LETTERS

I RECENTLY COMPLETED AN APA-accredited internship in a hospital in South Bronx, N.Y. This inner-city, multiethnic and poverty ridden district was once the poorest in the nation. After reading "Psychology's cultural competence once 'simplistic,' now broadening" (APA Monitor, December), I feel compelled to comment.

Often, a term like "cultural competency" refers only to a heightened racial and ethnic sensitivity. The idea attempts to reduce the psychology of persons of different backgrounds by treating them as monolithic.

"Cultural competency" also falsely assumes only between group differences, for example, between African-Americans and Latinos, are all that need evaluation. Yet, as I learned, there are profound within group differences that need to be considered. For example, the term "Latino" encompasses different groups of American citizens of Hispanic descent, for example Puerto-Ricans, Cubans and South Americans. African-Americans often have within group differences based on the darkness of their skin. These within group differences add additional complexity.

Psychology should "broaden the paradigm" of multicultural proficiency. A good start would sensitize trainees to between group and within group differences, and other cultural intrinsics. For example, the psychology of many minorities is strongly influenced by the "culture" of poverty. This may not arouse much political interest, but true cultural competency must address this.

Finally, any retooling of curricula in the name of cultural competence must have the trainee complete a practicum in which he or she assesses and treat ethnic minority patients. True "cultural competence," if it is possible, must include didactic and experiential instruction.

George Geysen
Newington, Conn.

MY INITIAL ENTHUSIASM for December's headline "Psychology's cultural competence, once 'simplistic,' now broadening" gave way to disappointment on reading the article. The author highlights improvements in the way culture is considered in the therapy and counseling process. While these developments are welcome and substantial, they preserve a pre-existing helping structure, (psychotherapy) which was developed on and for majority-culture individuals.

Confining the cultural competency conversation to changes "inside the box" of psychotherapy ignores the culturally determined nature of the structure of psychotherapy itself and too narrowly envisions our field: equating the method (psychotherapy) with the discipline (psychology).

Instead, we need a large dose of "out of the (therapy) box" thinking in that cultural sensitivity stretches us to reexamine the very foundations of our psychological services. In 1965 a group of clinical psychologists met at Swampscott, Mass., for just this sort of re-examination, and the field of community psychology was born. Community psychology's core values (ecological perspective, diversity, empowerment, resiliency, etc.) and methods (needs assessments, prevention, collaborative helping strategies that use existing resources in natural settings such as schools and churches, etc.) are highly relevant to ethnically and socioeconomically diverse groups which have been consistently underserved by traditional methods.

As a clinical psychologist by credential, community psychology has become a conceptual/methodological home for me as a practitioner, scholar and trainer of future psychologists. I urge other psychologists who are genuinely committed to cultural competence within our discipline to consider what community psychology has to offer.

Sally Schwer Canning, PhD
Wheaton, Ill.

THE ARTICLE ON PSYCHOLOGY'S cultural competence points out that psychologists must "address multiculturalism in every facet of their work..." Culture must be fully integrated into the training curriculum and emerge as an essential component in the study of human behavior.

Trainees must begin to recognize how culture shapes them. This is as true for the Irish-American or Methodist as it is for members for racial minorities. Cultural training should maintain a broad scope in the introduction of specific cultural information.

Often, cultural content in the classroom involves a challenge to the application of existing conventions with respect to minorities. There are some very sound reasons to make many of these accusations. This practice, however, has set up an oppositional expectation. Psychology possesses technologies that are very applicable to culture. Cultural training should take advantage of the valuable perspectives that the science of psychology can lend to an understanding of culture.

As an American Indian graduate student, I often find the presentation of Native culture grossly inaccurate. Kluckhohn, for example, describes Native people as "present-time oriented." This is absolutely contrary to my experience. In an Iroquois context, for example, a great emphasis is placed on the "Seventh Generation of Children Yet Unborn." Decisions are made with future generations close at heart. One could hardly call this a "present-time orientation."

Adequate culture training is a goal toward which many sincerely strive. Considering culture as an essential component to the science of human behavior, utilizing a broad definition of culture, and mobilizing existing psychological resources can help facilitate that process.

Ron Lelito
Buffalo, N.Y.

Are we talking quotas?

I AM PUZZLED BY THE column of the executive director of Public Interest entitled "Diversity: psychology's life depends upon it." The thrust of the column implies that APA will die if it does not meet its quota of "people of color" in the 21st century. It is not explicitly stated, but this must mean, that the "people of noncolor" will be incapable of doing research or rendering services.

Or, perhaps, it means that, if we have not met our quota, we will be abandoned by the "new society" and die off. If that is the contention then we are in trouble. In a preceding article, it is noted that the number of minority graduate students in psychology and the other sciences is declining. This is in spite of APA's earnest efforts with recruitment and fellowships over the years.

More likely I need my "cultural competency" broadened.

Wilse B. Webb
Gainesville, Fla.

IN THE DECEMBER MONITOR, Henry Tomes speculated on the future needs for psychologists based upon current demographic projections. His speculations assume that needs will follow the expected increase in population in a linear manner. One could argue instead that the needs could well increase at a steeper rate because further large increments in population would exacerbate personal and social problems owing to overpopulation--increased crowding, depletion of natural resources, intense competition for jobs, increased balkanization and divisiveness, etc.

Such speculation rests upon the assumptions that the trends are destiny and that they are desirable for the nation. But the trends are not destiny; they stem from the 1965 act that liberalized immigration, the consequences of which were neither expected nor desired by the sponsors of the act. Most Americans have not favored such high levels of immigration. Special interests have prevailed--various businesses and industries, church bureaucracies, and the affluent generally, who, together with businesses and industries, benefit greatly from the never-ending flow of cheap labor. Hardest hit are American workers and the poor, and especially African-Americans.

Rather than have psychology "adapt to and incorporate the demographic projections," wouldn't it be better for APA and psychologists generally to reject the idea of the trends as destiny and instead try to shape the future constructively? A first step would be to examine carefully the undesirable consequences of the high immigration, which are well documented in the literature by economists, ecologists, anthropologists and others.

Edward J. Furst
Fayetteville, Ariz.

Theory is no sham

KENDLER'S LETTER (APA Monitor, December) claims that "Maslow's effort to demonstrate that self-actualizers ...share a moral system that is right for humankind is basically a sham" because Maslow "...studied individuals who shared his own value system."

Thus, Kendler implies that Maslow sought "a phony moral authority." Kendler and I read Maslow differently. Maslow studied outstanding individuals who were regarded by many people, not just by himself, as embodying positive human characteristics. From this admittedly subjective basis he developed a tentative theory of self-actualization to which many other psychologists have made contributions. As editor of the Journal of Humanistic Psychology, I continually receive papers about self-actualization from around the world, including, to my surprise, from China and Iran. The theory is open and developing, and not a sham or phony.

Thomas Greening, PhD
Los Angeles

Kudos for body image 'Newsline'

AS AN UNDERGRADUATE psychology major, I often read the Monitor to keep up with the latest trends in research and activity in the psychology world. The November 1998 article on the link between women's body image preoccupation and lower math scores struck an important cord with me as a student who has contact with other undergraduate and adolescent students in middle school in this area.

Issues of negative female body image are frequently viewed as trivial, not warranting study, and dismissed simply as a weakness on the part of females. I am gratified to note that researchers in our field have realized the impact of this issue on our society, and have taken a step toward focusing scientific energy on studying this issue. The discovery of a direct link between body image and poorer academic performance should raise the interest and concern in the future development of females. As a future psychologist, I applaud the researchers for their work in this area, and the Monitor for bringing attention to the findings.

Bonita E. London
Camden, N.J.

I AM WRITING IN RESPONSE to "How are psychologists portrayed on the screen?" in the November issue. Scott Sleek states that the therapist played by Robin Williams in the movie "Good Will Hunting" "crossed ethical boundaries" because he "discussed his own personal issues with his patient. (Interestingly, the author takes issue with this self-disclosure by the therapist before mentioning that the therapist also physically assaulted the patient.)

I have spent the majority of my career studying the impact of the active participation of the therapist on the therapeutic process. Many other authors have researched self-disclosure by the therapist (Jourard), mutuality in the therapeutic relationship (Jordan, et al.), the therapist's use of self (Felder & Weiss) and a host of related subjects. Not only is this an established area of scientific study, but I have reviewed the latest version of APA's Ethical Principles of Psychologists and Code of Conduct and I do not see any prohibitions regarding the discussion of "personal issues with the patient."

Avrum Geurin Weiss, PhD
Atlanta, Ga.

On the Kaiser strike

I READ WITH GRAVE DISAPPOINTMENT the December issue of the Monitor's report on Denver psychologists striking against Kaiser Permanente. There are several issues that deserve attention that were not mentioned.

First, the psychologists working at Kaiser should have understood what the salaries and caseloads were going to be when they signed their contracts. As cold as it sounds, they made a choice to work there. If they did not want to continue their employment at Kaiser, they could have sought other employment.

Second, there are four universities within 60 miles of Denver. These universities in combination offer seven APA approved applied programs. That means there are a lot of graduates looking for employment each year from these seven programs. Many of these graduates want to remain in the Denver area. The result is simply a large number of psychologists in the immediate vicinity that impacts their employment.

Third, when a licensed professional, or a group of licensed professionals, go on strike, it is akin to joining a trade union, which apparently happened in this case. The end result of such tactics is a degradation of the entire field of psychology, especially to other professional groups (e.g., physicians and attorneys). Also, it may indicate to administrators of businesses like Kaiser that psychological services can't be that important if people can do without those services while their care providers (i.e., psychologists) are out on strike.

Hopefully, psychologists in other areas of the country can obtain agreeable working conditions through their membership in associations like APA as a guild, rather than in partnership with trade unions. If not, should they stop paying APA dues and start paying union dues?

Shawn Powell
Cheyenne, Wyo.

Self-esteem in schools

DR. BAUMEISTER'S RECOMMENDATION in the January Monitor that schools switch from programs fostering self-esteem to those which teach self-control acknowledges a considerable problem in education: merit versus mediocrity. Offering praise to everyone regardless of the quality of individual achievement (or, in spite of it) may negatively affect students and professors alike. Mediocre students who develop an overinflated sense of self and unrealistic entitlements due to unmerited praise may expect their professors to lower standards so that they may get a better grade.

These very same students may also exhibit open hostility over grades when they are merit-based. In addition, a system of unanimous praise may also have a negative impact on the outstanding student; recognizing and applauding all efforts can be demoralizing to those who truly deserve kudos for their work.

Most certainly, students benefit from self-esteem, but engendering this feeling should not come at the cost of academic excellence. This is why students should be encouraged to regulate their behaviors. A proactive approach such as this will undoubtedly help students take greater responsibility for themselves, both academically and socially. And, with the achievement of goals will come a greater sense of personal agency, or self-efficacy (Bandura, 1986). In turn, the individual will have a more realistic appreciation of one's self and what can be achieved in education and elsewhere.

Anne L. Bizub, PhD
Monroeville, Pa.

All letters to the editor must be 250 words or fewer. Mail them to APA Monitor, 750 First St., N.E., Washington, DC 20002-4242, or e-mail them to letters.monitor@apa.org.
The Monitor regrets it cannot run all the letters we receive.

Correction

A chart on page 11 of the December issue incorrectly identifies Lauren Ayers and Demaris Miller as candidates for the state legislature. They were candidates for U.S. Congress.



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