Multicultural Considerations Research Articles

Cross-Linguistic and Multicultural Considerations in Evaluating Bilingual Adults With Aphasia.

The current study delineated a clinical and theoretical framework that clinicians and researchers can use to guide the assessment of bilingual aphasia at morphosyntactic, lexical-semantic, and phonological levels of language processing. This tutorial outlines cross-linguistic and multicultural considerations that should be addressed in evaluating bilingual adults with aphasia (BWAs). At the morphosyntactic level, we presented three features that should be taken into account when evaluating linguistic symptoms in languages considering whether they are typologically similar or dissimilar: word order, pro(noun)-drop, and morphological inflections of verbs. We suggest that clinicians need to conduct additional error analyses that reflect typological differences in syntactic templates, argument-deletion phenomena, and morphological inflections to better understand linguistic characteristics of impairments arising from the interactions of the two languages that may differ in many ways. At the lexical-semantic level, we addressed three cross-linguistic features that may impact naming performance in BWAs: cognates, lexical frequency, and semantic typicality. The presence of cognates between the two languages can lead to differential interpretations of naming performance. In addition, the same lexical items may exhibit varying lexical frequency and typicality across languages due to cultural and linguistic differences. We suggest that clinicians should thoroughly prepare the testing items considering the linguistic distance. Finally, we emphasized differences in segmental and suprasegmental features of phonology that could contribute to cross-linguistic phenomena during assessment of two or more languages. This cross-linguistic assessment framework contributes to a better understanding of linguistic impairments and communication difficulties experienced by BWAs. This framework can be utilized in current clinical practice to facilitate culturally and linguistically appropriate assessment and treatment approaches for BWAs.

NURS-04. MUSIC THERAPY WITH CAREGIVERS FOR THOSE WITH PEDIATRIC BRAIN CANCER AND BRAIN TUMORS: A CRITICAL REVIEW OF THE LITERATURE AND RECOMMENDATIONS FOR FUTURE PROGRAMS

Abstract BACKGROUND Caregivers for those with pediatric brain cancer and brain tumors face significant challenges. During the course of treatment, pediatric brain cancer and brain tumor patients face not just the physical consequences of treatments, but the neurological effects as well. METHODS This critical review of the literature examines the effects of Music Therapy on Caregivers, Caregivers for cancer patients, and Caregivers for pediatric cancer patients. A literature review was specifically chosen with the intention of making recommendations for future program planning. Subjects explored include the psychological, physical, and financial impacts of caregiving. Additional concepts include personality traits of Caregivers and multicultural considerations in caregiving. The topics of brain cancer and the use of Music Therapy with patients are also explored. Special attention is given to Music Therapy for Caregivers for those with pediatric brain cancer and brain tumors. Main points under this headline also include Caregiver stressors, similarities and differences in multicultural caregiving, and the limited research available to Caregivers. RESULTS At the time the literature review, no research had been conducted in the area of Music Therapy and Caregivers for pediatric brain cancer and primary brain tumors. Music Therapy was proven, however, to be a significant non-pharmaceutical intervention for several areas, including anxiety and pain management. CONCLUSION The conclusion drawn was that more research is needed with Music Therapy and this particular population. Additionally, a basic framework for a Music Therapy program for Caregivers for those with pediatric brain cancer and brain tumors has been provided with recommendations on the expansion of the program.

Multicultural Considerations for the Psychometrics of the Brief Pornography Screen.

Problematic pornography use (PPU) is a burgeoning area of clinical interest. The Brief Pornography Screen (BPS) is a new PPU measure. The BPS has not been psychometrically studied within specific race/cultural groups. We sought to broaden the PPU literature by examining the confirmatory factor analysis (CFA) fit, measurement invariance, and structural invariance of the BPS across eight identity groups. Participants came from a survey administered at three U.S. universities. In total, n = 2,475 participants were analyzed, with the following identity group breakdowns: Asian American/Pacific Islander (AAPI) male = 268, AAPI female = 303, Black male = 101, Black female = 189, Latin male = 208, Latin female = 372, White male = 432, and White female = 602. BPS CFA fit was good across all groups. Measurement invariance analyses suggested metric, but not scalar invariance across all groups. We then split participants by sex assignment, full residual invariance was evident across groups for male participants and partial residual invariance was evident for female participants. Structural invariance analyses indicated anxiety as a weak positive BPS correlate in AAPI, Latin, and White male participants (β's = 0.25-0.27), but not meaningfully related in the other groups. Pornography viewing frequency was positively correlated with BPS scores across most groups with a wide range (β's = 0.29-0.52), except for Black male participants (β = 0.15). Our results suggest that the BPS is an appropriate PPU measure across the tested identity groups. While between-group measurement is relatively accurate within sex assignment groups, correlates differed in strength, meaning different variables likely predict PPU for different groups of people.

Multicultural Considerations for Behaviorally-Focused Consultation: A Systematic Review

ABSTRACT School psychologists commonly conduct consultations focused on behavioral issues; however, questions remain regarding best-practices when conducting consultations with families from historically marginalized communities. The present study aimed to review the empirical literature base examining multicultural competencies in behaviorally-focused consultation. A systematic search of the literature was conducted to acquire the sample for this review, and 16 studies were identified. Studies were analyzed to assess the current state of the literature including study characteristics, participant demographics, and consultation features. Additionally, themes were identified related to notable findings and recommendations for research and the field. Across populations, behaviorally-focused consultation was found to be acceptable and associated with client behavioral improvements. However, the current research has several limitations, such as small sample sizes, narrow cultural focus, and limited investigation into consultee and consultant characteristics. While these preliminary findings are promising, future research is needed to continue to inform the evidence for this practice.

Social Justice and Multiculturalism in Consultation Training: An Analysis of Syllabi from School Psychology Programs

ABSTRACT Training in school-based consultation may encompass instruction on various consultation models, aims, and work with various partners. However, it is unclear how trainers currently structure coursework and the extent to which social justice is embedded in class. Therefore, we conducted a systematic replication of Hazel et al. (2010) analyses of consultation training syllabi. We analyzed 63 syllabi from 55 school psychology programs. We found many course instructors grounded training in problem-solving models. Trainers assigned at least one reading or assignment related to multicultural considerations or social justice, but social justice was rarely centered as a training goal. As compared to the Hazel et al. previous findings, we noted more syllabi incorporating topics on teleconsultation and self-reflection, which may be critical to advancing social justice in consultation. Limitations and implications of findings are discussed, including the need to more comprehensively incorporate social justice themes in all aspects of school consultation training.

Canadian cannabis education resources to support youth health literacy: A scoping review and environmental scan.

The 2018 legalisation of cannabis in Canada sparked concern and conversation about the potential negative impacts of youth cannabis use. It is clear that young people are already engaging in cannabis use for a variety of reasons; therefore, youth cannabis education is desirable to promote harm reduction and reduce the risk of adverse physical and mental health outcomes. To identify and categorise Canadian cannabis education resources using a social-ecological approach informed by the youth health literacy framework, considering multiple factors at the micro-, meso- and macro-levels that influence health literacy and impact behaviour. In line with scoping review methodology, database searches and an environmental scan of materials were completed. Specific inclusion criteria were identified to encompass all Canadian cannabis education resources directed towards young people aged 9-18 years and adults in contact with youth. A total of 60 resources were identified and categorised using the youth health literacy framework in terms of their focus on (1) micro influences (resources for youth); (2) meso influences (resources for teachers, parents, mentors); and (3) macro influences (resources for indigenous communities and medical professionals). While many resources were identified, issues exist with the accessibility, quality and multicultural considerations of such resources, warranting the development of comprehensive, evidence-based and harm reduction-focused cannabis education for youth.

A Way Forward With Multicultural Considerations, Advocacy, and Accessibility Across the 2023 Revised Code of Professional Ethics for Rehabilitation Counselor Educators and Practitioners

While the 2017 version of the Commission on Rehabilitation Counselor Certification (CRCC) Code of Ethics engrained diversity considerations across the 12 main sections of professional practice, more explicit ethical expectations related to multicultural competence are needed to govern the future of rehabilitation counseling practice. The 2023 revised CRCC Code of Ethics will include a newly added unit labeled, Section D: Multicultural Considerations, which seeks to reduce bias, minimize discrimination, and prevent harm in practice. This section infuses cultural competencies introduced to the profession and tenets of advocacy as more than just aspirational directives but also as enforceable tenets of conduct. This article provides an overview of the changes made to Section C: Advocacy and Accessibility and explains the significance of Section D across the principles that instruct professional behavior. The authors will describe best practices for operationalizing the ethics code to ensure that services are comprehensive, equitable, and inclusive. Finally, we will present strategies for becoming a culturally competent and ethically conscientious Rehabilitation Counselor.

Development and Evaluation of the School Counseling Internship Competency Scale

According to the American School Counselor Association, school counseling interns’ competence should be measured by an instrument grounded in professional standards. However, no valid and reliable instrument exists to assess school counseling interns’ competencies. We created and validated a school counseling supervision instrument with four subscales: Foundational Skills and Dispositions, Multicultural Considerations and Student Services, General Education and Special Education Process, and Classroom Management and Collaboration/Consultation. We provide implications for interns, site supervisors, and university supervisors/faculty.

MANAGEMENT OF DEPRESSION IN OLDER ADULTS RECEIVING CARE IN MEDICAL SETTINGS

Abstract Although rates of major depressive disorder are lower among older adults, depressive symptoms are a common presentation for aging individuals in medical settings. Unique challenges arise when treating depressive symptoms co-occurring with brain health concerns in older adults with a complex medical history. This presentation reviews how cognitive behavioral interventions for later-life depression are relevant for mental health practitioners who work in primary care and general medical settings. Specific clinical and multicultural considerations will be highlighted to support clinicians and interdisciplinary teams to work effectively with older adults who have co-existing depressive symptoms and cognitive concerns.

Multicultural considerations in augmentative and alternative communication

ABSTRACT Little is known about how well high-tech augmentative and alternative communication (AAC) systems accommodate language variation to meet the needs of people and families who are culturally and linguistically diverse. The purpose of this study was to investigate how high-tech AAC device manufacturers consider language variation and multilingualism in device design and language files, whether there is a difference in the modifications available on default language files on a dedicated AAC device as compared to communication applications on tablets, and the availability of these modifications. A coding schema was developed to assess features available that enabled user modification of default language files across four language domains: semantics, morphosyntax, phonology, and pragmatics. The results indicated that more changes were possible in semantics and phonology on default language files. There were not significant differences between language files offered on a dedicated AAC device or an application on a tablet. There were significant differences in the capabilities of the device to make modifications and in the ease of programming, but not in the resources provided to families. Based on these findings, it appears that device manufacturers have just begun to address the needs of families and users who are culturally and linguistically diverse.

Cognitive Behavioral Therapy for Insomnia (CBT-I): A Primer.

Cognitive Behavioral Therapy for Insomnia (CBT-I) is a multi-component treatment for insomnia that targets difficulties with initiating and/or maintaining sleep and is delivered over the course of six to eight sessions. The primary focus of CBT-I is to address the perpetuating factors (according to the three-factor model of insomnia) that contribute to the development of chronic insomnia. Chronic insomnia is the most prevalent sleep disorder, occurring in approximately 6-10% of the population, and is a risk factor for multiple medical and psychiatric disorders. Despite its prevalence and morbidity, the widespread dissemination of CBT-I is not commensurate with insomnia's overall public health impact. This is particularly surprising given its large evidence base and recent recommendation as the first line intervention for insomnia. The primary goal of this article is to provide a primer or brief introduction to CBT-I that is intended to be accessible to all clinicians and researchers, including non-sleep experts. Core components of CBT-I (i.e., Sleep Restriction Therapy, Stimulus Control Therapy, Sleep Hygiene, and Cognitive Therapy), relapse prevention strategies, multicultural considerations, adjuvants to traditional interventions, treatment adherence issues, efficacy, and further training options are described. A session-by-session outline is also provided.

Assessment and Treatment of Adolescents With Chronic Medical Conditions.

Chronic medical conditions persist for one year or more, require ongoing medical intervention, and impair functioning. Approximately 10-30% of youth are diagnosed with a chronic medical condition. Youth with chronic medical conditions are at heightened risk for psychiatric comorbidity and negative health outcomes across the lifespan. Managing a chronic medical condition becomes particularly difficult during the adolescent developmental period, which is marked by changes in biological, psychological, social, and cognitive development. Assessment and intervention with adolescents is often challenging, as this is a period of transition and risk. Given increasing rates of chronic medical conditions, health service psychologists are likely to encounter youth with medical conditions in their clinical practice. In this paper, an overview of chronic medical conditions and adolescent development is provided and fundamental assessment and treatment components, including multicultural considerations, are explored.

Introduction to the special issue: Resilience and perseverance for human flourishing.

This special issue was inspired by a desire to shine a light on new ways to think about stress and trauma through resilience, perseverance, and posttraumatic growth. Difficult times help individuals and communities develop, create, and evaluate opportunities to grow and become resilient. Articles range from youth to adulthood, including at-risk populations and multicultural considerations. Moreover, articles speak to protective factors that influence resilience in adults, as well as potential mechanisms that promote posttraumatic growth. As trauma is a common experience in human life, it is incumbent on us to learn how to mobilize internal and external resources to overcome adversity and live psychologically healthy lives. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

What must supervisees do to promote supervision? An exploratory sequential mixed methods approach

ABSTRACT To date, researchers have not outlined supervisees’ perspectives on their behaviors, responsibilities, and/or practices to promote clinical supervision. In this study, we used Concept Mapping (CM) to explore what counselor trainees (supervisees; n = 16) perceived as their responsibilities to contribute to their clinical supervision experiences. Exploratory sequential mixed methods procedures of CM revealed five areas of supervisees’ responsibilities (e.g., Essential Tasks of Supervision, Inclusion of Multicultural Considerations) represented by 21 clusters. We discussed the results with limitations and implications for supervision practice and research.

Compassion

Compassion is an ancient concept but novel hot topic across the social sciences, from psychology, to sociology, to health, to communication and media, to politics and beyond. Burgeoning research has demonstrated the benefits of compassion for mental health and emotion regulation (e.g., MacBeth & Gumley, 2012; Matos et al., 2022), physiological health (e.g., Fredrickson et al., 2013; Kim et al., 2020; Klimecki et al., 2014), and interpersonal and social relationships (e.g., Crocker & Canevello, 2012; Yarnell & Neff, 2013). In particular, self-compassion has been shown to be a protective factor, increasing resilience to common mental health issues (e.g., shame, self-criticism; MacBeth & Gumley, 2012; Muris & Petrocchi, 2017) and promoting wellbeing (Zessin et al., 2015). In addition to compassion offering wellbeing benefits, compassion and self-compassion can also be cultivated and enhanced through interventions, in diverse populations and contexts, where they have been shown to promote well-being and to diminish mental health difficulties (e.g., depression, anxiety, stress, shame, self-criticism) (e.g., Craig et al., 2020; Ferrari et al., 2019; Kirby et al., 2017). Given the global challenges facing our world and the need for collective action, and inspired by the notion in evolutionary science that a conscious evolution toward a more compassionate world is possible (see Wilson, 2020), this special issue of the journal Psychologica presents research, applications and multi-cultural considerations related to compassion. In this special issue, several researchers and clinicians, including prominent names in the field and history of compassion, such as Prof. Paul Gilbert, made valuable contributions to expand the science of compassion and disseminate this knowledge into community, educational, clinical and public health settings. These studies are focused on different cultures (Portuguese, Australian, Singaporean), populations (clinical and nonclinical), age groups (adolescents and adults), clinical conditions (Borderline Personality Disorder, Social Anxiety Disorder Hoarding Disorder), and applications (compassion-based programs for adolescents and adults, for distinct clinical conditions and with different formats). Let us give you a short-guided tour through the headlines of this special issue. (...)

Innovations in Workforce Education for Family Caregiving

The number of adults providing care to a family member in the US is estimated at more than 50 million, with nearly half of those individuals providing complex care. National organizations, such as AARP, and federal programs, such as the Geriatric Workforce Enhancement Program, have identified the family caregiver as an integral member of the health care team, yet there is a paucity of clinical workforce education programs for how best to partner and support family caregivers. A virtual summit was held in September 2020 to highlight existing educational programs designed to prepare undergraduate and graduate health professional students or practicing clinicians in their efforts to support family caregivers. The meeting consisted of a keynote, 6 podium presentations and 12 poster presentations. Primary themes emerged around target learners, curricula topics, and outcomes. Programs targeted learners from across the workforce, from undergraduate students to continuing professional education programs, with the majority targeting graduate (masters and doctoral) learners. Several programs were interprofessional in development, delivery and target learner. Curricula topics varied across programs and included caregiver assessments, multicultural considerations, communication, care plan development and risk screening. Education outcomes primarily focused on assessment of participants’ confidence and knowledge. The summit highlighted that the topic of family caregiving is included in clinical education inconsistently, if at all. The summit helped identify gaps in education, curriculum development, and the need for common learning outcomes to strengthen a clinician’s ability to support family caregivers as part of the care team.

Multicultural ethics in rehabilitation services

BACKGROUND: Rehabilitation professionals are required to be competent in serving multiculturally diverse individuals in a manner that promotes empowerment and full engagement. Multicultural competency is critical for accurate clinical assessment and diagnosis and for effectively serving a diverse population of clients. OBJECTIVE: The major objective of this paper is to promote multicultural competency and sensitivity by increasing knowledge and awareness of ethical considerations for multicultural populations in rehabilitation settings. CONCLUSION: Diagnostic tools and ethical decision-making models that integrate multicultural considerations are discussed, and recommendations for building multicultural competency are provided.

Terapia Filial: Filial Therapy With Hispanic and Latinx Clients

Filial therapy (FT) has often been stated as an approach that can address the multicultural considerations of a variety of populations, in which parents are given the tools to strengthen their bonds with their child. This article describes counselors using FT as it applies to Hispanic and Latinx clients in the United States. Common cultural considerations are essential to consider when using FT with Hispanic and Latinx clients. The purpose of this article is to inform counselors about common values in the Hispanic and Latinx culture; application of FT with Hispanic and Latinx clients; and ethical, legal, and multicultural considerations when working with these populations.

Person-centered conceptualization of multiculturalism and social justice in counseling

ABSTRACTPerson-centered therapy’s cross-cultural relevance and nondirective stance have been doubted and challenged in counseling and social justice literature. In order to incorporate multiculturalism and social justice advocacy into effective and ethical practice, it is critical for person-centered counselors to be able to conceptualize, understand, and serve social justice issues through a person-centered lens. First, we present a brief overview of the person-centered dialogue related to multiculturalism and social justice advocacy in counseling. Then, we offer a conceptualization of several social justice-related issues impacting clients using person-centered terminology and philosophy in an effort to increase understanding. Lastly, we share perspectives on how person-centered counselors serve as social justice advocates within and outside of the direct counseling relationship. We incorporate multicultural, ethical, and legal considerations throughout the discussion.

Limitations of Multicultural Supervision in Clinical Neuropsychology

Abstract Multicultural awareness, competency based clinical supervision, and the clinical neuropsychology subspecialties are areas of growing importance in the psychology field. Specific guidelines exist for multicultural practice, clinical supervision, as well as training in clinical neuropsychology. However, there are significantly fewer resources and training procedures that focus on multicultural supervision, very limited information regarding neuropsychology supervision, and almost non-existent resources that address multicultural considerations in clinical neuropsychology supervision. Objective: This Poster highlights the most important literature regarding general aspects of multicultural supervision in psychology, supervision in clinical neuropsychology, while also introducing ideas and considerations regarding the dire need of multicultural supervision in clinical neuropsychology. Method The authors reviewed the literature regarding general aspects of multicultural supervision in clinical psychology, supervision in clinical neuropsychology, and additionally highlighted the gaps related to supervision in multicultural neuropsychology. Finally, they introduced ideas to address some of the needs in the arena of supervision in multicultural neuropsychology. Discussion Available resources that explore, delineate, or evaluate competent multicultural supervision in clinical neuropsychology are absent. Partially, the limited understanding of - and research that focuses on - the influence of diversity in neuropsychological assessment and interventions might explain the lack of resources allotted to competent multicultural supervision in clinical neuropsychology. It is proposed that in clinical, neuropsychology supervisory process (as in therapy supervision) should include a culturally competent supervisor who can assist in the development of self-awareness, knowledge, and skills in order to provide interventions that understand, honor, and respect the clients’ multiple diversity dimensions.