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| Preface | |
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| The Impact of Context | |
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| Looking at the Social Psychology of Therapy | |
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| Why Is Context Important? | |
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| Recognizing Context and Thinking Critically | |
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| Missing the Context in Therapy | |
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| Respecting Individual Focus and Context | |
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| Seeing Parts Versus Seeing the Whole | |
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| Assessing Context | |
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| Choosing Places to Look | |
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| Two Examples: Rosa and Abbey | |
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| Assessing Context in Therapy | |
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| Family Genogram | |
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| Psychosocial History and the Community Genogram | |
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| Timelines | |
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| Bringing These Assessments Together | |
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| Interviewing for Context | |
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| Introducing Grasy | |
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| Conclusions | |
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| Defining Culture and Context | |
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| Universal and Focused Approaches to Therapy | |
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| Toward a Universal Approach | |
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| The Effects of Culture | |
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| Relative Roles of Individual and Cultural Differences | |
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| Limitations of Using Culture as a Predictor | |
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| Culture Influences Rather Than Determines | |
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| The Importance of Group Membership | |
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| Relative Importance of Different Group Memberships | |
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| The Effects of Euro-American Culture on Therapy | |
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| Normality: Perceiving the World Through Culture's Filter | |
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| The Effects of Context | |
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| Dangers of Perceiving Context | |
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| Conclusions | |
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| Oppression and Prejudice | |
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| The Development of Group Divisions | |
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| Blaming the Victim and the Just World Hypothesis | |
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| Seeing Stereotypes, Prejudice, and Discrimination | |
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| Seeing Social Inequities and Social Control | |
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| Oppression | |
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| Privilege | |
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| Seeing the Consequences of Oppression | |
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| School Performance | |
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| Hope, Self-Esteem, and Views of the Future | |
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| Psychological and Physical Health | |
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| Coping With Oppression and Being Outcast | |
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| Therapeutic Implications of Identifying Oppression | |
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| An Example | |
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| Consequences of Oppression on the Oppressors | |
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| Conclusions | |
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| Values and Worldviews | |
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| What Is Valuing? | |
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| Barriers to Recognizing Values | |
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| Recognizing Others' Values | |
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| What Is a Worldview? | |
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| Significant Aspects of Worldview | |
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| Ontology: Explanations of Phenomena | |
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| Mutability: Obstacles to Change | |
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| Trust: The Nature of Human Relationships | |
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| Authority: The Nature of Helping Relationships | |
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| Group: Autonomy, Individualism, and Relationships | |
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| Locus of Responsibility | |
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| Locus of Control | |
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| Conclusions | |
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| When Worldviews Clash | |
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| Clashing Worldviews | |
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| Searching for Consistency | |
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| Feelings and Attitudes About Those Who Are Different | |
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| Recognizing and Challenging Potentially Coercive Values | |
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| Coercive Effects of Therapy | |
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| Socialization to Therapy | |
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| Identification of the "Problem" | |
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| Identification of Treatment Goals | |
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| Negotiating Differences | |
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| Failing to Identify Options | |
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| Really Listening to Someone with a Different Worldview | |
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| Conclusions | |
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| Problems Resulting From Group Membership | |
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| Therapists' Contributions to Problems | |
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| Translating Language and Ideas Across Worldviews | |
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| Objectivity in Diagnosis and Treatment | |
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| Therapeutic Stances with Culturally Different Clients | |
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| Clients' Contributions to Problems | |
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| Cultural Mistrust and Resistance | |
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| Therapists' and Clients' Contributions | |
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| Racial Identity Development | |
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| Racial Identity Matches and Other Similarities | |
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| Transference and Countertransference | |
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| Role of Racial Identity | |
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| White and Affluence-Related Guilt | |
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| Idealization of Others | |
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| Nonspecific Mismatches | |
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| Addressing Group Differences Successfully | |
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| Conclusions | |
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| Engaging Clients in a Multicultural Context | |
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| A Model of Engagement in Therapy | |
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| The Importance of Distress | |
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| Expected Benefits from Disclosing | |
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| Costs of Change | |
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| The Value of Listening and Being Listened To | |
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| Potential Benefits of Warm and Empathic Listening | |
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| The Importance of Understanding Clients and Their Worldview | |
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| Developing a Therapeutic Alliance | |
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| Overcoming Initial Barriers to Understanding | |
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| The Value of Understanding Important Contextual Factors | |
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| Building a Cognitive Understanding | |
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| Ignoring Differences | |
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| Handling Contextual Differences | |
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| Bridging the Gap | |
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| The Benefits of Respecting Clients and Seeing Their Strengths | |
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| The Value of Seeing Hope in Clients and in Their Situation | |
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| Actively Demonstrating Hope | |
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| Concretely Demonstrating Hope | |
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| The Importance of Communicating Understanding to Clients | |
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| Conclusions | |
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| The Telling and the Listening: Hearing Context | |
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| The Telling | |
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| Being Able to See the "Problem" | |
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| Stages of Change | |
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| Responses in Therapy | |
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| The Listening | |
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| Listening to the Client First | |
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| Just Listening | |
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| Listening for the Bigger Picture | |
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| Being Unaware of Context | |
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| Alternative Explanations | |
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| Choosing Stories | |
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| Conclusions | |
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| Egalitarian and Empowering Relationships | |
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| What Empowerment Is | |
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| Voices: Lost and Found | |
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| Cultural Values That Influence Decisions to Empower | |
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| Finding a Voice | |
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| Hearing Their Voices | |
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| What Empowerment Isn't | |
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| Empowering the Individual and the System | |
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| Obstacles to Being Empowering | |
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| Being Helpful | |
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| Clients in Crisis | |
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| Directiveness: When and Why | |
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| Needs: Met and Unmet | |
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| Using Long-term Goals to Identify Empowering Interventions | |
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| Therapy as Mentoring | |
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| Conclusions | |
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| Making Meaning | |
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| Meaning-related Health Outcomes | |
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| Post-traumatic Outcomes | |
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| Negative Post-traumatic Outcomes | |
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| Post-traumatic Growth and Positive Outcomes | |
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| The Meaning of Finding Meaning | |
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| Principle of Personal Deservedness | |
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| A Sense of Control and Hope | |
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| Disclosure or Isolation | |
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| Meaning-related Coping Strategies | |
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| Mode of Action | |
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| Many Paths to a Single Goal | |
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| Multiple Stories for the Telling | |
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| Choosing Stories That Heal | |
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| A Model for Making Meaning | |
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| Accept Clients' Meanings First | |
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| Develop Positive Meanings | |
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| Balance Responsibility with Control | |
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| Translate Insight into Action | |
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| Hopelessness and Courage | |
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| Visions of the Future | |
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| Conclusions | |
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| Blame, Responsibility, and Control | |
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| Hypotheses in Therapy | |
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| Blame | |
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| Therapeutic Blame | |
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| The Criticism-Blame-Shame Cycle | |
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| An Example: Aaron, a Child with Tourette's Syndrome | |
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| Invisible Handicaps | |
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| Strength-based Genograms | |
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| Countertransference | |
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| Strengths | |
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| Normal Social, Developmental, and Cultural Constraints | |
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| Strength-based Approaches | |
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| Responsibility | |
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| Responsibility Versus Blame | |
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| Responsibility Versus Irresponsibility | |
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| Multiple Determination of Problems | |
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| Other-Blame and Self-Blame | |
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| Conclusions: Finding a Balance | |
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| Finding Natural Supports: Outside and In | |
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| Community Supports | |
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| Nature of Support | |
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| Consequences of Support | |
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| Differential Consequences of Support | |
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| Cultural Differences | |
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| Different Kinds of Supports | |
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| Formal and Informal Supports | |
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| Ethical Issues | |
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| Real Versus Perceived Support | |
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| Internal Supports | |
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| Serving Community | |
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| Conclusions | |
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| Bringing It Into the Community: Group Identity and Group Transformation | |
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| Personal and Cultural Self-Esteem | |
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| Collectivism and Individualism | |
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| Culture-specific Development of Self-Esteem | |
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| Culture-specific Self-Esteem | |
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| Developing Cultural Self-Esteem | |
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| Useful Attributions About Prejudice and Discrimination | |
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| Black Is Beautiful | |
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| Acknowledging the Bad While Accepting Self | |
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| Changing the Community's Meanings | |
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| Secondary Victimization | |
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| Transforming Community | |
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| Justice and Forgiveness | |
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| Helping Individuals Change their Communities | |
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| Teaching Pigs to Fly | |
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| Breaking the Silence | |
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| Taking Over Their Voice | |
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| Empowerment Versus Validation | |
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| Failing to Act | |
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| Conclusions | |
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| Rediscovering a Sense of Balance | |
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| A Sense of Balance | |
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| Getting Out of Balance | |
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| Looking for Causes Solutions | |
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| The Way Back to Balance | |
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| Understanding Cultural and Developmental Norms | |
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| Making It Work | |
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| Using Psychosocial Histories | |
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| Finding Success | |
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| Doing Something Different | |
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| When Balancing Gets Difficult | |
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| Using the Tricks of the Trade | |
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| Attacking the Fear | |
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| When Doing the Same Old Thing Won't Work | |
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| Models and Mentors | |
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| Different Balance Points for Different People | |
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| Setting Mutually Agreed-Upon Goals | |
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| Conclusions | |
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| Highlighting Themes | |
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| Listen for Context | |
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| Respect Individual and Cultural Differences | |
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| Denigrated and Pathologized Differences Among Cultures | |
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| Values and Their Effects on Assessments | |
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| Caricatures of Cultural Values | |
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| Recognize and Address Power Differentials | |
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| Oppression and Unearned Privilege | |
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| Social Justice | |
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| Give Up Power and Expertise to Be Effective | |
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| Accept and Use Power When It Is Helpful | |
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| Think Systematically | |
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| Provide Services Relevant to Clients' Lives and Worldviews | |
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| Help Clients Recognize Available Supports | |
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| Help Clients Regain Balance | |
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| Reconsider the Goals of Therapy | |
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| Clients' Fears of Change | |
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| Symptom Reduction Versus Good Outcomes | |
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| Risks of Culturally Aware Therapy | |
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| Use Safety Nets | |
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| Make the Journey Toward Cultural Competency | |
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| References | |
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| Author Index | |
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| Subject Index | |