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“Multiculturalism and Diversity: Culturally Skilled Probation Officers,”

Multiculturalism and Diversity Culturally Skilled Probation Officers An article by Robert Shearer and Patricia Ann King in the journal Federal Probation describes the characteristics of “good therapeutic relationships” in probation work. The authors say that “one of the major impediments to building an effective relationship may be found in cross-cultural barriers.” According to the article, probation officers who work with immigrants, or with those whose cultures differ substantially from that of mainstream America, must realize that a client’s culture has to be taken into consideration. Doing so can make officers far more effective as both counselors and supervisors. That’s because differences in culture can lead to difficulties in developing the rapport that is necessary to build a helping relationship between an offender and a probation officer. Consequently, effective probation officers work to understand the values, norms, lifestyles, roles, and methods of communicating that characterize their clients. Culturally skilled probation officers, Shearer and King say, are aware of and sensitive to their own cultural heritage, and they value and respect differences as long as they do not lead to continued law violation. Culturally skilled officers are also aware of their own preconceived notions, biases, prejudicial attitudes, feelings, and beliefs. They avoid stereotyping and labeling. Skilled officers are comfortable with the cultural differences that exist between themselves and their clients, and they are comfortable referring clients to someone who may be better qualified to help. Developing multicultural awareness is the first step to becoming culturally skilled, the authors note. Developing awareness is an ongoing process—one that culminates in the ability to understand a client’s worldview, or cultural empathy. According to the article, developing cultural empathy involves six steps: The counselor must understand and accept the context of family and community for clients from different cultural backgrounds (especially important in working with Hispanic clients, where relationships within the extended family are highly valued). Counselors should incorporate indigenous healing practices from the client’s culture whenever they can (as might be possible when working with Native Americans). Counselors must become knowledgeable about the historical and sociopolitical backgrounds of clients (especially when clients have fled from repressive regimes in their home countries and might still fear authority figures). They must become knowledgeable of the psychosocial adjustment that must be made by clients who have moved from one environment to another (including the sense of loneliness and separation that some immigrants feel on arrival in their adopted country). They must be sensitive to the oppression, discrimination, and racism encountered by many people (for example, Kurdish people who suffered discrimination and experienced genocide under Saddam Hussein). Counselors must facilitate empowerment for those clients who feel underprivileged and devalued (for example, immigrants who may feel forced to accept menial jobs even though they worked in prestigious occupations in their native countries). Shearer and King conclude that developing cultural awareness provides the probation officer with an effective approach that actively draws the probationer into the therapeutic relationship and that increases the likelihood of a successful outcome.