Elaine L. Phillips, Ph.D., Western Michigan University
Shana L. Bombrys, B.S., Catholic Social Services of Lansing, Refugee Services
Evelyn B. Winfield, Ph.D., Western Michigan University
The world has become a global community, with people of differing life experiences, values, religious beliefs, political
ideologies, customs, and normative behaviors experiencing conflict with one another. As upheaval, political strife, and
armed conflicts have occurred throughout the world, the United States has experienced an influx of refugees in
unprecedented numbers.
Refugees are being settled in communities throughout the United States. The presence of new refugees in any community
presents challenges and opportunities for those who live and work in these communities. Mental health workers and crisis
workers will be in particular demand to provide leadership in tolerance, understanding, and services.
To provide a beginning intellectual framework for understanding other cultures, one can examine the plethora of literature
on the topic. Hofstede's (1980; 1991) quantitative international research to establish a cultural values model that could be
used for business and industry has been repeatedly cited and dissected in the literature (Verbeke, 2000; Bond, 2002) and
stands as the classic standard in the field. His model has been applied to business and industry, to the development of
cross-cultural health programs (Mullin & Cooper, 1998), and to an examination of international child and youth care
agencies (Savicki,1999). Hofstede's model for consultation, as utilized by Mullin & Cooper (1998), includes: power
distance, individualism, more aggressive for success, and uncertainty avoidance.
In contrast to Hofestede's quantitative research agenda, Hackney and Cormier (2001), have developed a consultation model
using qualitative methods. They identify the following as important in cross-cultural work: identity emphasis, formal and
informal verbal expressiveness, focus of attention, locus of control, and non-verbal behavior. Both of these models offer
excellent starting points for an intellectual examination of cultural values in preparing to engage in intercultural work. The
supplemental use of activities that provide an opportunity to engage in the simulation of various worldviews can be helpful
in clarifying the values, and worldviews of ones self and others. Simulation activities can increase sensitivity to and respect
of cultural differences. Finally, simulation is an excellent way to apply and synthesize intellectual models.
References
Bond, M. H. (2002). Reclaiming the individual from Hofstede's ecological analysis- A 20-year odyssey: Comment on Oyserman et. al. Psychological Bulletin, 128 (1), 73 ¡77.
Hackney, H. L. & Cormer L. S. (2001). The professional counselor: A process guide to helping. Boston: Allyn & Bacon.
Hofstede, G. H. (1991). Cultures and organizations: Software of the mind. New York: McGraw Hill.
Hofstede, G. H. (1980). Cultures consequences: International differences in work related values. Beverly Hills: Sage Publishers.
Mullin, V. C. & Cooper, S. E. (1998), Cross-cultural consultation in a South African Cancer Setting. Consulting Psychology Journal: Practice and Research, 50 (1), 47¡ 58.
Savicki, V.(1999). Cultural work values for supervisors and managers: A cross-cultural look at child and youth care agencies .Child & Youth Care Forum, 28 (4), 239-253.
Verbeke, W. (2000). A revision of Hofsteade et al. (1990) organizational practices scale. Journal of Organizational
Behavior, 21(5), 587- 602.