Social and Cultural Diversity
In personal reflection of bias, the combination of social status, historical environment, and upbringing shape these biases, along with the religious beliefs inherited and developed in adulthood. Racism and discrimination are influential in the cultural diversity of communities and individuals. The stereotypes in a culture accepted by a community implicate prejudices and discrimination that individuals may carry in to a profession.
Ensuring that the examination of cultural biases, prejudices, and beliefs should be done intermittently and when cultural diversity is impacting the care of the whole client. As a provider of mental health and wellness advocacy, the importance of self-care, reflection, and mitigating compassion fatigue needs to be addressed. Utilizing professional associations, mentors, and moral leaders can support reducing burnout or compassion fatigue.
Definition of Cultural Diversity
One definition of cultural diversity articulated in the Journal of Cultural Diversity (1989) and nurse educator literature (Gillson & Cherian, 2019) is “awareness and acceptance of differences in communication, life view, and definitions of health and family” (p. 85).
My Personal Reflection
Upon reflection of personal biases, the most prevalent impacted by substance abuse disorder and biases toward authority. Regarding substance abuse disorder, the lack of trust and concern for manipulation by the impacted individual is biased for me given a history of misuse in my family. Authority such as teachers, police, or managers are valued. I have a favorable bias toward authority. Compliance and respect for authority is expected. Personal experiences with discrimination related to poverty, a parent impacted by addiction and being white, which is often referred to as “white trash”. Many friends were not allowed to sleepover. Extended family made assumptions that any participation in risky behavior meant a “spiral downhill” of well-being. The indigenous culture of Alaska had an impact on the culture I was exposed to such as ceremonies of gratitude for nature and animals. Turmoil experienced as a result of cultural and systemic issues with alcoholism and lack of access to mental health care made an impact in my life. A development of curiosity for learning about different cultures historically and has now prevailed because of these experiences.
Racism and Discrimination
Stereotypes can be described as the mental picture or social perception perceived by a person or group that implies judgment upon the group and not distinguishing individual attributes (Dovidio, Sommers-Flanagan, Vietze, Sommers-Flanagan, & Jones, 2017, p. 159). Prejudice can be concealed behind beliefs or actions that appear realistic. Attitudes toward other groups are experienced principally in values and beliefs about how groups endorse or threaten their ideals. Research has implied people have uncomfortable feelings arise unexpectedly and unsubstantiated, when meeting diverse people. These feelings taint interpersonal encounters, which are often attributed to “other” rather than “self” (Jackson, 2011). Discrimination is the action related to stereotypes and prejudice. How we treat one another is often rooted in the discriminatory beliefs of an individual or the culture.
The results of Reid and Foels (2010) research describes a general cognitive relationship of perceived subtle racism. Subtle racism includes an extension of cognitive complexity and pertains to the complexity of race. Contemporary racial complexity also plays into the density of subtle racism. An example of subtle racism would be making assumptions that people of color are better athletes.
Significant differences in perceptions and values of members within the same ethnic group can be explained in relationship to commitment to belief (CTB) framework. Participants who perceived greater differences in the values and belief systems between themselves and their partner (or group) reported more negative emotions after considering their similarities and differences (Maxwell-Smith, Seligman, Conway, & Cheung, 2015). Emphasizing the similarities in belief systems between groups may help to elicit a greater willingness to engage in intergroup contact or reduce intergroup bias for highly committed individuals.
Multicultural Competence
Cultural encounters that increase knowledge and sensitivity should be implemented into professional development. Developing a better understanding of local cultures can assist provision of holistic care for communities. Five areas of competencies are addressed in the article by Gillson and Cherian (2019), to improve care of diverse populations.
The competencies include self-awareness, basic knowledge of culture and identity, attitudes that encourage cross-cultural communication, cross-culture clinical skills, and advocacy skills (p. 87). Communication has wide variances from expectation of eye contact, hand shaking, written and spoken language. Cultural bias made frequently in counseling, include assumptions in the measure of what constitutes "normal" behavior, linear "cause and effect" thinking, and cultural understanding of abstract words (Todisco & Salomone, 1991). In order to build rapport, a provider should assess their assumptions and biases frequently and indicate which are presumed inaccurate (Dessel & Rodenborg, 2017). Relevant to the research for social and cultural diversity is the intergroup dialog (IGD), a pedagogy designed to promote an understanding of social identity and social inequality, to build interactions across differences, and to raise social justice. Utilizing these pedagogues while exploring other cultures can guide the process of reflection.
The ability to utilize local art galleries, historical sites, active members of a culture can be helpful to dispel personal biases.
An example of cultural bias in counseling research includes attempting to understanding the client with no value for the influence of culture or regarding the client’s subjective experience. The development of reflective practice is to bring forward the personal experience of the client and to bring awareness to the cultural, contextual, and historical factors that define experience (Falender, Shafranske, & Falicov, 2014). To apply this to future practice I would include reflective practices with my clients and visit various experiences to learn about culture and perspective.
Conclusion
As a provider, promotion of mental health and wellness, including the importance of self-care, reflection, and mitigating compassion fatigue should be part of general practice in professional growth. Seek mentors and moral leaders to support professional accountability and reduce burnout or compassion fatigue. The reflection upon biases should be done with care to ensure clients outcomes are not impacted by the professional’s biases. Being aware of racial and diverse prejudices within a community and how that impacts the holistic care of a client provides insight for decisions. Examine multicultural competence, especially, within the community being served. The ability to access culturally relevant information and feedback will enhance the professional’s ability to meet and understand diverse cultural needs.
References
Dessel, A. B., & Rodenborg, N. (2017). An evaluation of intergroup dialogue pedagogy: Addressing segregation and developing cultural competency. Journal of Social Work Education, 53(2), 222-239. doi:10.1080/10437797.2016.1246269
Dovidio, J. F., Sommers-Flanagan, R., Vietze, D. L., Sommers-Flanagan, J., & Jones, J. M. (2017). Ethics and cultural diversity in mental health & wellness; John Wiley & Sons, Inc.
Gillson, S., & Cherian, N. (2019). The importance of teaching cultural diversity in baccalaureate nursing education. Journal of Cultural Diversity, 26(3), 85-88. Retrieved from https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=139005695&site=eds-live&scope=site
Falender, C. A., Shafranske, E. P., & Falicov, C. J. (2014). Reflective practice: Culture in self and other. In C. A. Falender, E. P. Shafranske & C. J. Falicov (Eds.), (pp. 273-281). Washington, DC: American Psychological Association. doi:10.1037/14370-012 Retrieved from https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pzh&AN=2013-38530-012&site=ehost-live&scope=site
Heritage, B., Rees, C. S., & Hegney, D. G. (2018). The ProQOL-21: A revised version of the professional quality of life (ProQOL) scale based on rasch analysis. PLoS ONE, 13(2) Retrieved from https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-15424-001&site=eds-live&scope=site
Jackson, L. M. (2011). Defining prejudice. (pp. 7-28). Washington, DC: American Psychological Association. doi:10.1037/12317-001 Retrieved from https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pzh&AN=2010-19894-001&site=ehost-live&scope=site
Maxwell-Smith, M., Seligman, C., Conway, P., & Cheung, I. (2015). Individual differences in commitment to value-based beliefs and the amplification of perceived belief dissimilarity effects. Journal of Personality, 83(2), 127-141. doi:10.1111/jopy.12089
Reid, L., & Foels, R. (2010). Cognitive complexity and the perception of subtle racism. Basic & Applied Social Psychology, 32(4), 291-301. doi:10.1080/01973533.2010.519217
Sheppard, K. (2016). Compassion fatigue: Are you at risk? American Nurse Today, 11(1), 53-55. Retrieved from https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=112468164&site=eds-live&scope=site
Todisco, M., & Salomone, P. R. (1991). Facilitating effective cross-cultural relationships: The white counselor and the black client. Journal of Multicultural Counseling & Development, 19(4), 146-157. doi:10.1002/j.2161-1912.1991.tb00551.x