both?
4. Where did you attend college?
Probe: Did you associate with Koreans/Asian Americans at college?
Why?
Probe: Where did you attend graduate school (if applicable)? In what
subject(s)?
5. What part does religion play, if at all, in your everyday life?
I: Social Relation
2. Are there expectations from your family or community (or your own expectation) on how you go about your home life, such as what you eat, how you decorate, etc.? Do you feel you’ve lived up to those expectations?
3. How often do you cook Korean food? How often do you go out to eat it?
\
4. Why do you live/not live with your parents? Probe: How often do you talk to your family?
[Thinking about the last conversation you had with your parents], what did you talk about?
How does being Korean American affect how you approach a conversation?
5. Do you think your relationship with your family members is similar to your friends’, co-workers’, or members of the community’s?
6. [For women] how does being a woman shape the expectation of your home life?
Probe: What does being male or female mean? What standards are you held to? What are the empowering possibilities or restrictions associated with any of these male or female roles?
What are the major differences in how men and women are raised in the Korean American community? What are your thoughts on these differences?
In your opinion are there differences in being an American female vs. a Korean American female/American male vs. Korean American male?
7. What percentage of your friends is Korean American? Other Asian Americans? Other minorities?
Whites?
8. Are you religious? Are your Korean American friends religious (i.e., Christian)?
9. What did you do the last time you saw your friends? What do you typically do with your friends?
10. Do activities ever feel different based on the ethnic background? Example?
11. Thinking about your two or three close friends, what leads you to feel close to them?
12. Thinking of the last tim.
Week 5 Discussion Response.docx
1) The document discusses the historical experiences and worldviews of Asian Americans/Pacific Islanders and Latino Americans.
2) It notes that both groups have faced challenges such as hierarchical family structures and stereotypes.
3) Understanding these historical influences is important for counselors to acknowledge different cultural values and help clients navigate multiple identities.
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This document discusses measures of acculturation and their relationship to health outcomes in Hispanic populations. It describes the acculturation scales developed by Hazuda et al. that measure language use, cultural traditions, and social integration across generations. It also describes a less comprehensive acculturation measure used in the HHANES survey that focused only on language and ethnic identity. The document notes that socioeconomic factors often better predict health behaviors than acculturation alone. When controlling for access to care, acculturation showed weaker associations with preventive health service use.
REGIONAL DIFFERENCES OF THE U.S. LATIN@ DIASPORA_ IMPLICATIONS FOR STUDENT AF...
This document summarizes a presentation given at an ACPA conference on regional differences among Latinx students in the U.S. and implications for student affairs professionals. The presentation covered key terms, U.S. census data on Latinx populations, Torres' model of Hispanic identity development, and breakout group discussions on regional identity issues. Student interviews found language barriers, a sense of incompleteness outside of Latinx communities, and low Latinx enrollment as challenges. Implications for professionals included understanding regional issues, biases, advising, campus culture, and available resources to better support Latinx student retention and identity development.
Trust- ICLL6 (2)
This document discusses the importance of building trust in intercultural relationships. It notes that trust is a critical element for effective ministry and opens opportunities for spiritual work. The document explores factors that affect relationship and trust building between cultures, such as worldviews, arrogance, deference, speech, behaviors, and attitudes. It provides strategies for establishing trust, including behaviors like listening, observing, and showing humility. Trust is seen as especially important since cultural misunderstandings can unintentionally damage trust.
Generic Characteristics of CounselingTherapyAll theories of cou.docx
Generic Characteristics of Counseling/Therapy
All theories of counseling and psychotherapy are influenced by assumptions that theorists make regarding the goals for therapy, the methodology used to invoke change, and the definition of mental health and mental illness (Corey, 2013). Counseling and psychotherapy have traditionally been conceptualized in Western individualistic terms (Ivey, Ivey, Myers, & Sweeney, 2005). Whether the particular theory is psychodynamic, existential-humanistic, or cognitive behavioral in orientation, a number of multicultural specialists (Ponterotto, Utsey, & Pedersen, 2006; Ivey, Ivey, & Zalaquett, 2014) indicate that they share certain common components of White culture in their values and beliefs. Katz (1985) has described the components of White culture (see Table 7.1) that are reflected in the goals and processes of clinical work.
TABLE 7.1Components of White Culture: Values and Beliefs
Rugged Individualism
Individual is primary unit
Individual has primary responsibility
Independence and autonomy highly valued and rewarded
Individual can control environment
Competition
Winning is everything
Win/lose dichotomy
Action Orientation
Must master and control nature
Must always do something about a situation
Pragmatic/utilitarian view of life
Communication
Standard English
Written tradition
Direct eye contact
Limited physical contact
Control of emotions
Time
Adherence to rigid time
Time is viewed as a commodity
Holidays
Based on Christian religion
Based on White history and male leaders
History
Based on European immigrants' experience in the United States
Romanticize war
Protestant Work Ethic
Working hard brings success
Progress and Future Orientation
Plan for future
Delay gratification
Value continual improvement and progress
Emphasis on Scientific Method
Objective, rational, linear thinking
Cause-and-effect relationships
Quantitative emphasis
Status and Power
Measured by economic possessions
Credentials, titles, and positions
Believe “own” system
Believe better than other systems
Owning goods, space, property
Family Structure
Nuclear family is the ideal social unit
Male is breadwinner and the head of the household
Female is homemaker and subordinate to the husband
Patriarchal structure
Aesthetics
Music and art based on European cultures
Women's beauty based on blonde, blue-eyed, thin, young
Men's attractiveness based on athletic ability, power, economic status
Religion
Belief in Christianity
No tolerance for deviation from single god concept
Source: From The Counseling Psychologist (p. 618) by J. Katz, 1985, Beverly Hills, CA: Sage. Copyright 1985 by Sage Publications, Inc. Reprinted by permission.
In the United States and in many other countries as well, psychotherapy and counseling are used mainly with middle- and upper-class segments of the population (Smith, 2010). These have often been referred to as the “generic characteristics” of counseling (see Table 7.2). As a result, culturally diverse clients do not shar ...
The APA is offering the Cultural Formulation Interview (incl.docx
The APA is offering the Cultural Formulation Interview (including the Informant
Version) and the Supplementary Modules to the Core Cultural Formulation
Interview for further research and clinical evaluation. They should be used in
research and clinical settings as potentially useful tools to enhance clinical
understanding and decision-making and not as the sole basis for making a
clinical diagnosis. Additional information can be found in DSM-5 in the Section
III chapter “Cultural Formulation.” The APA requests that clinicians and
researchers provide further data on the usefulness of these cultural formulation
interviews at http://www.dsm5.org/Pages/Feedback-Form.aspx.
Measure: Cultural Formulation Interview (CFI)
Rights granted: This material can be reproduced without permission by
researchers and by clinicians for use with their patients.
Rights holder: American Psychiatric Association
To request permission for any other use beyond what is stipulated above,
contact: http://www.appi.org/CustomerService/Pages/Permissions.aspx
http://www.dsm5.org/Pages/Feedback-Form.aspx
http://www.appi.org/CustomerService/Pages/Permissions.aspx
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Copyright © 2013 American Psychiatric Association. All Rights Reserved.
This material can be reproduced without permission by researchers and by clinicians for use with their patients.
Cultural Formulation Interview (CFI)
Supplementary modules used to expand each CFI subtopic are noted in parentheses.
GUIDE TO INTERVIEWER INSTRUCTIONS TO THE INTERVIEWER ARE ITALICIZED.
The following questions aim to clarify key aspects of the
presenting clinical problem from the point of view of
the individual and other members of the individual’s
social network (i.e., family, friends, or others involved
in current problem). This includes the problem’s
meaning, potential sources of help, and expectations
for services.
INTRODUCTION FOR THE INDIVIDUAL:
I would like to understand the problems that bring you here so that I can
help you more effectively. I want to know about your experience and
ideas. I will ask some questions about what is going on and how you
are dealing with it. Please remember there are no right or wrong an-
swers.
CULTURAL DEFINITION OF THE PROBLEM
CULTURAL DEFINITION OF THE PROBLEM
(Explanatory Model, Level of Functioning)
Elicit the individual’s view of core problems and key
concerns.
Focus on the individual’s own way of understanding the
problem.
Use the term, expression, or brief description elicited in
question 1 to identify the problem in subsequent
questions (e.g., “your conflict with your son”).
1. What brings you here today?
IF INDIVIDUAL GIVES FEW DETAILS OR ONLY MENTIONS
SYMPTOMS OR A MEDICAL DIAGNOSIS, PROBE:
People often understand their problems in their own way, which may
be similar to or different from how doctors describe the problem. How
would you describe your problem?
Ask how individual frames the problem for members of .
Similar to Cultural Psychology Presentation (20)
2019 Introduction to Residential Life Diversity & Belonging Education - Week 5
2019 Introduction to Residential Life Diversity & Belonging Education - Week 5
Introduction to Res Life - Diversity, Equity, Inclusion, and Belonging
Introduction to Res Life - Diversity, Equity, Inclusion, and Belonging
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Running head CULTURALLY RELEVANT RESEARCH APPROACHES1CULTURALL.docx
Introduction to Residential Life, Diversity, Inclusion, and Belonging Education
Introduction to Residential Life, Diversity, Inclusion, and Belonging Education
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Journal #2 Negotiation preparation -Name & Student #1. How wou.docx
Journal #2 Negotiation preparation -Name & Student #1. How wou.docx
Review for Midterm, American Culture1. Individualism and civi.docx
Review for Midterm, American Culture1. Individualism and civi.docx
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Demographic InformationINTERVIEWEE (pseudonym or alias) Name.docx
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REGIONAL DIFFERENCES OF THE U.S. LATIN@ DIASPORA_ IMPLICATIONS FOR STUDENT AF...
Generic Characteristics of CounselingTherapyAll theories of cou.docx
Generic Characteristics of CounselingTherapyAll theories of cou.docx
The APA is offering the Cultural Formulation Interview (incl.docx
The APA is offering the Cultural Formulation Interview (incl.docx
Cultural Psychology Presentation
- 1. ETHNIC IDENTIFICATION AND PERCEPTIONS OF OUT-GROUP MINORITIES A Case Study of Latino/a Students at Wesleyan University
- 4. Ethnic Identification Scale (Leach, 2008) Group-Level) Self-Investment Solidarity 1. I feel a bond with [In-group]. 2. I feel solidarity with [In-group]. 3. I feel committed to [In-group]. Satisfaction 4. I am glad to be [In-group]. 5. I think that [In-group] have a lot to be proud of. 6. It is pleasant to be [In-group]. 7. Being [In-group] gives me a good feeling. Centrality 8. I often think about the fact that I am [In-group]. 9. The fact that I am [In-group] is an important part of my identity. 10. Being [In-group] is an important part of how I see myself. (Group-Level) Self-Definition Individual Self-Stereotyping 11. I have a lot in common with the average [In-group] person. 12. I am similar to the average [In-group] person. In-Group Homogeneity 13. [In-group] people have a lot in common with each other. 14. [In-group] people are very similar to each other.
- 10. Histogram of Subscale Results
- 16. Histogram of Similarity Measures