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Lecture notes OT and Psychogeriatric (OCT214)
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OCT214 NOTES:WHAT IS CULTURE?:
● Culture is real, learned, shared, malleable and dynamic, and invincible.
● Although not concrete and tangible, culture is real.
● Although culture is real and has incredible staying power, it is not static, fixed, or immutable.
● Values, attitude, life ways, arts, morals, customs, laws, and the many other things that are included
in culture can change in response to the forces of history, politics, and economics. (pp. 54-55)
● Culture is about the future and about aspirations and opportunity as much as about constraints,
how people view themselves, how they view others in respect to themselves and how others view
them. Culture is about power relationships and what reproduces power. This has deep implications
for human well-being.
● Culture matters because it changes constantly. It is a dynamic, interactive, and developing
psychosocial system, culture cannot be viewed as it often is in professional debates, as a static
entity.
● Can be negative in your life.
● Examples can be family dinners (why do we do this? Value of the activity? What Is the value behind
this?)
Why does it matter:
● Culture as a socially constructed, dynamic perceptual lens through which an individual views and
interprets the world.
● It affects one's perception of illness and health, view of therapy, and the meaning ascribed to what
one does and how that fits into the context of one's life.
● Therapy should be client centered, therefore must be culturally specific.
● Talks about your clients culture
● How does the client practice their culture? What are their day to day activities?
● Culture is so embedded into who we are
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bennit importance
on cultive
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important
stages
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James
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CULTURAL IMPACT ON OCCUPATIONAL THERAPY SERVICES: BENNIT MODEL
Why is it important to understand culture?:
● Central to the clients identity
● Makes therapy client centered and therefore meaningful
● In older adults, cultural practices are often fixed and strong
- gives you a “in” - connection with our clients
, ● Required of you from a ethical standpoint
- Respecting the person as a whole
Introspection:
Take a moment to think about the following:
● How do you react when confronted with a “new” situations that does not fit your expectations
● Do the situations provoke feelings of anxiety/discomfort?
Your own culture and worldview:
● Will affect the way you view and treat clients
● Needs to recognize its effects and understand it
● Can have a positive or negative impact on the therapeutic relationship
Cultural competence:
● Ability to work effectively with individuals from different cultural backgrounds
● Ability to understand the language, cultural and behaviors of other individuals and groups
● A developmental process
● Requires long term commitment
● An active process of learning and practicing over time
● End goal
● What therapists want to achieve
● Constantly gaining new knowledge
Cultural sensitivity:
● Forms an essential part of cultural competence
● Making an effort to be aware of cultural factors that affect interaction with a client
● Active decision on behalf of the therapist
● Trying to understand the clients culture - making an effort
● Realistically what you re going to get
THE DEVELOPMENT MODEL OF INTERCULTURAL SENSITIVITY: BENNETT
Rational:
● Developed as a framework to explain the reactions of people to cultural differences
● Discovered a pattern in terms of how people react to new culturally different experiences
● Underlying assumption:
- As a person’s experience of cultural difference becomes more complex and sophisticated,
one’s competence in intercultural relations increases
● By understanding a person’s underlying cognitive orientation towards cultural differences,
predictions about behavior can be made.
Stages:
ETHNOCENTRIC: central to who I am
● Denial
● Defense
, ● Minimization
ETHNORELATIVE: looks at the world through someone else's world view
● Acceptance
● Adaption
● Integration
Two groups:
ETHNOCENTRIC: denial, defense, minimization
● meaning that one's own culture is experienced as central to reality in some way.
● the ethnocentric stages can be seen as ways of avoiding cultural difference
ETHNORELATIVE: acceptance, adaptation, integration
● meaning that one's own culture is experienced in the context of other cultures.
● The ethnorelative stages are ways of seeking cultural difference
Acceptance kadaptatio
L differs behavier
- Not a straight line
- Can move backwards
- Can get stuck in a stage for a while
Denial:
● State in which one’s own culture is experienced as the only real one.
● Other cultures are avoiding by maintaining psychological and/or physical isolation from differences
● Are disinterested in cultural differences
● May act aggressively to eliminate a difference if it impinges on them
● "I never experience culture shock."
Two types: not important for exam?
● Denial/Isolation: fail to generate either the opportunity or the motivation to construct relevant
categories for noticing and interpreting cultural differences.
● Denial/Separation: Intentional separation from cultural difference protects world view from change
by creating the conditions of isolation.
Defense:
● State in which one’s own culture is experienced as the only good one
● “us and them”
● “we” are superior and “they” are inferior
● People are threatened by cultural differences and therefore tend to be highly critical of other
cultures
, ● Better elaborated categories for cultural difference, but original world view is protected by poor
integration of the new categories
● Knows there are other cultures, but don’t want anything to do with those cultures
Three types
● Defense/Denigration: Cognitive categories for construing cultural differences are isolated by
evaluating them negatively, thus protecting world view from change.
● Defense/Superiority: Existing cultural worldview is protected by exaggerating its positive aspects
compared to all other cultures.
● Defense/Reversal: Tendency to see another culture as superior while maligning one's own. Dualistic
thinking is identical; only the poles are reversed.
Minimization:
● Here people recognize superficial and visible cultural differences such as what we eat but hold at
the center of their reality that all humans are the same
● Look only at the similarities
● Insistently nice
● "Customs differ, of course, but when you really get to know them they're pretty much like us."
● Still not entirely comfortable with the person
There are two dimensions of minimization
● Minimization/ physical universalism: Emphasis on commonality of human beings in terms of
physiological similarity. (e.g., "After all, we're all human!").
● Minimization /transcendent universalism: Emphasis on commonality of human beings as
subordinate to a particular supernatural being, religion, or social philosophy. (e.g., "We are all
children of God, whether we know it or not.").
Acceptance:
● People during this stage both recognize and appreciate cultural differences
● Active acquisition of knowledge about cultures, including one's own
● Differentiation and elaboration of cultural categories; development of a metalevel view of cultural
difference, including one's own culture
● "The more difference the better-more difference equals more creative ideas!"
● Actively trying to learn about other cultures
● Good stage to be at, but not a productive stage to be at
There are two forms of acceptance
● Acceptance /behavioral relativism: All behavior exists in cultural context. Ability to analyze complex
interaction in culture-contrast terms.
● Acceptance/Value Relativism: Beliefs, values, and other general patterns of assigning "goodness"
and "badness" to ways of being in the world all exist in cultural context.
Adaptation:
● This is where you develop more than one world view
● Knowledge and behavior are linked by conscious intention; category boundaries become more
flexible and permeable
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