Abstract

If a patient is diagnosed with schizophrenia, should the mental health practitioner disclose the patient’s diagnosis? What role might culture play in influencing this decision-making process? When mental health practitioners do not tell a patient his or her diagnosis, are they being more culturally sensitive and competent or are they feeding into cultural stereotypes and misconceptions? This article examines the controversial issue of diagnostic disclosure and why practitioners may be hesitant to reveal diagnosis of schizophrenia to their Chinese American patients. The impact of the patient’s ethnic background on diagnostic disclosure or nondisclosure and practitioner biases are discussed. In addition, results from interviews with four Chinese American psychiatrists are presented as illustrative examples of the diversity of beliefs, opinions, and practices that exist among mental health professionals. Practical implications and recommendations for addressing cultural issues in relation to diagnostic disclosure are provided.

摘要

如果案主被診斷患上精神分裂症，心理衛生從業人員是否適宜將診斷結果告知案主？在取捨的過程中，究竟文化扮演什麼角色？假如心理衛生從業人員選擇不告知案主其診斷，這是反映了該心理衛生從業人員的文化敏感度與文化知能，抑或反而加劇了該從業人員的文化刻版印象與錯誤觀念？本文探討應否將診斷結果告知案主的爭議，以及心理從業人員對告知華裔美籍精神分裂症患者其診斷結果態度遲疑的可能原因。本文亦討論案主的族裔背景對告知與否之間的影響，以及心理從業人員的偏見。此外，本文並述說與四位華裔美籍精神科醫師的訪談結果，藉以呈現心理衛生專業人員對這議題在信念、觀點與實務上的多樣性。最後，本文對牽涉是否告知診斷結果的文化議題提供實務上的建言與建議。

Abstract

International students underutilize counseling services as a method of coping with the acculturative stress implicit in adaptation to the unfamiliar environments of U.S. college campuses. Underutilization is postulated in this study to be related to unfamiliarity with counseling resources on college campuses, culturally incongruent expectations of counseling, or lack of knowledge of multiculturally oriented counseling methods. The investigation explored a method of increasing international students’ expectations and knowledge of counseling using a video that depicts multiculturally competent practice. The video was based on the common factors model of multicultural counseling by Fischer, Jome, and Atkinson (1998). Thirty-seven international students participated and a mixed methods triangulation design was employed to analyze effects. Quantitative findings revealed an increase in personal commitment to counseling after participants had viewed the video. Qualitative results indicated more sophisticated views of counseling and expanded knowledge of culturally relevant counseling practices. The helpfulness of outreach programs that emphasize culturally responsive services with international students on college campuses is discussed.

摘要

國際學生在適應美國校園生活的陌生環境時，往往面對文化適應的壓力，但卻未充分使用輔導服務以作應對。本研究假設輔導服務得不到充分利用，與不熟悉校園中的輔導資源、對輔導的期望有文化差異，或不認識多元文化取向的輔導方法有關。本研究利用一描述多元文化輔導的錄像片段，探討能否增進國際學生對輔導的知識與期望。錄像片段的製作基於Fischer, Jome, & Atkinson（1998）的多元文化輔導共因模型。研究有37位國際學生參與，採用混合方法和三角檢定來分析結果。量化研究結果顯示，參加者觀看完錄像片段後，對輔導的個人投入程度加強了。質化研究結果則指出，參加者對輔導有更細緻的看法，並且對與文化一致的輔導方法有了更多認識。本文亦討論了校園裏以國際學生為對象的外展計劃，若能着重回應文化需要的好處。

Abstract

The relationship of individualism and collectivism, empathy dispositions, and empathic experiences among college students in the United States was examined. First, 121 participants completed a survey that measures individualism-collectivism and empathy dispositions. Four weeks later, 74 of them participated in the second part of the study, a laboratory session, in which they were presented with a transcript of a counseling session. Their experienced empathic emotion and intellectual empathy toward “the client” in the session were assessed. The survey results showed that collectivism was correlated positively with dispositional intellectual empathy and empathic emotion. The laboratory session revealed that collectivism predicted experienced empathic emotion and that individualism predicted intellectual empathy. In addition, dispositional intellectual empathy and empathic emotion predicted experienced intellectual empathy and empathic emotion respectively. Implications of the findings in counseling across cultures were discussed.

摘要

本研究探討美國大學生對個人主義價值觀、群體主義價值觀、共情共感傾向和共情共感體驗的關係。121位參與者首先接受了個人主義／群體主義價值觀及共情共感傾向的測量。四週後，當中的74位參與者參加了第二輪研究，閱讀了一段心理輔導紀錄，然後評估他們對紀錄中的案主的共情共感體會。結果表明，群體主義價值觀與共情共感傾向呈正相關。群體主義價值觀可以預測共情體驗，而個人主義價值觀可以預測共感體驗。此外，共情傾向和共感傾向可分別預測共情體驗和共感體驗。本文還討論了研究結果在跨文化心理輔導中的應用。

摘要

本文探討《莊子》寓言的歸因偏向對情意教育的作用。文章發現，《莊子‧內篇》的寓言都作自利式歸因。由於自利式歸因有助提升個體的自尊感與自我效能感，因而推導出《莊子》寓言有助情意教育。文章援引例子說明施教方法，並討論《莊子》寓言在情意教學中的限制。

Abstract

This article explores Zhuangzi’s (Chuang-tzu) fables in the Inner Chapters and finds that he depicted examples of self-serving biases. Because self-serving biases in attribution enhance individuals’ self-esteem and self-efficacy, this article demonstrates that Zhuangzi’s fables can be useful teaching materials in affective education. The limitations of applying these materials are also discussed.