Interviewing Clients across Cultures A Practitioner's Guide
, by Fontes, Lisa Aronson
- ISBN: 9781606234051 | 1606234056
- Cover: Paperback
- Copyright: 7/1/2009
This book is a must with anyone who works with people of various cultures. I would also suggest this to be a handbook for Police Departments, Social workers, Health care professionals, mental health professionals and educational facilities etc. This book needs to be in anyones library who is concerned about culture, ethics and diversity issues.
Lisa Aronson Fontes, PhD, is a Core Faculty Member in the PsyD Program in Clinical Psychology at Union Institute & University in Brattleboro, Vermont. She has dedicated almost two decades to making the social service, mental health, criminal justice, and medical systems more responsive to culturally diverse people. Dr. Fontes has published widely on cultural issues in child maltreatment and violence against women, cross-cultural research, and ethics. She has worked as a family, individual, and group psychotherapist, and has conducted research in Santiago, Chile, and with Puerto Ricans, African Americans, and European Americans in the United States. In 2007 Dr. Fontes was awarded a Fulbright Foundation Fellowship, which she completed in Buenos Aires, Argentina. Fluent in Spanish and Portuguese, she is a popular conference speaker and workshop facilitator.
| A Guide to Interviewing across Cultures | p. 1 |
| A Multicultural Framework | p. 3 |
| How Interviews Differ from Other Kinds of Conversations | p. 4 |
| Orientation to This Book | p. 5 |
| Cultural Competence Is an Ethical Issue | p. 7 |
| Case Examples: Cross-Cultural Interviews That Crashed | p. 7 |
| Concluding Observations | p. 12 |
| Preparing for the Interview | p. 14 |
| Prior Information | p. 14 |
| What Else Do We Need to Prepare? | p. 16 |
| Handling Initial Paperwork | p. 17 |
| Deciding Whom to Interview | p. 18 |
| Setting for the Interview | p. 19 |
| Respecting Values, Negotiating Meanings, and Avoiding Professional Ethnocentrism | p. 24 |
| Who Is Coming to See Me?: Background Cultural Information | p. 28 |
| Assessing Culture and Acculturation | p. 30 |
| Text Box: Inquiring about Culture and Acculturation | p. 31 |
| Concluding Observations | p. 37 |
| Biases and Boundary Issues | p. 39 |
| Biases | p. 39 |
| Unbiased Observing | p. 40 |
| Text Box: Observational and Cognitive Biases That Can Affect Interviewing, Taking Notes, and Writing Reports | p. 41 |
| Special Connections and Boundary Issues | p. 43 |
| Ethnic Matching | p. 44 |
| Working with Someone from the "Same" Culture | p. 46 |
| Self-Disclosure | p. 48 |
| Bribes and Gifts | p. 50 |
| Text Box: What Might a Gift Mean in the Context of an Interview? | p. 52 |
| Maintaining Boundaries in Crisis Situations | p. 52 |
| Concluding Observations | p. 54 |
| Setting the Right Tone: Building Rapport and Conveying Respect | p. 56 |
| Demeanor | p. 56 |
| Giving Full Attention and Taking Notes | p. 57 |
| Conveying Respect | p. 58 |
| Counteracting Shame | p. 60 |
| Voice Quality, Tone, Speed, and Volume | p. 62 |
| Pace and Time | p. 65 |
| Joining with All Members of the Family | p. 66 |
| What's in a Name?: Addressing People Appropriately | p. 67 |
| Professional Titles | p. 69 |
| Saving and Losing Face | p. 70 |
| Questions Also Set the Tone | p. 72 |
| Text Box: Types of Questions | p. 74 |
| Concluding Observations | p. 78 |
| Beyond Words: Nonverbal Communication in Interviews | p. 80 |
| The Nonverbal World | p. 81 |
| Gestures | p. 83 |
| Greeting and Leave Taking | p. 86 |
| Showing Attentiveness | p. 88 |
| Posture | p. 89 |
| Gait | p. 91 |
| Communicating with the Eyes | p. 91 |
| Expressing Emotions | p. 93 |
| Expressing Pain and Distress | p. 96 |
| Touch | p. 98 |
| Personal Space | p. 101 |
| Smiling and Laughing | p. 103 |
| Communicating about Communicating | p. 104 |
| Nonverbal Signs of Disagreement and Agreement | p. 105 |
| Clothing | p. 106 |
| Tattoos, Piercings, and Other Forms of Body Modification | p. 108 |
| Concluding Observations | p. 108 |
| Language Competence: Building Bridges with People Who Have a Different Native Language | p. 111 |
| Attitude of Humility and Support | p. 112 |
| Text Box: Interviewing People with Limited English Language Proficiency | p. 113 |
| Trying to Remember | p. 115 |
| Language and Memory in People Who Are Bilingual | p. 117 |
| Language and Personality | p. 120 |
| Language and Abstractions | p. 123 |
| Language and Emotion | p. 123 |
| Operationalizing Language Competence: U.S. Guidelines and Requirements | p. 127 |
| Text Box: How Organizations Must Provide Language Access | p. 127 |
| Text Box: Making Documents More Accessible to People with Limited Language Proficiency | p. 130 |
| Documents in Diverse Languages | p. 130 |
| Language Preference | p. 132 |
| Choosing a Language for the Interview | p. 132 |
| Alternative Forms of English | p. 136 |
| Concluding Observations | p. 138 |
| The Interpreted Interview | p. 140 |
| The Interpreter's Power | p. 140 |
| When to Use an Interpreter | p. 142 |
| Finding an Interpreter | p. 143 |
| Text Box: Selecting an Interpreter | p. 147 |
| Informal Interpreters | p. 147 |
| Preparing Interpreters | p. 151 |
| Text Box: Preparing the Interpreter for Your Interview | p. 152 |
| Cultural Asides and Other Reasons to Pause an Interview | p. 154 |
| The Interpreter's Role | p. 156 |
| The Interpreted Conversation | p. 158 |
| Interpreter Vulnerabilities | p. 162 |
| Text Box: Conducting Interviews Using Interpreters | p. 164 |
| Concluding Observations | p. 165 |
| Understanding and Addressing Reluctance to Divulge Information | p. 167 |
| Attitudes toward Speaking Out | p. 168 |
| Silence | p. 169 |
| Who Owns Information? | p. 173 |
| Airing Secrets and Conflicts | p. 174 |
| Taboo Topics | p. 175 |
| Substance Abuse | p. 178 |
| Child Abuse and Neglect | p. 183 |
| Intimate Partner Violence | p. 186 |
| Sexual Assault | p. 188 |
| Interviewer Strategies for Addressing Reluctance and Silence | p. 189 |
| Improving Our Own Comfort with Difficult Topics | p. 193 |
| Concluding Observations | p. 195 |
| Interviewing Culturally Diverse Children and Adolescents | p. 198 |
| Special Issues in Interviewing Children | p. 199 |
| Living in Two Worlds | p. 200 |
| Text Box: Planning Cross-Cultural Interviews with Children | p. 201 |
| Behavioral Observations with Cultural Minority Children | p. 204 |
| Text Box: Correctly Interpreting the Behavior of Children from Minority Cultural Groups | p. 205 |
| Using Assessment Instruments with Cultural Minority Youth and Families | p. 211 |
| Assessing Development in Children | p. 214 |
| Text Box: Conducting Developmental Assessments and Interviews with Children and Their Families from Diverse Cultures | p. 216 |
| Special Issues in Interviewing Adolescents | p. 220 |
| Concluding Observations | p. 226 |
| Interview Reports and Documents | p. 228 |
| Recording Behavioral Observations or Presentation | p. 229 |
| Reporting the Interviewee's Attitude, Demeanor, and Affect | p. 230 |
| Text Box: Correctly Interpreting and Writing about Interviewees' Presentation | p. 231 |
| Taking Notes | p. 236 |
| The Audience for Your Report | p. 237 |
| Notational Bias | p. 238 |
| Word Choice | p. 239 |
| Referring to Race, Ethnicity, and Other Identity Groups | p. 240 |
| Giving Your Opinion | p. 243 |
| Your Voice and Choices around It | p. 244 |
| Cultural Formulation | p. 245 |
| Contributing Factors | p. 246 |
| Recommendations and Prognoses | p. 247 |
| Making Oral Reports | p. 249 |
| Text Box: Reviewing Your Completed Report | p. 250 |
| Concluding Observations | p. 251 |
| Authority and Trust Issues for Specific Professions | p. 254 |
| Social Work | p. 254 |
| Text Box: Tips for Conducting Cross-Cultural Interviews in Social Work Settings | p. 256 |
| Medicine, Nursing, and Allied Professions | p. 256 |
| Text Box: Tips for Conducting Cross-Cultural Interviews in Health Care Settings | p. 261 |
| Mental Health Clinicians | p. 262 |
| Text Box: Tips for Conducting Cross-Cultural Interviews in Mental Health Settings | p. 264 |
| Law Enforcement | p. 265 |
| Text Box: Tips for Conducting Cross-Cultural Interviews in Law Enforcement Settings | p. 267 |
| Educators | p. 267 |
| Text Box: Tips for Conducting Cross-Cultural Interviews in Educational Settings | p. 270 |
| Attorneys | p. 271 |
| Text Box: Tips for Conducting Cross-Cultural Interviews in Legal Settings | p. 272 |
| Researchers | p. 272 |
| Text Box: Tips for Researchers Conducting Cross-Cultural Interviews | p. 274 |
| Potential Employers in the Helping Professions | p. 275 |
| Women's Crisis Workers | p. 278 |
| Concluding Observations | p. 278 |
| Common Dilemmas and Misunderstandings in Cross-Cultural Interviews | p. 280 |
| Text Box: Common Mistakes in Cross-Cultural Interviews | p. 281 |
| Gathering Basic Demographic Information | p. 282 |
| Truth, Lies, and Immigration | p. 287 |
| Promptness and Alternatives | p. 290 |
| Asking People Directly about Their Backgrounds | p. 292 |
| When Your Competence or Appropriateness Is Questioned | p. 293 |
| Crossing the Class Divide | p. 295 |
| The Multiple Meanings of "Yes" | p. 298 |
| Magical Thinking | p. 299 |
| The Meaning of Dreams | p. 301 |
| Concluding Observations | p. 301 |
| Afterword: Your Self as a Resource | p. 303 |
| Text Box: Cross-Cultural Interviewing Practices | p. 304 |
| The Limits of Our Knowledge | p. 305 |
| Cultural Competence and Social Justice | p. 305 |
| Stepping Forward toward Cultural Competence | p. 306 |
| References | p. 307 |
| Index | p. 317 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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