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Abstract

Objective:

The purpose of this study was to examine how often clients report discussing cultural identities during counseling sessions; the extent to which discussion of cultural identities during treatment varies across therapists; whether identifying as BIPOC (Black, Indigenous, and people of color) predicts clients’ discussion of cultural identities in sessions; and whether differences in the frequency of cultural conversations (i.e., dialogue that focuses on client cultural identities) across client groups depend on the therapist.

Methods:

This study examined variation in reports of engagement in cultural conversations during sessions (N=10,731) with 1,997 clients and 72 therapists from a university counseling center. Data were analyzed by using Bayesian multilevel models.

Results:

Overall, clients reported having cultural conversations in 48.4% of sessions. Cultural conversations were much more likely to occur in sessions with BIPOC clients than with White clients: 66.2% of sessions with BIPOC clients involved conversations about cultural identities, compared with only 39.8% of sessions with White clients. Of note, the magnitude of this difference varied by therapist.

Conclusion:

Cultural conversations were more likely to occur in treatment with BIPOC clients than with White clients, and the presence of cultural conversations in treatment varied by therapist.

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Information & Authors

Information

Published In

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Go to Psychiatric Services
Psychiatric Services

History

Received: 9 June 2023
Revision received: 19 April 2024
Revision received: 2 July 2024
Accepted: 25 July 2024
Published online: 29 October 2024

Keywords

  1. multiculturalism
  2. therapy
  3. multicultural orientation
  4. multicultural competence
  5. psychotherapy
  6. cultural competence

Authors

Details

Department of Psychiatry, University of Pennsylvania, Philadelphia (Kuo); Department of Educational Psychology, University of Utah, Salt Lake City (Rudecindo, Drinane, Tao, Van Epps, Imel).
Brendalisse Rudecindo, B.S.
Department of Psychiatry, University of Pennsylvania, Philadelphia (Kuo); Department of Educational Psychology, University of Utah, Salt Lake City (Rudecindo, Drinane, Tao, Van Epps, Imel).
Joanna M. Drinane, Ph.D.
Department of Psychiatry, University of Pennsylvania, Philadelphia (Kuo); Department of Educational Psychology, University of Utah, Salt Lake City (Rudecindo, Drinane, Tao, Van Epps, Imel).
Karen Tao, Ph.D.
Department of Psychiatry, University of Pennsylvania, Philadelphia (Kuo); Department of Educational Psychology, University of Utah, Salt Lake City (Rudecindo, Drinane, Tao, Van Epps, Imel).
Jake Van Epps, Ph.D.
Department of Psychiatry, University of Pennsylvania, Philadelphia (Kuo); Department of Educational Psychology, University of Utah, Salt Lake City (Rudecindo, Drinane, Tao, Van Epps, Imel).
Zac E. Imel, Ph.D.
Department of Psychiatry, University of Pennsylvania, Philadelphia (Kuo); Department of Educational Psychology, University of Utah, Salt Lake City (Rudecindo, Drinane, Tao, Van Epps, Imel).

Notes

Send correspondence to Dr. Kuo ([email protected]).

Competing Interests

Dr. Imel is a cofounder and minority shareholder of Lyssn.io, a technology company focused on the evaluation of psychotherapy. The other authors report no financial relationships with commercial interests.

Funding Information

This study was supported by the National Institute on Minority Health and Health Disparities (F31 MD014941 to Dr. Kuo).

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