Professionalism is sometimes hard to define, but it is recognizable. To be a professional implies practicing one’s lifework at a higher level. The relationships among social workers, clients, and society are based on trust. Clients and society trust that social workers will behave in the best interest
of their clients at all times, and that they will stay abreast of the latest developments in their profession and in the technology that has become such an integral part of communication and documentation.
ETHICS IN CULTURAL COMPETENCE AND SOCIAL DIVERSITY
Cultural competence and social diversity in mental health practice recognizes that mental health professionals provide services that are sensitive to each client’s culture. Demonstrating ethical cultural competence includes: ● Being knowledgeable about culture and its impact on human behavior. ● Recognizing and appreciating the strengths found in cultures. ● Considering the nature of social diversity and oppression. According to the U.S. Department of Health and Human Services (2015), cultural competence, in general, is defined as: The ability of individuals and systems to respond respectfully and effectively to people of all cultures, classes, races, ethnic backgrounds, sexual orientations, and faiths or religions in a manner that recognizes, affirms, and values the worth of individuals, families, tribes and communities, and protects and preserves the dignity of each. Defining linguistic competence According to the National Center for Cultural Competence (2020), linguistic competence is defined as: The capacity … to communicate effectively, and convey information in a manner that is easily understood by diverse audiences including persons of limited English proficiency, those who have low literacy skills or are not literate, individuals with disabilities, and those who are deaf or hard of hearing. In positive culturally competent communication climates, trust is established and reaffirmed, allowing freedom to explore sensitive issues and express disagreements. Positive talk climates are: ● Descriptive. Common errors in demonstrating cultural competence Demonstrating ethical behavior in cultural competency can be somewhat confusing for mental health practitioners, depending on their regional, cultural, and linguistic orientation. However, common errors demonstrated by often well meaning professionals include: ● Lack of personal awareness. ● Insensitivity to nonverbal cues. ● Lapse in discussion of racial/ethnic issues. ● Gender bias. ● Overemphasis of cultural explanations for psychological difficulties. ● Lapse in including appropriate questions within the context of acquiring background information. ● Inability to appropriately present questions that elicit valuable information or feedback. ● Non participation in multicultural activities that facilitate cultural awareness that would include interactions among people of similar and different racial identities. ● Little or no processing of cultural difference in supervision. ● Inability to identify multiple hypotheses and integrate this information in a culturally competent manner into a client’s presenting problem. ● Unintentional racism. ● Miscommunication. A lack of cultural awareness can manifest as “microaggressions,” which are a form of often unconscious racist behavior. Examples of microaggressions are complimenting a U.S.-born Asian American person’s English or “over-identifying” by asserting that as a woman one understands the oppression suffered by African Americans. It is often assumed of African American
Due to societal and cultural changes occurring in the 21st century, understanding cultural competence is an ongoing learning process and a vehicle to broaden knowledge and understanding about individuals and communities. Mental health practitioners should understand five elements of cultural competence that include: ● Valuing diversity cross-culturally in behaviors, practices, policies, attitudes, and structures. ● Conducting cultural self-assessment to assess for personal and professional proficiency in cultural competence. ● Managing the dynamics of difference within natural, formal, or informal support and helping networks within clinical settings. ● Acquiring and integrating cultural knowledge by seeking out information and consultation and practice application. ● Adapting to diversity and cultural contexts that include policies, structures, values, and services.
● Oriented toward problems. ● Spontaneous. ● Empathic. ● Express equality. ● Provisional.
Richardson and Molinaro (1996) suggested that self-awareness be a prerequisite for multicultural competence. Self-awareness often develops from personal and professional socializations to divergent cultural experiences (Helms & Cook, 1999). When this self-awareness is integrated into clinical roles, mental health professionals are likely to develop complex perspectives on cultural influences on their roles. women that they are “strong” (Williams, 2013). It is important to reflect on one’s own assumptions and biases. Although microaggressions are common and may seem mild to those not on the receiving end, research shows that an accumulation of microaggressions can harm mental and physical health. When the microaggressions come from healthcare and service providers, they can erode trust in the system (Torino, 2017). Recommendations to promote ethical cultural competence were developed by the Georgetown University National Center for Cultural Competence (2009). Mental health practitioners can use these recommendations to promote ethical practice in cultural competence through the following: ● Display materials that reflect cultures and ethnic backgrounds of clients within your practice. ● Printed materials in your reception area are of interest to and reflect cultures of people served. ● Treatment aids such as play therapy and games reflect cultures of people served. ● Attempt to learn and use key words in client’s language. ● Attempt to determine familial colloquialisms that impact assessment and treatment. ● Use visual aids, gestures, and physical prompts when appropriate with clients who are limited in English proficiency. ● Utilize bilingual colleagues or trained and certified interpreters to assist you with assessment and treatment. ● Try to ensure that all written communication, including consent forms, are written in client’s first language. ● Screen books before sharing them with clients. ● Recognize that clients have varying degrees for acculturation.
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