Core Principles of Group Psychotherapy (original) (raw)
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Multicultural applications of cognitive-behavior therapy
Professional Psychology: Research and Practice, 1995
The purpose of this article is to discuss the need for greater attention to cultural influences and minority cultures in the field of cognitive-behavior therapy. Ethnic minority cultures and concerns are emphasized, although consideration is also given to a range of cultural influences including age, religion, socioeconomic status, gender, sexual orientation, and disability. The strengths and limitations of cognitive-behavior therapy in relation to its use with culturally diverse populations are outlined. Finally, suggestions are offered for integrating cultural concerns and addressing cultural influences in cognitive-behavioral practice with diverse clients. I recently gave a 1-day workshop aimed at introducing cognitive-behavior therapy to a class of graduate counseling students. The first portion of the class consisted of a lecture on multimodal assessment, including an outline of the seven major modalities in a person's life: behavior, affect, sensation, imagery, cognition, interpersonal relations, and drugs/ biology (Lazarus, 1985), referred to as the BASIC ID. Cultural factors and influences across all of these modalities were discussed, and, in small groups, students were asked to develop an assessment of the following client: Sheryl is a 30-year-old, single, Japanese American woman currently enrolled in a counseling psychology program here in Seattle. She comes to you with complaints of depressed mood, anxiety, and low self-esteem. As you talk, it becomes apparent that much of her worry revolves around her work as a beginning intern at a local mental health center. Sheryl tells you that she knows that her supervisor Joe (a White, 40-year-old married man) does not think that she is competent. She says that she feels she cannot do anything correctly. According to her, he has told her that she is "not directive enough with clients in obtaining information during assessments" and "seems disengaged from supervision." Sheryl says she feels emotionally frozen when her supervisor gives her this feedback, and when she gets home, she cries and feels "terrible." She's beginning to think that she won't be able to finish the internship, although she says, "I can't drop out now." After reading the case description, the class became quite engaged in mapping out SheryFs situation using the BASIC ID. When we pooled the entire group's ideas, the result was a very thorough assessment that included questions about cultural influences important to the client, the possibility of gender and PAMELA A. HAYS received her MS in counseling psychology from the University of Alaska and her PhD in clinical psychology from the University of Hawaii. She is currently a member of the core faculty in the graduate psychology program at Antioch University Seattle. I WOULD LIKE TO THANK Peg LeVine and Susan Goldstein for their critical comments and recommendations.
Journal of Clinical Psychology, 2012
Achieving effectiveness of psychotherapy across a diversity of patients continues to be a foremost concern, and the therapy alliance remains a critical component of such favorable outcome across theoretical orientations and treatment formats. This article offers concrete guidance grounded in empirical research on therapist behaviors and treatment features to enhance collaboration in multicultural therapy. This is followed by a multicultural case study of a patient presenting with several co-morbid disorders to exemplify the application of these guidelines over the course of therapy. C
Foundations of multicultural psychology: Research to inform effective practice
2016
Imagine the work of a mental health professional who accepts a new position in a close-knit community with cultural lifestyles very different from mainstream society. The therapist was born and raised far from that community but had been successful elsewhere. Although the therapist uses the same approach and techniques that had previously worked well, most clients fail to return after the first or second session. The few clients who remain in therapy seem to understand the therapist's intentions and respond to treatment, but reluctantly, the therapist begins to face the fact that the approaches taken in therapy do not align with the experiences and worldviews of most of the new clients. The clients perceive situations in ways unanticipated by the therapist. The clients' explanations about emotional events seem peculiar to the therapist, who realizes that trying to interpret the clients' behavior, feelings, and thoughts often results in misattributions. Desiring to better understand local lifeways and thoughtways and to acquire the skills necessary to implement that understanding, the therapist searches for evidenced-based guidelines Recognizing that all behavior is learned and displayed in a cultural context makes possible accurate assessment, meaningful understanding, and appropriate intervention relative to that cultural context. Interpreting behavior out of context is likely to result in misattribution.-Paul Pedersen (2008, p. 15)
Multicultural approaches in psychotherapy: A rejoinder
Journal of Counseling Psychology, 2011
In this rejoinder, the authors address several issues raised by R. L. Worthington and F. R. Dillon (2011) and C. R. Ridley and M. Shaw-Ridley (2011) regarding (a) the measurement of multicultural competencies (MCCs), (b) sampling considerations in multicultural research, and (c) the conceptual frame of multicultural psychotherapy research. The authors challenge the wisdom of exploring MCCs in psychotherapy research and provide a different framework to understand therapists' multicultural effectiveness with clients based on their cultural race/ethnicity. Additionally, the concept of therapists' multicultural orientation or approach is introduced to illuminate the process of aligning with clients about salient cultural issues in psychotherapy.
Multicultural Competence and Evidence-Based Practice in Group Therapy. Commentary
Journal of Clinical Psychology, 2008
The multicultural competence (MC) and evidence-based practice (EBP) initiatives have each generated healthy debates in the mental health field, with ample implications for clinical training and practice. Using two case illustrations, we highlight practical challenges and prospects in the intersection of MC and EBP. To facilitate complementary practice of MC and EBP, we offer strategies for the group therapist as a ''local clinical scientist'' to deliver culturally responsive treatments. We stress the importance of cultural adaptation of EBP models, namely, modifying evidence-based interventions that involve changes in service delivery, in the nature of the therapeutic relationship, or in components of the treatment itself to accommodate the cultural beliefs and behaviors of racialcultural minority clients. Cultural adaptation of EBP in group therapy needs to be grounded in developmental contextualism and social justice. We discuss the two cases with an eye toward advancing multicultural competence in group therapy.
The theory, process, and outcomes of culturally adapted psychotherapy and psychosocial interventions
2018
Rowe whose example and towering legacy was equal parts challenge and inspiration; and Dr. Francesca Parker whose excellent questions and support helped push the process further and faster. I owe a debt of gratitude to the entire Psychology faculty of Pepperdine University's Graduate School of Education and Psychology; the deep bench of excellent scholars in multicultural psychology is an unmatched treasure. I wish to thank my parents, who provided the foundation and whose influence can clearly be seen in this intersection of clinical and critical inquiry. I am grateful for the legacy received from my ancestors: a group of rebels, thieves, artists, justice seekers, gadflies, and healers whose example I do my best to follow. I'm grateful for my treasured readers and thought leaders: Amy Bloom, Sarah Moon, and Rachel Weller. Finally, none of this would have been possible (or even attempted) were it not for Corey Sorenson.
Ten considerations in addressing cultural differences in psychotherapy
Professional Psychology: Research and Practice, 2003
As the United States population grows more culturally diverse, it is increasingly likely that psychologists will treat patients from dissimilar cultural backgrounds. Psychologists are often undecided about whether it is therapeutically appropriate to address cultural differences. Ten clinical considerations regarding the appropriateness of discussing cultural differences with patients are described. Examples are provided of how these suggested guidelines may apply to clinical practice. The literature that has supported addressing differences, including selected theoretical models, is cited in the context of these recommendations. All psychotherapy cases are distinct; therefore, these general guidelines should be adapted to the requirements of the individual patient. Theoretical Perspectives Cultural differences have been understood through three distinct perspectives: universalism, particularism, and transcendism (Se-MARTIN J. LA ROCHE received his PhD in clinical psychology from the University of Massachusetts at Boston. He is currently an instructor in the Department of Psychiatry at Harvard Medical School at the Children's Hospital Boston/Martha Eliot Health Center and is in independent practice in the Cambridge, MA, area. His current areas of research are multicultural psychotherapy and health psychology. APRILE MAXIE received her PhD in clinical psychology from the University of Massachusetts at Amherst. She is a postdoctoral fellow in the Department of Psychiatry at Kaiser Permanente in Oakland, CA. Her current area of research is cross-cultural psychotherapy and treatment-seeking in ethnic minority populations.
1999
This collection of papers from the 1993 Teachers College Winter Roundtable focus on training for competence in cross-cultural counseling and psychotherapy. Each paper approaches an issue in effective practice from a theoretical or applied perspective. The following are included: (1) "African-American Identity: A Causal and a Noncausal Approach" (Evelyn V. Brooks and Ernest D. Washington); (2) "Multiculturalism and Social Constructionism: Made for Each Other" (Roberto Cortez Gonzalez, and others); (3) "Exploring Multicultural Dynamics in Experiential Groups" (Ana Maria Reyes and Marianne P. Celano); (4) "Incorporating Ethnically Diverse Content and Training into Predominantly White Graduate and Professional Programs: Dealing with Inertia and Resistance" (Joseph F. Aponte and James P. Clifford); (5) "How Can White Counselors Help White Clients with Racial Issues" (Nancy G. Ochs and Kathy M. Evans); (6) "Establishing Credibility am...