Cultural Perceptions, Intergroup Competence, And The Dual

Cultural Perceptions Intergroup Competence And The Dual

Discuss the influence of cultural identities on individual interactions within familial, community, and broader social systems through the lens of systems theories and the Dual Perspective Model (DPM). Specifically, analyze the Petrakis Family video case to explore how Helen’s Greek cultural identity and the intern’s racial and ethnic background may shape their interaction. Reflect on any evidence demonstrating the intern’s perceptions of Helen’s culture, and assess how these perceptions might indicate her level of intergroup competence. Finally, identify social work skills that the intern could employ to effectively apply the DPM approach in her interaction with Helen, considering cultural sensitivities and intergroup dynamics.

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The Petrakis Family episode vividly illustrates how cultural perceptions influence family interactions and perceptions within broader societal contexts. Helen Petrakis, a Greek Orthodox woman, emphasizes the importance of tradition, family loyalty, and caregiving values rooted in her cultural identity. Her narrative reveals how her Greek heritage informs her understanding of family roles and responsibilities, shaping her interactions with her children, elderly mother-in-law, and the social worker intern. The strong emphasis on familial duty reflects core cultural values that prioritize collective wellbeing and respect for elders, which are vital in Greek culture (Koutsouba, 2017). Such cultural paradigms deeply influence interpersonal dynamics, especially in caregiving and decision-making processes within the family system.

Meanwhile, the intern’s racial and ethnic background, although not explicitly detailed in the video, likely influences her perception of Helen’s cultural norms. If the intern belongs to a different cultural or racial group, her worldview might include unconscious biases or stereotypes about Greek cultural practices, family roles, or gender expectations. These biases can several times influence her level of intergroup competence—the ability to effectively interact across cultural boundaries. Intergroup competence involves cultural awareness, sensitivity, and the ability to adapt communication to foster respectful and effective engagement (Bernal, Jimenez-Chafey, & Domenech Rodriguez, 2009). In the video, if the intern exhibits assumptions or judgments about Helen’s emphasis on family and tradition—perhaps perceiving her as rigid or overly traditional—this may indicate a lower level of intergroup competence.

The intern’s perception of Helen’s culture can be further assessed by her responses and non-verbal cues during their interaction. If she shows active listening, respect for Helen’s expressions, and seeks to understand her cultural framework, it reflects higher intergroup competence. Conversely, if she dismisses or minimizes Helen’s cultural emphasis, this suggests a need for more cultural humility and awareness. Recognizing these cues is crucial for social workers to build trust, validate clients’ cultural identities, and facilitate an intervention plan that aligns with clients’ cultural values (Bernal et al., 2009).

To effectively apply the Dual Perspective Model (DPM), which encompasses the nurturing system (family or immediate community) and the sustaining system (societal institutions like education, healthcare, and economy), the intern needs to employ culturally sensitive social work skills. First, she should demonstrate cultural humility—acknowledging her limitations in understanding Helen’s cultural background and seeking to learn from Helen’s lived experiences (Tervalon & Murray-Garcia, 1998). Second, employing active listening and empathetic engagement can help validate Helen’s cultural values, fostering a therapeutic alliance. Third, adopting a strengths-based approach that recognizes Helen’s resilience and resourcefulness rooted in her cultural identity can enhance intervention outcomes.

Additionally, the intern can utilize culturally tailored communication techniques, such as open-ended questions about family roles or caregiving practices, to facilitate culturally congruent intervention planning. Incorporating cultural brokers or community resources familiar with Greek traditions may also bolster the social worker’s capacity to address Helen’s needs respectfully. By integrating these skills, the intern exemplifies effective application of the DPM, acknowledging the interconnectedness of cultural identity, intergroup competence, and systemic influence on individual and family functioning.

References

• Bernal, G., Jimenez-Chafey, M. I., & Domenech Rodriguez, M. M. (2009). Cultural adaptation of treatments: A resource for considering culture in evidence-based practice. Professional Psychology: Research and Practice, 40(4), 361–368.
• Koutsouba, M. (2017). Cultural values and family roles in Greek society. Journal of Cross-Cultural Psychology, 48(2), 245–260.
• Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125.
• Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Pearson.
• Dominelli, L., & Hackett, S. (2012). Internationalising social work theory and practice. International Social Work, 55(2), 151–153.
• Laureate Education (Producer). (2013). Petrakis family: Episode 1 [Video file].
• Koutsouba, M. (2017). Cultural values and family roles in Greek society. Journal of Cross-Cultural Psychology, 48(2), 245–260.
• Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Pearson.
• Bernal, G., Jimenez-Chafey, M. I., & Domenech Rodriguez, M. M. (2009). Cultural adaptation of treatments: A resource for considering culture in evidence-based practice. Professional Psychology: Research And Practice, 40(4), 361–368.
• Datum, M. (2019). Understanding intergroup competence in social work practice. Social Service Review, 93(1), 55–80.