Admission of International Students
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1 Admission of International Students Fernando A. Ortiz, Ph.D., ABPP Gonzaga University St. John Vianney Center
2 Outline and Objectives Summarize Survey Findings Introduce Personal Journey as International Student Summarize Research Outline Models and Best Practices Psychological Practices
3 Language Transitions Adjustment to culture Cultural differences Academic Formation Visa / Immigration Status Financial Difficulties Criminal Backgrounds Ministry with Women Pastoral Styles Challenges
4 What is culture in reference to challenges? Culture is shared learned behavior and meanings that are socially transferred in life-activity settings. Cultures can be (1) transitory (i.e., situational), (2) enduring (e.g., ethnocultural life styles), and/or (3) dynamic (i.e., constantly subject to change and modification). Cultures are both internally and externally represented; (4) internal (i.e., values, beliefs, attitudes, orientations, epistemologies, consciousness levels, perceptions, expectations, personhood) and (5) external (i.e., behaviors, practices, communication styles) and with this, our concepts of (6) normality/abnormality and morality. Cultures can be (7) pathogenic and/or salutogenic.
5 Normality vs. Abnormality Communication Styles Boundaries Thinking (cognition)
6 Strategies to Confront Challenges Faculty Director of International Students Collaboration with Vocation Directors Individualized Educational Programs Peer Mentor Programs Psychologists on Staff Enculturation Classes Field Trips Conversation Partners Programs Immigration Attorneys and Legal Support
7 Strategies to Confront Challenges cont ESL classes Assessment Meetings TOEFL Examinations Financial Assistance Ministry Opportunities and Supervision English Evaluations Training for Registrar
8 Diocesan Realities Dioceses recruiting more actively in other countries Pastoral mismatch Legal liability Home grown vocations versus international vocations Increasing ethnic diversity Globalized faith and polarized church Effective intercultural realities Inculturation of the Gospel
9 Problems through Formation Initial Psychological Screening Cultural noise versus human growth and psychological needs Cultural boundaries and culturally appropriate attitudes (e.g., toward authority, toward women) Integration into community Integration of human and spiritual formation Games (search for a car, spending money, benefactors, outside work, decision not to return to home country, unforeseen educational challenges) Native language in academic work and in practica
10 Main Cultures Africa (Uganda, Congo, Nigeria) Latin America (Mexico, Columbia) Caribbean (Haiti, Puerto Rico) Asia (Vietnam, Korea) Philippines Europe (Poland)
11 Benefits, Strengths and Positive Contributions Increased awareness to some very different realities of Church Greater sense of global church Expansion of worldview Richer diversity of Catholic experience Religious heritage/devotional practices in U.S. Church and worldwide Church Multi-cultural competencies Vocational gifts Enriched human and pastoral formation
12 Interculturally Competent Formation In order to be culturally competent, formators must be able to: (a) Be aware of own cultural conditioning, (b) understand and accept the legitimacy of alternative world views, (c) develop culturally appropriate formation strategies for international and diverse students, and (d) be aware of systemic forces affecting both students and themselves.
13 Personal Journey Phases and stages of adjustment Coping resources Predictors of success in admissions and retention Latino culture and other cultures
14 Common Features of Acculturation Language Difficulties Stress Separation from Family Experiences of Discrimination Shift in Social/Cultural Status Adjusting to New Systems of Communication
15 Predictors of Academic Success Age Time in the U.S. English Proficiency Academic Adjustment Personal Emotional Adjustment Social Adjustment Institutional Loyalty Help-Seeking
16 Communication Styles Aspects of communication that transcend the written or spoken word: Proxemics Kinesics Paralanguage High-low communication
17 Nonverbal Communication Nonverbals oftentimes occur outside of our level of awareness. 1. Proxemics: Perception and use of personal and interpersonal space. 2. Kinesics: Bodily movements (i.e., facial expressions, posture, characteristics of movement, gestures, eye contact).
18 Nonverbal Communication 3. Paralanguage: Other vocal cues that individuals use to communicate (e.g., loudness of voice, pauses, silences, hesitations, rate, inflections). 4. High-Low Context Communication: Anchored in the physical context (situation) or internalized in the person.
19 Misunderstood Communication We may misunderstand others communications if we solely focus on the explicit, coded part of the message. Low-context (LC) cultures place a greater reliance on the verbal part of the message. LC cultures have been associated with being more opportunistic and individualistic and as emphasizing rules of law and procedure.
20 Worldviews of Culturally Diverse International Candidates We need to understand their definitions of: People-nature Relationship Dimension Time Dimension Relational Dimension Activity Dimension Nature of People Dimension
21 Five Stage Process Integration Model 1. Conformity Phase 2. Dissonance Phase 3. Resistance and Immersion Phase 4. Introspective Phase 5. Integrative Awareness Phase
22 Acculturation & Assimilation Five cultural orientation types: 1. Traditional 2. Marginal 3. Bicultural 4. Assimilated
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24 Dimensions of Worldviews Worldview: How a candidate perceives his/her relationship to the world (nature, institutions, other people, etc.). Worldview is highly correlated with a student s cultural upbringing and life experiences.
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27 Remediation of Bias in Working with International Applicants Locus Source Remedy Clinician Ethnocentricism Examine own identity Racism Immersion in another culture Prejudice Training Stereotyping Supervision Service Delivery Anglo style social etiquette: Culture-specific styles Impersonal, formal, task-oriented Tests/techniques Anglo emics or imposed Cross-cultural equivalence etics used as etics in language (translation), constructs, and metric/scalar DSM-IV Anglo emic symptoms, Cultural formulations syndromes, and disorders Culture-bound syndromes used as genuine etics
28 MMPI/MMPI-2 Interpretation Guidelines with International Candidates Guideline Data Source Description Orientation Questions Demographics Reason for assessment? Cultural typicality of candidate?. Need cultural orientation status? Service Delivery Moderator Instruments Examine profile credibility for international candidates. Normative data MMPI + MMPI-2 Examine validity, clinical, and supplemental scales regardless of magnitude of differences from normative expectations; double profile; compare with available national normative data. Response Sets Validity Indicators Use standard scale/profile validity indicators plus attention to culture-specific sets/styles identified by existing scales Items All elevated scales Identify potentially culture-specific items in elevated scales and examine these items with international candidates. Clinical Scales Examine all elevated clinical scales for possible psychopathology confound
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31 Thank you. Questions. Fernando A. Ortiz, Ph.D., ABPP Gonzaga University
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