Description
Use the Hays ADDRESSING Model Template [DOC] Download Hays ADDRESSING Model Template [DOC]to complete your Multicultural Identities Self-Assessment.
You will complete this template to conduct a cultural self-assessment that describes your identity in all elements of the Hays ADDRESSING model.
Note: Use the template provided for all work on this assessment. Do not submit a paper. Papers will not be graded.
For more information about the Hays ADDRESSING model, you may review the following chapter from Hays: “Looking Into the Clinician’s Mirror: Cultural Self-Assessment.”
This assessment will help you evaluate how your cultural memberships influence your ability to work professionally with people of similar cultural backgrounds and those with different cultural backgrounds. Many learners find this an eye-opening experience, as they have tended to focus on being the social minority or majority in one area in their lives, and not considered how all of us have multifaceted cultural identities. For this reason, all of us are likely to have experienced being in a cultural majority in some respects and being in a cultural minority in others. Further, it is inevitable that all clinicians have biases in relation to cultural identities and failure to recognize these biases creates the potential for harm. It takes more strength to acknowledge your biases than to argue that you do not have any.
Such acknowledgement and self-awareness is the first critical step in developing strategies for improving your cultural competency around each of those biases to become a more equitable and effective practitioner. This applies to all work in psychology, not just clinical work. In other words, developing cultural competency is important for psychologists who consult and work with businesses (I/O psychologists); those who work in the classroom (clinical, general, educational psychologists); those who work with athletes (sport psychologists); professionals who interface with the legal system (forensic psychologists); those who treat patients, families, and groups with mental illness (clinical psychologists); and those who conduct research (various types of psychologists).
This assessment is based on Dr. Pamela Hays’ (2008) ADDRESSING model, which asks clinicians to look into their own areas of cultural influence, privilege, and potential bias. ADDRESSING stands for Age (and generational influence), Developmental and acquired Disabilities, Religion and spiritual identity, Ethnicity and racial identity, Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, and Gender. Although there are many other aspects of diversity, these are the most common aspects in the United States. Hays’ model has been a useful framework for educators, counselors, and psychologists to examine their own cultural influences, potential biases, and own perspectives. They can then develop plans for addressing how these differences might impact their work with others.
REFERENCE
Hays, P. A. (2008). Looking into the clinician’s mirror: Cultural self-assessment. In P. A. Hays (Ed.), Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (2nd ed., pp. 41–62). American Psychological Association.
Complete the table on the template and review your entries.
Respond to the three questions posed in the space below the table in the template. There are no “right” or “wrong” responses for this assessment. You will be assessed on your insight and ability to recognize the implications of your privilege and biases when you work with others.
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Hays ADDRESSING Model Template
COMPLETE ALL AREAS OF THIS TABLE FOR YOUR ASSESSMENT
An example of a partially completed table is provided on the next page.
Cultural Group (according
to the ADDRESSING model)
How You Identify
A. Age (and generational
influences).
Early adulthood (31)
D. Disability (developmental).
NO
D. Disability (acquired).
NO
R. Religion and spiritual
identity.
I believe in God
E. Ethnicity and racial identity.
Hispanic and White
S. Socioeconomic status.
Middle
S. Sexual orientation.
Heterosexual
I. Indigenous heritage.
No
N. National origin.
Cuba
G. Gender.
Female
Implications for your work.
Consider where you have
privilege, and what groups
might be easy or difficult to
work with.
After filling out the table above, review your entries. Then use the space below and
respond to the following:
1. Based on your entries to the table above, evaluate three areas where you have privilege
and three areas where you do not (this is also part of the first discussion in this course).
Provide examples of each.
2. Evaluate how your own cultural identities or other factors may possibly influence you to
have any biases in relation to others with different cultural identities.
3. Analyze the implications your cultural identifications may have on your professional
relationships.
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THIS IS A PARTIALLY COMPLETED EXAMPLE AND IS PROVIDED TO HELP YOU
UNDERSTAND HOW TO USE THE TEMPLATE.
Cultural Group (according
to the ADDRESSING model)
How You Identify
Implications for your work.
Consider where you have
privilege, and what groups
might be easy or difficult to
work with.
A. Age (and generational
influences).
Middle age (40s).
I would have difficulty working
with children and young adults
(15–20). I realize I’m too
verbal in my therapy
approach, and appreciate
clients who can have
discussions involving complex
concepts.
Gay
I know I have biases against
individuals who follow a strict
and literal interpretation of the
scriptures.
Male
I would have problems
working with individuals who
follow strict social sex roles.
(Only men can do men things,
and only women can do
women things). I find gender
and social sex roles much
more fluid.
D. Disability (developmental).
D. Disability (acquired).
R. Religion and spiritual
identity.
E. Ethnicity and racial identity.
S. Socioeconomic status.
S. Sexual orientation.
I. Indigenous heritage.
N. National origin.
G. Gender.
Reference
Hays, P. A. (2008). Looking into the clinician’s mirror: Cultural self-assessment. In P. A. Hays
(Ed.), Addressing cultural complexities in practice: Assessment, diagnosis, and therapy
(2nd ed., pp. 41–62). Washington, DC: American Psychological Association.
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