INTER-CULTURAL COMPETENCY

WITH HISPANIC CLERGY –16PF

Whitworth, R and Perry, S. (1990).

• Difference

• 10 of the 12 scales showed differences between Americans and Hispanics that took the test in Spanish

• Ethnicity and Language matter!

• Americans scored higher on intelligence, dominance, sensitivity, self-sufficiency, and imagination and high drive than other groups

• Positive attributes

• Americans scored lower on suspiciousness and insecurity

• Negative attributes

• Hispanics who took it in English scored higher on suspiciousness and insecurity

• Negative attributes

INTER-CULTURAL COMPETENCY

WITH HISPANIC CLERGY –16PF

Whitworth, R and Perry, S. (1990).

• Differences - continued

• Gender

• Males were high on scales M and QI

• Females were high on scales I, L, and O

• Results questions the adequacy of the Spanish version

• Needs cultural considerations

• No great significance with Americans and Hispanics taking it in English

• Norms not available for Hispanics who are monolingual Spanish.

• Difference could be attributed to acculturation

• Be mindful when administering the 16PF in Spanish for reasons addressed in the MMPI-2.

INTEGRATING MMPI-2/16PF MATERIAL-

WITH HISPANIC CLERGY

•Cultural competency (sensitivity) – the ability to provide appropriate and effective services to minority group members, taking into consideration their languages, histories, traditions, and values.•Views of treatment

–Etic – assumes that there are universal principles underlying personality, psychopathology, and psychotherapy.–Emic – focuses on understanding a person within the context of his specific cultural background (i.e. language)

•Multiculturalism – all racial and ethnic groups to be on an equal level – white middle-class culture is no longer considered the yardstick by which all other cultures are measured – realistic?

INTEGRATING MMPI-2/16PF MATERIAL-

WITH HISPANIC CLERGY

The use of identity models in assessment

When doing psychometric assessments of patients from different cultural backgrounds.

Helps to understand the patient’s world view, view of mental health services, and what the patient believes is going to help him

See Aponte’s framework model for treatment

See Aponte’s power point presentation under articles to consider.

Increases awareness

The assessor’s personal identity in relation to the person’s identity being evaluated

Reduces bias and increases incorporation or cultural factors impacting the assessment process.

EnculturationAcculturation

Ethnic/Racial

Identity

Psychological

Functional/

Symptom

Presentation

Service

Utilization,

Treatment

Process and

Outcome

Dominant

Culture

Influences

NonDominant

Cultural

Influences

Moderator

VariablesModerator

Variables

TREATMENT MODEL – APONTE & WHOL (2000)

INTEGRATING MMPI-2/16PF

MATERIAL-WITH HISPANIC CLERGYIdentify what stage of acculturation the patient is in.

•Enculturation – an individual’s socialization into their own cultural group

•Acculturation – the process that a person gives up their ethnic values, beliefs,

customs, and for that of the majority culture.

•Assimilation – consists of a shift toward the dominant culture and rejection

of one’s culture of origin

•Separation – individuals that reject the majority culture and retain their

culture identity, values and behaviors.

•Marginalization – simultaneous rejection of both ethnic and majority

cultures

•Biculturalism – adoption of the majority culture attitudes and practices with

a retain of the ethnic group cultural practices and identity.

•Bilingualism – What level of proficiency for Spanish and English

•Moderator Variables – Racism, language, religion, acculturating group,

oppression, cultural characteristics, dominant and non-dominant influences, etc…

Integrated Latino/a American Identity

Development Models Sue, et al. (1998).

1. Casual: During this period messages, injunctions from the environment

or significant others, or both either affirm, ignore, negate, or denigrate the

ethnic heritage of the person. Affirmation of one’s ethnic identity is lacking

and the person may experience traumatic or humiliating experiences related

to ethnicity. There is a failure to identify with Latino culture.

2. Cognitive: As a result of negative/distorted messages, three erroneous

belief systems about Chicano/Latino heritage becomes incorporated into

mental sets: (a)association of ethnic group membership with poverty and

prejudice, (b) assimilation to White society is the only means of escape, and

(c) assimilation is the only possible road to success.

3. Consequence: Fragmentation of ethnic identity becomes very noticeable

and evident. He person feels ashamed, embarrassed by ethnic markers such

as name, accent, skin color, cultural customs, and so on. The unwanted self-

image leads to estrangement, and rejection of Chicano/Latino heritage.

Integrated Latino/a American Identity

Development Models Sue, et al. (1998).

4. Working Through: Two major dynamics distinguish this stage.

First, the person becomes increasingly unable to cope with the

psychological distress of ethnic identity conflict. Second, the person

can no longer be a “pretender” by identifying with an alien ethnic

identity. The person is propelled to reclaim and reintegrate disowned

ethnic identity fragments. Ethnic consciousness increases.

5. Successful Resolution: This last stage is exemplified by greater

acceptance of his or her culture and ethnicity. There is an

improvement in self-esteem and a sense that ethnic identity represents

a positive and success-promoting resource.

Integrated White Identity ModelsSabnani, Ponterotto & Borodovsky (1991)

Stage 1—Pre-Exposure/Pre-Contact

White persons in the Pre-Exposure/Pre-Contact stage are unaware of social expectations

and roles with regard to race and are generally oblivious to cultural/racial issues. They

have not yet begun to explore their own racial identity, nor have they given thought to

their roles as White people in an oppressive society. At this point there is also an

unconscious identification with whiteness and an unquestioned acceptance of stereotypes

about minority groups.

Stage 2—Conflict

Stage 2 centers on the construct of conflict over developing race-relations knowledge. At

this point there is an expansion of knowledge about racial matters that is facilitated by

interactions with members of minority groups or by information gathered elsewhere.

This newly discovered information challenges individuals to acknowledge their

whiteness and examine their own cultural values. The central feature of this stage is

conflict between wanting to conform to majority norms (i.e., peer pressure from White

acquaintances) and wishing to uphold humanistic, nonracist values. Key affective

components of the Conflict stage are confusion, guilt, anger, and depression.

Stage 3—Pro-Minority/Antiracism

White people often have one of two reactions to the emotional outcomes central to Stage

2. The first response is a strong pro-minority stance. Whites in Stage 3 experience self-

focused anger and guilt over their previous conformity to White socialization as well as

anger directed outward toward the White culture in general.

Integrated White Identity ModelsSabnani, Ponterotto & Borodovsky (1991)

Stage 4—Retreat into White Culture

Stage 4 is marked by the second of two extremes as a response to the Conflict stage.

Whereas some Whites deal with Stage 2 conflict by identifying with minorities, others

deal with it by retreating from situations that would stimulate such conflict. This latter

response is characterized by a behavioral and attitudinal retreat from interracial contact

back into the comfort, security, and familiarity of same-race contacts. White people in

the previous Stage 3 are often challenged on their pro-minority views by White peers

who sense a racial disloyalty or betrayal. Moreover, these Whites may be confronted by

minority peers who question their newfound supportive attitudes. As a result of peer

pressure and minority group rejection, some White people feel life would just be easier

and less complicated if they retreat into the "White world." Stage 4, therefore, is

characterized by an over-identification with whiteness and by a defensiveness about

White culture.

Stage 5—Redefinition and Integration

All three models posit a point where White people come to redefine what it means to be

White in today's society. There is a transition to a more balanced and healthy racial

identity. Whites acknowledge their responsibility for maintaining racism while at the

same time identifying with a White identity that is nonracist and healthy. They see good

and bad in their own group as they do in other groups. Energy is now devoted to

nonracial issues and there is an interest in fighting all forms of oppression. Whites at this

final stage are flexible and open with regard to culture-learning activities, both from their

own racial group and other groups.

ARTICLES TO CONSIDER

Aponte, Joseph F. Working with Latino and Latina Clients (Powerpoint

presentation) Department of Psychological and Brain Sciences. Louisville, KY:

University of Louisville.

Butcher, J.N. (2011). Fifty Historical highlights in cross-cultural MMPI/MMPI-

2/MMPI-A assessment. Retrieved from http://www.umn.edu/mmpi

Lucio, E, Reyes-Lagunes, & Scott, R. (1994). MMPI-2 for Mexico: Translation and

Adaptation. Journal of Personality Assessment, 63 (1) pp.105-116.

Scott, R, Butcher, J., Young, T., & Gomez, N. (2002). The Hispanic MMPI-A across

Five Countries. Journal of Clinical Psychology, 58 (4) pp.407-417.

Velasquez, R, Chavira, D., Karle, H., Callahan, W., Garcia, J., & Castellanos, J.

(2000). Assessing Bilingual and Monolingual Latino Students with Translations of

the MMPI-2: Initial Data. Cultural Diversity and Ethnic Minority Psychology, Vol.

6, No. 1 pp. 65-72.

REFERENCES Aponte, Joseph F. and Wohl, Julian. Psychological Intervention and Cultural Diversity (2nd Edition). Boston, MA: Allyn and

Bacon

Atkinson, D., Morten, G., & Sue, D. W. (1989). Counseling American minorities: A cross-cultural perspective. Dubuque, IA:Brown.

Butcher, J., Cabiya, J., Lucio, E., & Garido, M. (2007). Assessing Hispanic Clients Using the MMPI-2 and MMPI-A. Washington DC: American Psychological Association

Ponterotto, J. & Pedersen, P. (1993). Preventing prejudice: A guide for counselors and educators. Multicultural Aspects on Counseling Series 2. Newbury Park, CA: Sage.

Sue, et al. (1998). Multicultural Counseling Competencies: Individual and Organizational Development. Thousand Oaks, CA: Sage Productions.

Sabnani, H., Ponterotto, J., & Borodovsky, L. (1991). White racial identity development and cross-cultural counselor training: A stage model. The Counseling Psychologist, 19, pp. 76-102.

Schuerger, J.M., (2000). The Sixteen Personality Factor Questionnaire (16PF). In C. Edward Watkins, Jr., Vicki L. Campbell (Eds.), Testing and assessment in counseling practice. (2nd. Ed., pp. 73-110). Mahweh, NJ: Erlbaum.

Suzuki, L. A. and Ponterotto, J. (2008). Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications. San Francisco, CA: John Wiley & Sons.

The American Heritage® Dictionary of the English Language (Fourth Edition). (2013). Washington DC: Houghton Mifflin Company.

Whitworth, R and Perry, S. (1990). Comparison of Anglo- and Mexican Americans on the 16PF Administered in Spanish or English, Journal of Clinical Psychology. El Paso, TX: Wiley & Sons, Inc.

INTER-CULTURAL COMPETENCY

WITH HISPANIC CLERGY –

MMPI2/16PF

THANK YOU FOR YOUR AUDIENCE!

Questions?

Raphael Romero, Psy.D.

Los Angeles County

Department of Mental Health

March 7, 2014

Email: raphael_r@yahoo.com