Understanding the cultural and professional identity development of bilingual (English-Hindi/Urdu) South Asian American/Canadian mental health clinicians
Notice bibliographique
Résumé
Language plays a central role in how individuals relate, communicate, and connect with others, as well as in self-understanding and expression (Altarriba & Santiago-Rivera, 1994; Licciardello & Damigella, 2013). For bi/multilingual individuals, language can also influence the development and understanding of one’s cultural identity (Germain, 2004; Lee, 2013; Lu, 2010; Mercuri, 2012). Moreover, it has been posited that language can impact the therapeutic experience and the healing process in psychotherapy. Shared language among clinicians and patients has been found to contribute to developing the therapeutic alliance (Nguyen, 2014) and allow patients to express their emotions and memories better (Costa, 2010; Kokaliari et al., 2013). However, there remains limited understanding of and support for bilingual therapists' cultural and professional identity development journeys (Consoli & Flores, 2020; Johal, 2017; Verdinelli & Biever, 2009). This is especially the case for English-Hindi/Urdu-speaking clinicians in the United States of America (U.S.) and Canada, leaving them an underserved group despite the essential services they provide to one of the fastest-growing minoritized communities (U.S. Census Bureau, 2023). Using a qualitative design, the study explored the lived experiences of eleven first- and second-generation immigrant bilingual (English-Hindi/Urdu) South Asian American/Canadian mental health providers to better understand their cultural and professional identity development. Moustakas’ (1994) Transcendental Phenomenological approach was employed to gain a deeper understanding of the essence of participants' experiences. A systematic thematic analysis was used to identify the essence and themes of the experiences. A total of six themes emerged to explain the phenomena of cultural identity development among participants, which include changes to cultural identity, development of cultural identity, languages’ role in cultural identity, honoring heritage, South Asian: a functional identity, and valuing connection. A total of seven themes emerged to explain the phenomena of professional identity development among participants, which include blending cultural self into professional identity, incorporated a social justice orientation on bi/multilingual clinical work, use language as a tool in therapy, overall clinical skills benefitted from bi/multilingual professional experiences, felt affirmed and gratified through bi/multilingual clinical work, encountered systemic struggles, and burdened to take initiative. The findings expand the current understanding of cultural identity development of bi/multilingual (English-Hindi/Urdu) South Asian Americans/Canadians. It provides insight on how to better support this community, including potential ways to expand the current South Asian American cultural identity model (Ibrahim et al., 1997) and recommendations for mental health clinicians working with clients in this community. It contributes to the field’s current literature on bilingual psychotherapists by exploring the understudied community of South Asian American English-Hindi/Urdu-speaking clinicians in the U.S./Canada. The findings from the study provide valuable insights into how to better support such providers, which in turn may aid in increasing accessibility to qualified mental health professionals to serve the broader bilingual South Asian American community. Findings offer an understanding of improving training opportunities and professional support for bilingual mental health providers.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,021 | 0,014 |
| Communication savante | 0,007 | 0,003 |
| Science ouverte | 0,002 | 0,007 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».