Date: Saturday, May 18, 2019, 9 a.m.-4:30 p.m.
We tend to have specific ways we define “good” communication and conflict resolution (e.g., “I feel” statements, direct processing, assertive communication). However, if we do not incorporate intercultural communication (IC) concepts, unintentional misunderstandings may occur with the people we work with and in our relationships. We cannot always assume our standards are universal or right. Increasing our ability to navigate our differences allows us to truly connect with others. These types of skills are critical for real cultural competency and effectiveness in our work.
Much of what is taught in graduate diversity classes stems from the very valuable social justice and multicultural traditions. The intercultural perspective is complimentary; where the other traditions tend to focus more on the individual or group characteristics in isolation, the intercultural perspective focuses on the interaction.
As therapists, counselors, and educators, it allows us to greatly expand our skills, and go beyond empathy, understanding, and “do’s & don’ts” type interventions. For example, intercultural communication concepts impact how and when we talk about diversity issues, how we build relationships, problem-solve, resolve conflicts, conduct a mental health intake assessment, sequence certain areas of learning, and exhibit culturally-appropriate empathy.
Much like multicultural perspectives, intercultural communication may be seen as transtheoretical and applicable to all groups of people, including dominant groups, and therefore critical for our work with others.
This workshop is designed to review key intercultural communication theories and concepts, and then apply them. The importance of integrating intercultural communication work with social justice perspectives will also be emphasized.
Following this training, participants will have the ability to:
Name the most important intercultural competency skill, and identify a related model
Describe the six stages of the Developmental Model of Intercultural Sensitivity (DMIS)
Recognize differences between individualistic and collectivistic cultures
Recognize differences between small and large power distance values
Describe the four components of cultural intelligence (CQ)
List the three subcomponents of CQ’s component called metacognition/drive
Describe the four types of Intercultural Conflict Styles by Mitch Hammer
About the Presenter
As a psychologist and an Asian-American woman, Cheryl Forster brings a strong and unique set of skills to her work as an intercultural trainer. Her subject matter expertise, love of learning, and warmth come across in her workshops. Cheryl graduated from Tufts University with her master’s in applied developmental psychology, earned her doctorate in clinical psychology from Pacific University, and obtained her Intercultural Practitioner Certificate from the highly respected Intercultural Communication Institute. Since 2004, she has worked at Portland State University’s (PSU) Center for Student Health and Counseling, where she is the Coordinator of Diversity and the Psychology Internship (PSU has a doctoral internship training program). She is a former Association of Counseling Center Training Agencies’ (ACCTA) Diversity Scholar, and currently serves on the ACCTA Board of Directors (2017 to 2019). In the spring of 2018, she taught a class at the Middlebury Institute of International Studies at Monterey and became a Certified Advanced Cultural Intelligence (CQ) Facilitator. Moreover, Cheryl is a Qualified Administrator of the Intercultural Development Inventory (IDI) and a contributing author in The SAGE Encyclopedia of Intercultural Competence (2015). Her commitment to the learning process led her to establish her professional intercultural training and development business, called Bookmark Connections.