Miami University, Oxford, OH, USA.
Department of Psychology, Miami University, 90 N Patterson Ave., Oxford, OH, 45056, USA.
Cult Med Psychiatry. 2024 Dec;48(4):699-730. doi: 10.1007/s11013-024-09867-3. Epub 2024 Jul 2.
Although the need to train clinicians to provide effective mental health care to individuals from diverse backgrounds has been recognized worldwide, a bulk of what we know about training in cultural competence (CC) is based on research conducted in the United States. Research on CC in mental health training from different world populations is needed due to the context-dependent nature of CC. Focusing on India and USA, two diverse countries that provide complementary contexts to examine CC, we explored graduate students', practicing clinicians', and faculty members' perspectives regarding CC training they received/provided and future training needs using mixed-methods. The data were collected using focus groups (n = 25 groups total: 15 in India, 11 in USA), and a survey (n = 800: 450 in India, 350 in USA). Our data highlight the salient social identities in these countries, and the corresponding constituents of CC training. Participants in India described a practical emphasis to their CC training (e.g., learning about CC through life experiences and clinical practice experiences) more so than through coursework, whereas participants in USA described varying levels of coursework related to CC along with practice. Participants in both countries considered enormity of CC as a challenge, while those in the US also identified CC training limited to a white, straight, male perspective, hesitancy in engaging with diversity topics, and limited time and competence of the faculty. Strengths of CC training in India and USA are mutually informative in generating recommendations for enhancing the training in both countries.
虽然全球范围内都认识到需要培训临床医生，以向来自不同背景的个人提供有效的心理健康护理，但我们对文化能力（CC）培训的了解大部分是基于在美国进行的研究。由于 CC 具有情境依赖性，因此需要针对来自不同世界人群的心理健康培训中的 CC 进行研究。我们关注印度和美国这两个具有不同背景的国家，它们提供了互补的情境来考察 CC，探讨了研究生、执业临床医生和教师对他们所接受/提供的 CC 培训以及未来培训需求的看法，使用了混合方法。数据是通过焦点小组（共 25 组：印度 15 组，美国 11 组）和一项调查（n = 800：印度 450 人，美国 350 人）收集的。我们的数据突出了这两个国家的突出社会身份及其 CC 培训的相应组成部分。印度的参与者比通过课程更强调他们的 CC 培训的实际重点（例如，通过生活经验和临床实践经验了解 CC），而美国的参与者则描述了与 CC 相关的不同程度的课程以及实践。两国的参与者都认为 CC 的巨大性是一个挑战，而美国的参与者还认为 CC 培训仅限于白人、异性恋、男性视角，在参与多样性主题方面犹豫不决，以及教师的时间和能力有限。印度和美国 CC 培训的优势相互提供信息，为两国的培训提供了建议。
