The interconnectedness between cultural humility and broaching in clinical supervision: working from the multicultural orientation framework

Jones, Connie T.; Branco, Susan F.

doi:10.1080/07325223.2020.1830327

Cited by 27 publications

(18 citation statements)

References 28 publications

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“…Few participants in this study received information about serving marginalized populations in their formal nutrition education or from class presentations. These results are similar to other research which notes the lack of education around topics such as cultural humility and competence, LGBQ+ and trans health concerns, and how to provide nutrition care to people with disabilities (C. T. Jones & Branco, 2020; Lund et al, 2020; Okoro et al, 2018; Perkin & Rodriguez, 2013).…”

Section: Discussionsupporting

confidence: 90%

“…With an increasingly diverse population, it is important for nutrition professionals to be knowledgeable about and prepared to provide inclusive care to individuals, in order to facilitate better health outcomes and overall wellbeing (Burt et al, 2018;Setiloane, 2016). Cultural humility, care tailored to an individual's unique cultural identities (based on personal identity and provider self-awareness), has been utilized by healthcare professionals as a means to build honest, trustworthy relationships with patients of diverse backgrounds and improve patient outcomes (C. T. Jones & Branco, 2020;Yeager & Bauer-Wu, 2013). A provider who has cultural humility will provide more culturally humble (or culturally tailored) care.…”

Section: Introductionmentioning

confidence: 99%

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Nutrition Professionals Feel Underprepared to Serve Persons With Marginalized Identities

Burt

Losak

2022

Pedagogy in Health Promotion

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With increasing attention on diversity, equity, inclusion (DEI), it is necessary that nutrition professionals are educated and trained to provide inclusive care for all individuals. Yet, little is known about how nutrition students are educated and trained to serve persons with marginalized identities. Using the Diffusions of Innovations Theory, the purpose of this study is to identify early adopters of inclusive approaches to dietetics care and understand their preparedness to serve marginalized persons. This descriptive pilot study used a virtual intercept interview approach using poll style questions in a Facebook group (#InclusiveDietetics) dedicated to sharing content about DEI in dietetics, as members of the group were identified as “early adopters” of inclusive care. Five questions assessed the type of education, diversity of educators, and sources of information that nutrition professionals used to learn to serve marginalized clients. Descriptive statistics (counts and frequencies) were used to analyze the data. About 79.31% of participants reported receiving no education or training from their accredited dietetics programs interacting with patients with mental disabilities, physical disabilities, identifying within the LGBQ+ and Trans community, and of different cultural/racial/ethnic backgrounds. When they received it, nearly 75% of participants reported receiving training on working with patients of different racial/ethnic backgrounds but only 5.56% reportedly received training to serve persons within the LGBTQ+ community. Nutrition professionals feel prepared to interact with marginalized groups to some extent; however, more research, education, and training are needed to develop best practices and adequately prepare professional to serve marginalized patients.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Nutrition Professionals Feel Underprepared to Serve Persons With Marginalized Identities

Burt

Losak

2022

Pedagogy in Health Promotion

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“…Given that developing multicultural competence requires a high level of knowledge, skills and attitudes, along with increased cultural humility (Jones & Branco, 2020), there is a need…”

Section: Trainings For Multicultural and Social Justice Counselling C...mentioning

confidence: 99%

“…Given that developing multicultural competence requires a high level of knowledge, skills and attitudes, along with increased cultural humility (Jones & Branco, 2020), there is a need to further test multicultural training that incorporates reflective focus and direct experiences with diverse clients, not only to develop cultural knowledge but also cultural awareness and reflection. Among different training methods, reflective practice may enhance counselling students' cultural awareness and develop their MSJCC.…”

Section: Introductionmentioning

confidence: 99%

Effects of a reflective cultural audit intervention on multicultural and social justice counselling competencies of counselling students

Kim

Han

2022

Couns and Psychother Res

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Enhancing multicultural and social justice counselling competencies (MSJCC) has been important in the counselling field for a number of years. As such, counsellor educators are called to provide the relevant education for counselling students. To identify ways to increase counselling students' MSJCC, the researchers conducted an experimental study investigating the effects of reflective practice on MSJCC of counselling students. Participants were recruited from a large university in the U.S. and completed a survey at the beginning and the end of their practicum semester. They were divided into an experimental (n = 35) and control (n = 37) group. Students in the experimental group wrote reflective journals after working with clients from different backgrounds. Specifically, we used the intervention derived from cultural auditing where individuals answer questions based on the prompts that facilitated participants' reflection regarding their counselling sessions. In our study, we selectively provided participants with the prompts from the cultural auditing process. For instance, we asked what their initial reactions were to a specific client, what those reaction may indicate about their own beliefs, values and assumptions, what the client's rationale was for the problem and how it may fit with the ways that problems were conceptualised within their culture. Based on these prompts, counselling students in the experimental group wrote reflective journals. An analysis of covariance (ANCOVA) was employed. Results showed that MSJCC was higher for those in the control group than those in the experimental group, F(286.573, 1) = 5.119, p = .027, ηp2 = 0.071. Implications for future research are discussed.

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“…A spate of previous research has examined counselors’ attitudes toward broaching or discussing clients’ racial, ethnic, and cultural concerns during treatment (Day‐Vines et al., 2013), differences in counselors’ broaching behavior by discipline (e.g., school counselors, clinical mental health counselors, counselor trainees; Day‐Vines et al, in press‐a), with chemically dependent clients (Jones & Welfare, 2017), international counselor trainees (Choi et al., 2015), clinical mental health counselors (Zhang & Burkard, 2008), psychologists (Fuertes et al., 2002; Thompson & Jenal, 1994), and clinical supervisors (Jones & Branco, 2020). Much less attention, however, has been devoted to the broaching behavior of school counselors, despite the fact that minoritized children encounter tremendous amounts of racialized stress and discrimination (American Academy of Pediatrics, 2016; Lewis, 2005; Van Ausdale & Feagin, 2001).…”

mentioning

confidence: 99%

An investigation of the relationship between school counselor trainees’ broaching behavior and their racial identity attitudes

Day‐Vines

Brodar

Hicks

et al. 2021

Jour of Counseling & Develop

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This study examined the relationship between the racial identity attitudes and broaching behavior in a sample of 198 trainees matriculating in school counseling programs. Respondents completed the Broaching Attitudes and Behavior Survey, the Cross Ethnic‐Racial Identity Scale‐Adult, Marlowe–Crowne Social Desirability Scale, and a demographic survey. Findings demonstrated that trainees with lower levels of racial identity functioning (RIF) endorsed Avoidant broaching attitudes and behaviors, and trainees with higher levels of RIF endorsed more Infusing broaching attitudes and behaviors.

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The interconnectedness between cultural humility and broaching in clinical supervision: working from the multicultural orientation framework

Cited by 27 publications

References 28 publications

Nutrition Professionals Feel Underprepared to Serve Persons With Marginalized Identities

Nutrition Professionals Feel Underprepared to Serve Persons With Marginalized Identities

Effects of a reflective cultural audit intervention on multicultural and social justice counselling competencies of counselling students

An investigation of the relationship between school counselor trainees’ broaching behavior and their racial identity attitudes

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