Infusing Multicultural and Social Justice Competencies Within Counseling Practice: A Guide for Trainers

Sheely-Moore, Angela I.; Kooyman, Leslie

doi:10.1002/j.2161-0029.2011.tb00129.x

Cited by 9 publications

(4 citation statements)

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“…Most of the studies were done in high-income countries, most in the USA or Canada (Bakshi et al., 2015 ; Boutain, 2008 ; Crawford et al., 2017 ; Dharamsi et al., 2010 ; Flatt-Fultz & Phillips, 2012 ; Gonzalez et al., 2015 , 2020 ; Jindal et al., 2022 ; Knaak, 2018 ; Lax et al., 2019 ; Sukhera et al., 2020 ; Tucker et al., 2020 ; White-Davis et al., 2018 ; Zäske et al., 2014 ). Four studies included data from middle and low-income countries (Ezedinachi et al., 2002 ; Geibel et al., 2017 ; Potts et al., 2022 ; Uys et al., 2009 ) In terms of participants, 24 studies focused on healthcare students, be that nursing or medicine, describing programs added to teaching curriculums at universities (Allen et al., 2013 ; Bakshi et al., 2015 ; Boutain, 2008 ; Burdett et al., 2010 ; Crawford et al., 2017 ; DallaPiazza et al., 2018 ; DeLashmutt & Rankin, 2005 ; Dharamsi et al., 2010 ; Gonzalez et al., 2015 , 2020 ; İnan et al., 2019 ; Jones, 2000 ; Jindal et al., 2022 ; Lax et al., 2019 ; Mason & Miller, 2006 ; McAllister, 2008 ; O Carroll & O’Reilly, 2019 ; Potts et al., 2022 ; Shah et al., 2014 ; Sheely-Moore & Kooyman, 2011 ; Tucker et al., 2020 ; Üstün & İnan, 2018 ; Wagaman et al., 2019 ; Werkmeister Rozas & Garran, 2016 ). A small proportion of studies focused on participants with work experience, such as therapists or specialist mental healthcare staff (Ezedinachi et al., 2002 ; Fisher et al., 2017 ; Fisher-Borne, 2009 ; Flatt-Fultz & Phillips, 2012 ; Knaak, 2018 ; Li et al., 2015 , 2013 ; Nelso...…”

Section: Resultsmentioning

confidence: 99%

Anti-stigma advocacy for health professionals: a systematic review

Guerrero

Iruretagoyena

Parry

et al. 2023

Journal of Mental Health

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Background Many anti-stigma programs for healthcare workers already exist however there is less research on the effectiveness of training in skills for health professionals to counter stigma and its impacts on patients. Aims The objective of this study was to examine the theory base, content, delivery, and outcomes of interventions for healthcare professionals which aim to equip them with knowledge and skills to aid patients to mitigate stigma and discrimination and their health impacts. Methods Five electronic databases and grey literature were searched. Data were screened by two independent reviewers, conflicts were discussed. Quality appraisal was realized using the ICROMS tool. A narrative synthesis was carried out. Results The final number of studies was 41. In terms of theory base, there are three strands - responsibility as part of the professional role, correction of wrongful practices, and collaboration with local communities. Content focusses either on specific groups experiencing health-related stigma or health advocacy in general. Conclusions Findings suggest programs should link definitions of stigma to the role of the professional. They should be developed following a situational analysis and include people with lived experience. Training should use interactive delivery methods. Evaluation should include follow-up times that allow examination of behavioural change. PROSPERO, ID: CRD42020212527

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Section: Resultsmentioning

confidence: 99%

Anti-stigma advocacy for health professionals: a systematic review

Guerrero

Iruretagoyena

Parry

et al. 2023

Journal of Mental Health

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“…This would involve going beyond acknowledgment of systemic injustices and adopting a professional responsibility to affect change at the societal level (Alegria et al, 2022). Scholars have argued for clinicians to engage in advocacy work outside of the therapy room, educating themselves on the structural forces that influence their marginalized clients and then supporting collective action (e.g., community service, campaigning, protesting) aimed at correcting these injustices (Kirmayer et al, 2018, Sheely & Kooyman, 2011. Clinicians in training may benefit from instruction that bridges psychological practice and social justice advocacy, preparing them to aid marginalized individuals while becoming agents of change that can help to ameliorate these oppressive environments.…”

Section: Discussionmentioning

confidence: 99%

A systematic review of graduate training on cultural competence

2023

JALT

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A systematic review was conducted to investigate scholarship from the last ten years regarding graduate training for the provision of culturally competent mental health care to individuals who hold marginalized identities (e.g., those marginalized based on their race, ethnicity, gender, sexual orientation). This review furthered a conceptualization of cultural competence that views clients as individuals embedded within their own cultures and communities while also recognizing the interplay of systems of power and oppression within an individual's life that create unique lived experiences. This was accomplished by conducting a systematic literature review following PRISMA guidelines. Seven databases (i.e., PsycINFO [EBSCO], PubMed, Psychology and Behavioral Sciences Collection [EBSCO], Academic Search Complete [EBSCO], SocIndex [EBSCO], Science Direct, ProQuest) were searched using a priori-defined search strings that encompass graduate training, cultural competence, and the various mental health care fields. Recommendations for improving cultural competence conceptualizations, engendering innovative training interventions, and increasing rigorous evaluation tools are provided.

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“…A recent systematic review [28] of the feasibility and effectiveness of training in health advocacy, anti-stigma competency or related skills for health professionals retrieved 39 studies, three of which reported interventions for mental health care professionals [21,[29][30][31]. Programme content varied widely; some covered mainly interpersonal stigma reduction, others focusing on social determinants of health and some included health advocacy at the structural level.…”

Section: Introductionmentioning

confidence: 99%

Training for mental health professionals in responding to experienced and anticipated mental health-related discrimination (READ-MH): protocol for an international multisite feasibility study

Henderson

Ouali

Bakolis

et al. 2022

Pilot Feasibility Stud

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Background Mental health and other health professionals working in mental health care may contribute to the experiences of stigma and discrimination among mental health service users but can also help reduce the impact of stigma on service users. However, few studies of interventions to equip such professionals to be anti-stigma agents took place in high-income countries. This study assesses the feasibility, potential effectiveness and costs of Responding to Experienced and Anticipated Discrimination training for health professionals working in mental health care (READ-MH) across low- and middle-income countries (LMICs). Methods This is an uncontrolled pre-post mixed methods feasibility study of READ-MH training at seven sites across five LMICs (China, Ethiopia, India, Nepal and Tunisia). Outcome measures: knowledge based on course content, attitudes to working to address the impact of stigma on service users and skills in responding constructively to service users’ reports of discrimination. The training draws upon the evidence bases for stigma reduction, health advocacy and medical education and is tailored to sites through situational analyses. Its content, delivery methods and intensity were agreed upon through a consensus exercise with site research teams. READ-MH will be delivered to health professionals working in mental health care immediately after baseline data collection; outcome measures will be collected post-training and 3 months post-baseline, followed by qualitative data collection analysed using a combined deductive and inductive approach. Fidelity will be rated during the delivery of READ-MH, and data on training costs will be collected. Quantitative data will be assessed using generalised linear mixed models. Qualitative data will be evaluated by thematic analysis to identify feedback about the training methods and content, including the implementability of the knowledge and skills learned. Pooled and site-specific training costs per trainee and per session will be reported. Conclusions The training development used a participatory and contextualised approach. Evaluation design strengths include the diversity of settings, the use of mixed methods, the use of a skills-based measure and the knowledge and attitude measures aligned to the target population and training. Limitations are the uncertain generalisability of skills performance to routine care and the impact of COVID-19 restrictions at several sites limiting qualitative data collection for situational analyses.

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Infusing Multicultural and Social Justice Competencies Within Counseling Practice: A Guide for Trainers

Cited by 9 publications

References 10 publications

Anti-stigma advocacy for health professionals: a systematic review

Anti-stigma advocacy for health professionals: a systematic review

A systematic review of graduate training on cultural competence

Training for mental health professionals in responding to experienced and anticipated mental health-related discrimination (READ-MH): protocol for an international multisite feasibility study

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