eae Naa 2 el eels ND COUNSELORSed by ann Pocholgialassocaion {a0 pt See NE ‘eshte, DC 20002 eran teonder [apa der Deparment rer Jessy, De 20070-2984 Meese 273, Duet. (202) 9969220 0 ye 5908 DIET: (203) 96-6129 eine: reaps oafooks! Sia ebereape ot nthe Ui, rope, Nica an the MUBEE ES, Sm ny be onde Toca Pyeng Asan Senses sues ‘covet arden. Landon ‘re #L0 Enes08 ype in Mita by novo bento St ner Automated crap sytem, wis ait ME er A yes Sarmcio, bes, Paine Se eke AS nnnuon aver eves uN EN ine esponsbiy of tbe athe and uc SIONS the opinions and sateen pubis ‘nein Poyto}C he opla nt neesy epee he nous oS ‘hoon inary o€ congress Cataloging tn Puaveation Bets ny Pamel 8 yale a pci eee or ces counselor, hic retreecs nd inde an rssrse 768-8 1S Us eoparaleoumekng 2 Pocboberay. 1 DHE ses7.c6 587 2001 ipro-sal reoroz34 ‘tid bray yan-rublication Da ea yr eelab tothe Bes eA, ined he Ue Sas of A PoorBecoming a Culturally Responsive Therapist wareues slearing to keep yourself company. (Geneen Roth, quote Lares (eas 30) nook tor wixdom about how ble can best belived, Smith 2991) examined the world's vrajorelglons Rindais, Budahism, Confucianism, Taos, slam, ocak, Chrsianiy ra borgina) Ausaian spirituality Ke conclude that these tradiionsskare an expats ‘on thee elements, or what he calls “tues: hay, chs, and veracy Humiy isnot el-abasement, isthe capac aa cea dnc company of others 3 one DU not more Ban oe. Chay Fae eae oer fo eco reparé coe neighbor as EREWSE ODE Fae Seu as for veracity. extens beyond he maim a tath-teling aoa eet the copacty tose ps exact as they ae To conform ‘Gabel to dhe may tangs are to ve autbendcaly (9 387) seem to me that these characteris ate equally importat in becoming a elective {hes Humalty helps me to avoid Jodgingilerence as inferior. Compassion, oan aaa of charty toward others, enables me to work with and appreciate people who ualcnge my beliefs and values, An critcal thinking kil. which an guide one toward Seine Naip te to continually question my assamptons and look fr explanations that go beyond what appears self-evident elove one can apply these qualities i therapeutic work, Is mportant tobe familar nth «knowledge base concerning te relstoasnip berween individual and soil biases, vethea watacs and power structures An understanding of thes relavonships is essentia) si ealuvaing « humble. comparsonate, and crical approach o one's work. Lets begin sith the example of Eline, a Euroamerican therapist in her ealy 30sL COMPLEXITIES IN PRACTICE aine received a call from a loca physidan who wished vo obain counseling fs is yasen nig Sok. 2 30-year-old Cambodian ¢khmer) widow whe had heen C7 lee that er apartment Fes pool, and losing weight since laring three weeks pend as aheduled ite demolished, The pbyscan gave Eine he name apd phos aa ee Sk’ ieee. Han, who wouk! bang Mrs. Sok with hero the menial Iheahs cemes. arr tjed Han and made arrangement fr a tial assesment re attended by cae ate, end Han, During thelr meting Mrs. Sok spoke in soft vole and made Mane Sg contac rth Eane. Ms. Sok could ot provide er gs he date of Be Taine tit Cratdng ia vohich they were meeting, Han explained that Mas, Sok had never Coane ak ox wie in her own language and tbat she dd nt keep wack of ies Dy rarer clendae Elaine quicy tealized it woold be meanings 0 ask the othet aaeercraay questions she wouié normaly askin an assessment of this 07 (0 Pel aaa eacreard teen thre objec of dra geometcc desig) lasted. se cose 10 Frere MStuining more information about Mrs Sok’ medica and socal Nstony so ton inerpreting ber questions Esine leaned that Ms. Sok had been widowed lnc hey hosband was ied in the warn Cambodia during the late 1970s and that (4 etter st euleen (atthe time) also died ox were kiled. During the several year period in Sitch sc ived ina refugee camp in Thalland, Max. Sok had another id by azpan whose ve bouts she no fonger knew. Inthe late 1980s, Mrs. Sok and he three surviving ‘Javon (now ages 16, 22 ané 23) emigrated to the United states, wets they bad been fhieg in em aparment bung next doo 1 two other Carsbodian fais. The family vrantged wo lve on public asintance snd the money her 23-year-old son earned from 2 artim jo ho 2 restaurant, t Flane obtained this information, ste began to notice that Mrs. SOK’ tesponses in -khuncy were much shorter than Hans subsoguent interpretations in English Elaine asked ‘Bon she was adding information, and Han said yes, because she knew Mss. Sok well and TaD eying to help By including information that Mis. Sok was leaving out. When Eline Tikes in ie Sem tone to interpret exacy what was sid with po addons oF deletions Are deltceg thatthe would alow ber wo gain a pare accurate assessment of Mrs. Sok, Han agreed but appeared uncomiorable, v etcnagh Mis, Sok showed ite emotional response to questions about her history she became arta when Eline asked about tbe impending lost of ker apartment She sid ‘ner tne were there and that she did't now where ele she would go. Eine made empathic comment in response But did not ask any adsitional quesdons about the ong station, Instead, she foctied on obtaining more information about Mrs. Sok iperiences during the war. As thet time was ending, Elaine told Mrs, Sok thet she eteved she could be of help and wanted Mrs. Sok o return with Han the next week: She ged that she would lke Mrs. Sok to alo see the psychinwst. wo might recommend sa medicine to help her sleep. Mrs. Sok nodded her head in agreement. At this point {fe sesson hed aleady taken two hours and another client was waiting ouse, $9 Elaine Rrctuted ther second meeting. and they al aid good-bye. Te next week, Mrs Sok and [an dbd noe appear fr their appointment, and when Eisine telephoned Tan find out wy. Han told her thats. Sok did aot wat 1 reat. m today faced assis compe beneli so doc snd a sox’ protec fw 3 probe a beste care ‘sical ero sldee Ths then kom Bian! and Leigt poste they here with ve subiProferors malonate | [Corioped Reve vade Poh Departamento, Zale = Becoming Clary Responsive Terapia | 20 ‘This anecdote describes stuetion not at all unusual ia mental health practice today. A compassionate and well-meaning therapist eis to understand a new client’ needs and how the therapatt might be of help. At the samc me, an individual seeking ISsistance artemis to understand abe rules of therapy asess the tostworthiness ans Competence of this relative stranger, the therapist: and determine whether the bbeneit of counseling will outweigh the time, elfor. an¢ embarrassment involves Fotone ar more reasons, the cient alien decides that therapy will nt be helpful and 9 does not eetut ‘Prom Mis. So's perspec, Elaine semed young to be in her positon af aunhority and oot especialy sensitive ta thote around her; Elaine's pressing questions about Mis. oR past and Hou’s apparent Gscomfort at something Elaine said made Mrs. Sok ec! protective ol Han and cautious about rusting Elane, M's. Sak had had o prior experience Swith a counselor or psychotherapist, and when her physican and Kan had sold er that “Counseling cafe you she assuined that such help would address her most pressing srcblem, namely the destruction of her home. “Aithough Elune was atleast uimaly aware that Mes. SOk’s and Han’s Cambodian Iestage influenced how shey perceived and presented Mrs, Soks need, she did not tink cally about how shes ivences were relevant othe assessment, Had Blaine system ltcally considered the role of cltre Mes SOK station, whe might have recognized her osin lack of experience an knowledge regarding Cambodian clture, refugees and bider Cambodian wornen (50 yeats brig “alder” among people who survived the war) ‘his realization could have le her to weat Ham less a5 an astsant and more as 2 peer ie the ecopmtion that Kan's knowledge of Cambodian people was 2s extensive as Elaine's Knowledge ofthe mental heath eld She might then have wea the need to consul with Fan before and sher the asessment, an action that would have helped her in the zs and respect of Man and thus, inirecty, of Mrs, Sok (see Bradford & Munoz, 1999, and Leigh. Corbett, Guuman, & Morere, 1996, regarding the Importance of pre-and portsseserent meeting wih interprets) ‘ditionally rapport could havebeenfaciitatedifEainchadsystematiallyconsieres the ways in which her own pertoal and profesional experiences might be inencing her conceptoalization of Mes. Sok situation, For example Elaine’ theoretical rientaion 4nd her persona belief shout iauma led her to assume that Mrs. SoK' cure symptoms rete dut to past aura, As» result she focused on eliting information about Ms. SOW’ ar telated experiences, despite the fac that both Mas. Sok and Han were asking fr he'p ‘something eve I Elaine had recognized the legitimacy of Mrs. Sok’s concept ation. she might shen have focused on what Mrs. Sok considered central—ahatis. the atened los ofr home -ané Mrs Sok might have el more understood. See Struwe, 1994, regarding clint intesviewnng with refugees, and Cede. 1992, for accounts of khaner people's resendement experiences) In tcn fr, Sok had felt understood, she would bave been more Bkely to return. further assessment itmightheve come apparent bt pastauma was contributing ho Mr. SoK's dates, and in this cate Elaine would understandably want to adress the subject However because rapport and trust were not established and Ms. Sok did not return, she opporvrity for helping the client in this or any osher way was lost.a appanssinc cuttunat compLemitigs IN pxactice Understanding Bias One way to think about the mistakes Haine made isin terms of bias aBbeit well imten- tioned. Although Elaine could have conecpivalized Mrs. Sol’s case in a variety of ways, het experiences and traning biased er toward a pancular view that ther inclined et 9 lake cerain acions, butt others. Although Elaine would have been open to considering these bases if someone had pointed them Out, she dd not Se them on her own. Largely because she thought of bas in dichotomous terms (ie, that one is either based or not. ‘the possibility that she might be based di not even occur to er ‘A mote helpful way to think about bist simply ae a tendency tendency t0 think, ct or feet ina parculac way In some cases. these tendencies may guide us ward more accurate hypotheses and a quicker understanding of someone. In other situations, they ‘ay lead to embarcassingy wrong assumptions, asl expenenced nthe fowing situation. 1 was visiting a small Unitarian group in a raral area. The Gree war talkative and ‘dacery with the exception of one man. Dressed ina plaid shirt. Jeans and hiking boots. he appeared to be Euroamerican and had 2 long, urshaven beard. His lal expression wos somber, and he dint say 2 word, although he seemed tobe listening intently. The word “unibomber” popped into my head. During the coffee hour afterwatd, I avoided eye contact with im when {was speaking {As Twas driving home with a ead, tasked her about this man. She sad, “Ob, hea very interesting guy He works fa-me asa biologist and he's a professional usin, He ‘ets up 21 4.00 every morming io practi hie music before work. He also a Quaker, so he ‘does't say much inthe service, but when be does. is always interesting” Ouch ‘Clea. my bases did not face helpful hypotheses about thisnan. On the contrary. they sent me in the opposite diecton—coward inaccurate assumptions that then led me {obehave ina way tha reinforced these asurmptions. By avoiding eye contact with him {was denied the opportunity to lean anything from isn that might have contracted my misunderstanding. [AC Ihe individual level biases emerge in tandem with two other cognitive processes, those of categorization and generalization, The abies to categoria information and wen generalize this data to new tuations help usin organizing the vast amour of information ve encounter on a daly basis (Hamalton & Teller, 1986; Stephan, 1969). Unwally these ‘cognicive processes faciitate our leaming ad socal interactions, but they can also ‘contribute to the formation of inaccurate assumptioas asin my example above, When ‘these assumpdons become rigid. we may develop what Noliman and Lauver (1987) called fning ofthe categories” or tendency toward stereotyping ‘Toavoid making inaccurate assumptions about their ents therspists ay deci that {he Best approach sto assume nothing about a cient’ culture apd allow the cient to share ‘whatever she or he believes i npornt. Although such an approach swell mctivate, Contains » problemati asumption, namely, that therapists ae able to assume nothing ‘bout thelr cllents if they choose. The dea that one can “tien ot preconceptions about ‘sz0ups of people is appealing, However. given the subtle and pervasive nature of Our sovuoptions, such control i extremely difcalt if aot lpossble. What is more Ukely 12 ‘wasoyidog 2494 uesajoug ‘opotetey opndoyien} ‘hat on new? chs. te Ee = feb u, Bveth tons. cerubls Indivic relat. ccolturt hyper deeper ‘he mo denne | Social B The ab at mur Howey tocton. sonders Be ona power! dead mapa Thats expec: person ype 1 WeBecoming Catrall Respensive Therapist | 23 ‘occur when one atemps to ignore the presence of assumptions i creased awarencss ‘hat one Is aking them (Pedersen, 1987). ‘A Euroamerican colleague deserbed hie own experience wih the power of assump: tions in We internship oth a woman sulferig from anxiety. At the time, the therapist new that his lem idensfed herself 2s a Chistian: he too had been brought up in CChrian environment. although he was no longer practicing. oked ter what rs exceptional about those times when anxicty was nota problem, fend} she sla that ber beating was ferent. jumped th and {mee Eno that! thought was» very erie bit of pryRoeducation on the ‘jee of meetin. When had finshed, sbe pote nfomed me that her Felice belleved tha mediates ie “devs work” (Darin, 1996) 1 asin tis ease, rapport and trust have been established. then cients wil often sve the therapist the benefit af he doubt and overlook or forgive inaccurate asamp ions. However. n most inital assessments, Hherapiss do not have the benef baving testabished a sold working slaUonship with the client. Raber, wpom meeting a0 Foaividval of faraily for the fet time, they must establish rapport and teust ina felatvely hort period ot wsk losing the opportunity to help. Knowledge of a cients Culture can facilitate this early work, becouse it enables the therapist to formulate Hypotheses and ask quesions that more clove adresse client's eal experience The Aleepet and broader 8 therapist knowledge of and experience with alien's ealure the more accurae and relevant these hypotheses and questions wil be (S. Sue, 1998) Iotuin, well-infored hypotheses and questions often increase chiens" trust and cont . 68) “Atty obstacle urty maybe the theraps's tachment wo aparicolar theoretical covientation or outcome. From a Buddhist perspective, tachment to one viewpoint ‘oncepivalzation, oF ies olen lads to wnnecesary seri (Rao. 1988) 19 the Thera peuite setting. allowing ane’s theoretical orlemation to take precedence over a cient oncems may rest in an accurate assessment of an intervention shat is nappropriste or ineffective For exemple, in wocking with a client who has anxiety about an impending move. 2 presentcoriented, copritive behavioral therapist might overlook the importance of the {amaly’smaltgenerational nigra history. Alternatively n response vo a chen'srequest for abil in dealing with coworkers’ ractt comments. « psychodynemicelly oriented therapist might mate the tisake of overemphasinng the lent’ early upbringing tm his feelings about the curert stuation, Tn sum, therapists ae advised tobe on the lookout for these obstacles compassion: delerive behavior, fee ignorance, ain, and attachment to one theozetica perspective ‘When a therapist recognize any ofthese in here or himsel, there ae speci steps she ‘or he car sake to prevent interlerence with the asessment proces PREVENTING DEFENSIVE BEHAVIORS _My fend Bb was the principal of igh schoo ina Serian Yupik village in Alaska. One day Euroamerican male teacher (al ofthe teachers were Euroanerican) came into see him. The teacher was frious because he sid that he had correced one of his sadents and she boy bad jst lnghed a hm. The teacher considered the boy's behavior tobe & ‘topate Feiss van30 | ADDRESSING CULTURAL comPLExtTIES IN PRACTICE sign of disrespect. Bob suggeted that be bring the boy i, which the teacher di. As the focus {eacher repeated his complaint in s loud angry voice. the boy began laughing again, Bob tbo told the teacher to lave. When they were slone, Bob asked the boy what had happened, the v and the boy disolved into tear. pint ‘The boy hadn't meant to laugh. but Uke all the student here, he spoke English as expe second language and just didnt understand what the teacher had wane into. Hit sigh laughter was out ofembarrassment at the teachers angry focus on him Unfortunately, the visor teacher was too stuck in his own defensiveness to stop the downratd spl ol tet ater, pal actions i. the more the teacher shouted, the more the boy laughed). Bob hed accepted t the teachers (dominant cultural) view ofthe problem, the opportunity for seeing what deter ‘ras really happening would have been mised. But by saying open and locking for alter, ; fatve explanatios, Bob opened the way fora deeper unde stoning othe boy ‘A first step toward sustaining opeanes isto become more aware of anes experience {m the moment, a process known as mindfulnest in Budais paychalogy. The importance of mindfulness in resolving defensive feelings has been described as follows by the Vietnamese monk Thich Nhat Hand (1992) The word sampojanareters 0 wtema formations, eters or knotz When someone S2Ys semethig unkind tows, for example il we donot uncestand Why he ad i ' nd me become iitecd knot willbe edn The lack of understanding te ‘bass for every internal knot. we pracice mundfaines, cca tee te sl 9 ecognizing not th moment bed ws ut and iting ways ole. Hera ' formations need ou ul ateion as son a they form we they are lose ed, so hat dhe work ol antyng them wil be easy. me do not ce ot kts . hen they form, they wil grow lighter end vce. 8), 7 ‘hese “knots” may be experienced as physiological sensations that sceompany one’s fectings of detensiveness, fas, and pun, These sensations cam then serve ax cuts that one ‘3 focusing more on oneself than on one’ client. possible denying the precipitant of KEE ‘these sensations and feelings may help the therapist predict his or her inclination toeheve {n 8 way that will work aginst is or her teal Sntenions (eg. to conmmneate respect to obtain an accurate sesame) ‘rom Hume Forexanpl naseson anid cies youngtheps maybegno expenene cam ‘tension in his forehead and upper back. He may use these sensations as curs to. recognize hn z ttathe tes fn sou wesing ih ant who's mh olen hes a me Sg tb cre may then be sf tain am bebo ia fe weal see zens unconsciously engage in when he feels afraid and inadequate. Rather than. describing his : ‘qualifications in such a way thatthe client perceives him to be bragging (and consequently, Lied fess connec ohm the tap mah openly heal econ hae ® ‘Younger age might limit his understanding of the client's situation. Because the latter. * behavior takes he sheapt vane and thes cmon hs here ‘more likely to faciliave a sense of connection between the two (Kiselica, 1998), a ea conttonted wa cing of ctr’ in an scimens ayo hell to cong sea deep bet eae only ad then foc for ew sent noes sae esr emphasis om retin sa way of grounding oneself none ope a Beas eres ‘medion pace, nlasin te bebanl decent teen tae waa maeecoming a Cally Responsive Therap | 3 teas itmay then be more posible to ask yourselfaboot the presumed need fortwo panies esd ine fame view: That nos cent conceptualize a situation nthe same way that deeereresat dost? It may abo be constructive to ask youre if there ate alernaive tone hat may teas aldo usc s Your own. Mugh there be 2ome information or cavmanees tha would allow yoo to appreciate theve diferent perspectives? Finally hove Sap ou po about reing the llormation oF experiences that could ad to» boader aanee ved undemtanéng othe cbeot and her or his sian? Note that these questions Jarabe thor fered eater for hnkingcrcally wile staying Marble sre nmmarine, we can neve elianate defensive feeings. Howevet, we can decreme detensive behaviors by following these steps 1 Be aware of she physical sensations that accompty flings of defensiveness, fet and pala Table, went the precipitant ofthese sensation and felings wo help you predict detensive eaviors before they evar See thee physical semations as cues to what you ate feng When goa fel defensive sensations and eeings ane ake a éeep breath, extale Slowly, and then focus for 3 Fv seconds on your breath. Relea trom defensive behaviors (eg. talking f00 mach, emphasizing your own sccomplsinens. emotional distancing) Teer ue need for chen: views 19 match yout own. Are there equally val akernatise opinions? RRecopnize your need Yor adstionat information nd experiences Hopproprate,sscus he liitations of your knowledge and experience withthe cient KEEPING A SENSE OF HUMOR Humor provides an opportunity e ep out ef one's cogitive set, even only for afew moments (Mayer & Cervaise, (994) Thi shift can alow one to ee anew perspective OF Cmappreiote ether people even if they hold belies with which one disagrees (Lem, ‘Jeoor Tam continually reminded my day-to-day experiences of the ways in whic yhomor enables people fo connect. For instance, was asked to sce Mf, Sith 2 macded ‘hun is 20s for questions about depression and cognitive difclies, As Lapproached fh hospital room, could hear what sounded ike an argument between him and his physican’ Dios Nove Geonge, you'r gona have to sat Isteaing to what Im telling you Fees sedate pote ging to have bigge problems. Ae yo Isening 9 =e? sar Smith Ob wy don't yous ge nd sored esto Peter? cinging ne uside, ooched on tie open doo, then walked in and introduced mysel ‘Mr Sith asa wheelchair ang hooked up wo an 1 be wes hunched ove trom ceo Porous of depression, o ust angly facing the oor?) the physican gave me a warm rae and sad “Wel, George. 1 guess you'e Ue lucky one who gets to stay here ae talkb2 | ADDRESSING CULTURAL COMPLEXITIES IN PRACTICE ‘with De. Mays 0 Fl just be heading ou.” tr. Smith grombled something: couldnt see his face Just then, the physician turned away to make 9 quick note in his chart tn thot ‘oment, Mr, Smith raised hie ead looked night at me, winked, and pt his head Back own, {immediately relaxed and it go othe negative expectations and defensive felings Td.been busting since approach the door ONGOING DILEMMAS, Therapists who com incorporate these suggestions nto thet coss-cuhualpeactices wil stil encounter tuationsin which finding» goodsolotion remains dicul One such lemma #5 that in which a cient says something that would generally be consdeved racist or smi offensive. I the comment isthe main point and intentionally derowatoy. can foten be addresed direc For example, asking bout a male cen homophobic felings ‘would be relevant if he uses a shar to describe his gay employer wo he believes is retina him ui. However ifthe cients coment is incidental to her etn point and 0 intently Arcogatory, then the decision to say something can be more eh, because Ie involves Pullin tn cient back tothe offensive rack and priakizng the therapist's feeLnge stout 4 Forenample,Guting the Gull War, saw a cent who wasteliog me abou! he son whe 2s a part of the military ation. and a she was talking she made © negative comment ‘tout Arab propie. Mer commen: was completely incidental wher main pooh an] dost that she had any idea that what she sid was offensive, At the te. { was matted to an ‘ab man and we were both involved in proteins the wa. had many stony feehngs in ‘eactlon ther comment. but chose to say nothing, n pat because it secined to ine that saying romething would have ben calling atenton tomy asuesather than the cents ‘Also, this conversation took place during on assessment. and Thad not yet esabished felationship with the woman, Atthe same tine, the value I place on the nett speak our inst racist and other oppressive atutudesereaed presi inside me 1 say something One guideline for therapist el-icosure ie whether it pricey bene the derapse i the cient (see chapter 5 on eszbshing 3 respect relatonship} Responding to a kent incidental remark seems to lean more toward benefiting the therapist could ave addressed the women’s comment without diaclosing my petsonal stustions howeves sSmplycaing attetion to her comment would have made my pobtieal views bry wns bareot However, one could argue that tis the ellen’ advantage to now the se to fefending others with her Iangoage: aso, ukimatey, vacates hurt and mat she ‘Person who holds them (Herter 190). important to note that the therapeutic tclationship and the therapist's idensty ae also considerations Fer example. ft were Arab td the dient made the derogaiony comment knowing he, would want to nd out why (es, as she feeling angry toward me, ord she think Imight be based agunas hor} ac (Chi, 1994; Pee Foster, 1936). he complenty of cilemmas like thete means that soltions wil be highly siaadon ‘Reif, Toterease the Likelihood that you wil make the best decion possible the free Sepistohave thought about such sues elorchand asa parol your own ongoing cetera seltassesrment (Greene. 1984). (This process and the relationship between evap! Conelu Hum bout colarBecoming a Calerly Responsive Therapie | 39 ‘values and thei wotk is explored in chapter 3, followed by » more detailed discussion of cros-cultual wanslerence and countertanaference in chapter 4) Once you ate engaged tn the self-assessment proces, when dtficul lemmas occ using the preceding guie= nes regarding defensive behaviors an help you make a deasien abou: how to respond i ‘hat particular moment. Afterward, whenever pessibie, ry wo consult with colleague who belongs tothe cultural group being teferenced: even iti ft late 19 da something atleest can lean fom the cedbck ‘Aso in the moment, hen I personally fel offended helps me 1 pay attenvion to the speaker’ intentions. Hey ean well. [ery 0 go with that tn tae hope that when, Trnake mistakes, steers wal be generoun in thei judgments f me. Sil thi “coming to stitial consciousness is as the writer bell hooks 1998} noted. a itca, “ying” proces. one that demande that we gee up set ways of thinking tnd being, that we shit ou paraipr, that we open aorelve to the onknowe, the Unfamaiit, Undergoing hs process. we leara what mean a srg a inte ftlorwe experience ike igh'y and uegty of being that coues ih eveltionsry ‘anges (300) Conclusion amity. compassion, and cial thinking Skil provide sfounestion for learning more shout diverse cultural ifluercesoneneselfand one’s cients However, they do not ensure culturaliy responsive practice. Theres sil the need fr therapist tobe aware oftheir own particular knowledge gaps ad areas of bias. This topic explored in the next chapter. Becoming a ural Responive Therapist 1. Bias s Best thought of asa tendency to think actor feline parla way, sometinns ‘Ung us toward more necorate hyphens bu sometimes ot 2. When basi ceinfrced by powertol groups and socal structures, the rents are sates of priviege and oppression (ism, sexsim, dai, heteovexen able, ae and fovonati, 3. Unprvieged member of thee systems ae scaled tobe ately aware ofthe les ‘separating tho who have privlega rer hota wo donot, becae te Suomen of their vec are more dependent an Wore who hold power 4 Prvileged members are socalized tobe less aware f the nes an ctferences related to 5 Humly, compen, and ita thinking sis are quae he fecnate therapist’ work a0 es of plage aed epprention {Five obstacles to compasion ae defensvenes far, ignorance. pin and attachment toa parthaar theoretical erentaton or outcome apede Reservador Profesor: Recma Dalebrane Fechortele CUE RE COREE ERC 7. Although defensive fetings can never be elininate snl may even be helpful as cus, ‘etensve Banavions often crenta emtional stance between the therepot and lant 18. steps that can be take to minimite deena behaviors include mantining mina {aurarenasof the physiological sesatons hat acempany one’s defense facings, {ccuing on one's breath inthe moment ad questioning the need fren ta see things inthe sare way a the rapist. 9. osscutural werk fraught with halngingdlermas: the best olution for one situation may not be the bet for anther 10. folowing a cress-cutural mistake a misunderstanding it can be helps convult with a ‘calengue whe belongs to the cultural group being efeeneed eanapoae ame pease ee Fecha: ee Swern FE —— Se as |