Client-Centered Practice when Professional and Social Power are Uncoupled: The Experiences of Therapists from Marginalized Groups

Beagan, Brenda L.; Sibbald, Kaitlin R.; Pride, Tara M.; Bizzeth, Stephanie R.

doi:10.15453/2168-6408.1955

Cited by 3 publications

(4 citation statements)

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“…When learners are not members of dominant groups, they may hold little social power in encounters with oppressively hostile patients. 64 Our findings related to the power dynamics and norms of physician culture underscore how students in our study experienced, responded to, and were changed by mistreatment stimulates compelling questions that we believe the medical education community needs to consider when developing responses to incidents of mistreatment that commit to antiracism, antisexism, patient care, and learner care.…”

Section: Discussionmentioning

confidence: 60%

“…63 However, initiatives that focus primarily on critical reflections on social, professional, and personal power can implicitly reinforce individual-level solutions. 64 Institutional initiatives to enhance individual responses (curricula that help learners and clinical educators recognize and respond to mistreatment) should coexist with institutional culture change efforts, including improved efforts to monitor and respond to the learning and workplace climate and increase leadership diversity. 57 Such efforts should consider incidents of mistreatment of all members in a health care team.…”

Section: Discussionmentioning

confidence: 99%

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Exploring Mistreatment of Medical Students by Patients: A Qualitative Study

Hu¹,

Macdonald²,

Jain³

et al. 2023

Academic Medicine

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PurposeMistreatment of medical students by patients has not been qualitatively explored in the literature. The authors sought to develop a rich understanding of the impact and consequences of medical students' experiences of mistreatment by patients. MethodThis exploratory descriptive qualitative study was conducted at a large Canadian medical school from April-November 2020. Fourteen medical students were recruited for semistructured interviews. Students were asked about their experiences of mistreatment by patients and how they responded to these experiences. Transcripts were thematically analyzed using an inductive approach, and the authors interwove critical theory into their conceptual interpretation of the data.

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Section: Discussionmentioning

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Exploring Mistreatment of Medical Students by Patients: A Qualitative Study

Hu¹,

Macdonald²,

Jain³

et al. 2023

Academic Medicine

View full text Add to dashboard Cite

show abstract

“…This may include incorporating culturally relevant examples, metaphors, and idioms into therapeutic dialogue, as well as seeking feedback from adolescent clients and their families about their communication preferences and cultural expectations. Furthermore, therapists should be mindful of the potential for language and communication to perpetuate stereotypes or marginalize certain cultural groups (Beagan et al, 2022). It is essential to avoid making assumptions based on language or cultural background and instead approach each client with curiosity, openness, and respect.…”

Section: Ethical Considerations and Challengesmentioning

confidence: 99%

Engaging adolescents in family therapy: The role of English slang and digital communication norms in therapeutic settings

Mary Omoboye,

Nkechi Emmanuella Eneh

2024

World J. Adv. Res. Rev.

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Adolescence is a critical stage marked by rapid cognitive, emotional, and social development, often presenting challenges within familial relationships. Family therapy serves as a vital intervention to address these challenges, yet engaging adolescents in the therapeutic process can be complex. This review explores the significance of English slang and digital communication norms in facilitating rapport and effective communication between therapists and adolescents in family therapy settings. In contemporary society, English slang and digital communication have become integral aspects of adolescent culture. Adolescents frequently employ slang terms and digital platforms to express themselves, communicate with peers, and navigate their identities. However, these informal modes of communication may pose barriers in traditional therapeutic settings where formal language is often prioritized. Recognizing the importance of meeting adolescents on their own communicative terms, therapists are increasingly integrating slang and digital communication norms into family therapy sessions. By incorporating familiar language and mediums, therapists can create a more inclusive and relatable environment, fostering trust and engagement with adolescent clients. Moreover, the utilization of slang and digital communication norms in family therapy promotes authenticity and enhances the therapeutic alliance between adolescents and therapists. Adolescents feel understood and validated when therapists demonstrate an awareness and acceptance of their linguistic and technological preferences, leading to increased participation and investment in the therapeutic process. However, the integration of slang and digital communication in family therapy requires careful consideration and ethical awareness. Therapists must balance the use of informal language with maintaining professional boundaries and respect for cultural diversity. Additionally, therapists should remain mindful of the potential implications of digital communication, including privacy concerns and the blurring of therapeutic boundaries. Understanding and incorporating English slang and digital communication norms are essential for effectively engaging adolescents in family therapy. By embracing adolescents' preferred modes of expression, therapists can foster meaningful connections, facilitate communication, and promote positive therapeutic outcomes within the familial context.

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“…We can learn to ask the hard questions, like whose worldviews are embedded in our assessments and conceptual models, whose knowledges and ways of knowing are valued and taken up, who is seen as a helper and who as in need of help, who is seen as authoritative and embodying leadership? When examined critically, even core concepts like client-centeredness and enablement betray their roots in privileged, dominant worldviews and experiences (Beagan et al, 2022c; Emery-Whittington, 2021; Gibson, 2020; Grenier, 2020; Hunter & Pride, 2021). We can use institutional mechanisms to transform curricula, support racialized colleagues, and advance racialized colleagues into positions of power and leadership.…”

Section: Making Changementioning

confidence: 99%