Multicultural Issues in Psychology Introduction to Asian-American Culture

Multicultural Issues in PsychologyIntroduction to Asian-American Culture Melvin W. Wong, Ph.D. Licensed Clinical Psychologist ChristianMentalHealth.com Students@ChristianMentalHealth.com Northwest College Graduate Psychology 2002

Christian Population, In MillionsTotal 1.9 Billion N.A.*213, 11% LatinAmerica483, 25% Europe537, 28% Asia/Pacific335, 18% Africa344, 18% Ministry Opportunity Global Population, In MillionsTotal 6.14 Billion 339, 5.5% 476, 7.8% L.A.* N.A.* Europe728, 11.9% Africa771, 12.6% Asia Pacific 3,701, 60% * L.A. = Latin America, N.A. = North America

The Ten Lensesto Living & Working in a Multicultural world By Mark A. Williams Capital Books Inc. 160 pages, $14.95

A Matter of Perspectives We can pretend that we are objective, but in our objectivity, we are selective - subjective As we interact and communicate, our experiences and values affect our expectations perceptions and reactions Each of us has a metaphoric lens through which we view the world

Differences Enhances or Alienates Finding ways to effectively communicate with a wide variety of people from a multiplicity of backgrounds is just good business Whatever our intentions, it is difficult to transcend lingering xenophobia or ethnocentrism

Assimilationist Color-Blind Cultural-Centrist Elitist Integrationist Meritocratist Multiculturalist Seclusionist Transcendent Victim/Caretaker 10 Perspectives & Positions

Questions of 10 Perspectives • What is the mature perspective? Why? • How is the influence of fear & insecurity manifests in these perspectives? • Win-Lose Paradigm: What Perspective? • Win-Win Paradigm: What Perspective? • What is the mature Christian perspective? • How to overcome these barriers? • What happens to people who are victims?

Assimilationist (1) “When in Rome, do as the Romans do” Wants individuals to submerge their cultural identities in favor of nationalistic and patriotic ideals; believes that primary allegiance should be to the welfare & unity of our nation; does whatever is needed to fit in with and support an organization’s vision, mission, values, strategies and cultural norms

Color-Blind (2) “When I see you, I see a person not your color” Sees people as individuals, and ignores race, color, ethnicity and other external cultural factors; wants to look at a person’s individual qualities and character; believes that ignoring race and color will have an equalizing effect

Cultural-Centrist (3) “My color is central to my personal & public identity” Seeks to improve the welfare of their cultural group by accentuating history and identity; argues that institutions detached from the mainstream are an important ingredient to the success of their culture because they encourage cultural pride

Elitist (4) “Membership has its privileges” Believes in the superiority of the upper class; embraces the importance of family roots, wealth and social status

Integrationist (5) “Ebony & ivory live together on my piano keys: Shouldn’t we?” Supports breaking down of all barriers between racial groups by merging people of different cultures in communities and the workplace; believes we can replace our ignorance of each other’s culture with a greater understanding and knowledge; wants laws to reinforce this idea

Meritocratist (6) “Cream Rises to the Top” Believes in the individualistic credo of America: If you have the abilities and work hard enough, you can compete with anyone to make your dreams come true; disapproves of programs that use race, culture, ethnicity, class or any cultural attributes as criteria for opportunity

Multiculturalist (7) “the More Cultural Diversity the Better” Celebrates the diversity of cultures and contributions they make to national character and history; wants to retain their customs, languages and ideas; believes these characteristics create an appealing and colorful mixed salad, a metaphor often used to describe this perspective

Seclusionist (8) “Birds of a Feather Flocks Together” Feels strongly that they should protect themselves from racial, cultural, and or ethnic groups that diminish the character and quality of their group’s experiences within the society; believes the only viable solution to challenges related to race and culture is for different groups to live and work apart

Transcendent (9) “There’s really only one race: the human race” Focuses on universal connection and shared humanity. Race, ethnicity and nationality are a part of God, the Universe’s plan and contribute to the richness of humanity

Victim/Caretaker (10) “We Shall Overcome” Feels that they still suffer from the impact of previous oppression; deserves compensation from society and the dominant culture; sees oppression as contemporary; still producing overwhelming odds for their group’s survival and prosperity

Course Requirements Class Attendance & Finish the Reader Each student is expected to complete any one of the following three paper assignments Option 1: A Case Study Option 2: A Theoretical Study-presentation Option 3: Critique of the 10 perspectives

Paper 1: A Case Study Paper 1: A case study of the impact of culture on one aspect of a psychological symptom (of a person; a client, a congregation member or family member). Students are required to present a study of an individual (someone that you have counseled, someone that you know as a friend or relative) will suffice. Give an introduction, a family history with a genogram, a description of the one-symptom that marks the pathology, a formulation of the cultural correlation and some suggestion for a brief treatment recommendation.

Paper 1: A Case Study (No differential diagnosis is required.) A BRIEF written (not more than 10 pages) summary is to be presented to the office by the time as set forth by the seminary office. Do not give paper to the instructor. While paper presentation in class is not required, extra credit could be earned and students are encouraged to sign-up (by indicating to the instructor) to make their presentations

Paper 2: A theoretical study-presentation Paper 2: A theoretical study-presentation of the impact of Chinese culture on psychopathology as manifested in the clinical population (or church-based communities): The Intervention recommendations: Students are required to present a more detailed theoretical study of the effects of the influence (subtle or obvious) on the development of psychological disorders, depending on the work environments of a student, such as a clinician or a minister.

Paper 2: A theoretical study-presentation This paper is intended to facilitate the understanding of the student in formulating a prevention response towards a wellness approach in their line of work. A BRIEF written (not more than 10 pages) summary is to be presented to the office by the time set forth by the seminary office. Do not give paper to the instructor. While paper presentation in class is not required, extra credit could be earned and students are encouraged to sign-up (by indicating to the instructor) to make their presentations

Paper Option 3:Questions of 10 Perspectives • What is the mature perspective? Why? • How is the influence of fear & insecurity manifests in these perspectives? • Win-Lose Paradigm: What Perspective? • Win-Win Paradigm: What Perspective? • What is the mature Christian perspective? • How to overcome these barriers? • What happens to people who are victims?

Chinese is a “River Culture” • Fate of survival depends “nature’s ways” • Need for rain, sunshine, no flood, no pests • Communities are important for survival • During harvest time, floods and famines • Harmony is important for survival • Smooth interpersonal relationships facilitates work • Non-aggressive (contrast with “Island Cultures”) • Dependence on nature and conditions for crops • Position of village-house critical to survival

Chinese Cosmology: Triadic ForcesBalance: Relationship-Emotions • Goal in life is to master the eternal balance of the three relationships between heaven, earth & men. • Heaven-Earth-Person: Relationship & Love Based • There is a God in Heaven: Sense of Justice & Fairness • Parent-Child: Love analogous to heavenly love • Ethnocentrism (Sinocentrism):

Chinese Pictograph 狂 The “animal inside” becomes “king” (taking over our self-control and made us do “crazy” “wild” and irrational things)

China: The Central Kingdom 中國

Chinese Cosmology: Triadic ForcesBalance: Relationship-Emotions • Goal in life is to master the eternal balance of the three relationships between heaven, earth & men. • Heaven-Earth-Person: Relationship & Love Based • There is a God in Heaven: Sense of Justice & Fairness • Parent-Child: Love analogous to heavenly love • Ethnocentrism (Sinocentrism): “foreign devils.” Frame of reference: Idiosyncratic

The Triadic Balance (三和) of Relationships and Emotion • Heaven-Earth-Person: Relationship & Love Based • 天地有情 • There is a God in Heaven: Sense of Justice & Fairness • 舉頭三尺有神靈 • Parent-Child: Love analogous to heavenly love • 孝感動天 • Openness & Acceptance of Errors • 人誰無過

Next Session • Friday, March 8 • Show movie “To Live” also known as “Lifetimes” • Introduction to the last fifty years of modern day China • Introduction to the specific political movements • Psychological effects on the Chinese people on the mainland • Psychological effects on the Chinese people off the mainland • Psychological effects on the Chinese people in Taiwan • Psychological effects on the Chinese migration • Saturday, March 9 • Continue with Chinese cosmology

Multicultural Issues in Psychology Introduction to Asian-American Culture