Reflexivity: a model for teaching and learning cultural responsiveness in mental health

Abstract

ABSTRACT Cultural responsiveness is a term accepted by many as the best descriptor for professionals working with Indigenous clients in cross-cultural situations. This article sets out a guideline and a model of cultural responsiveness that can be adopted by mental health professionals worldwide. This model positions reflexivity at the centre and as the source and force that drives the cultural responsiveness dynamic. Domains of this model were previously identified from the literature and provide a guideline for students and practitioners to learn and to work in ways that are culturally responsive. Implications for the use of this model within teaching and learning contexts as well as within professional practice are discussed. Key points What is already known about this topic: Cultural responsiveness is a fundamental requirement for mental health practitioners working with Aboriginal and Torres Strait Islander people. Cultural responsiveness is a core learning component for students of psychology aspiring to work as mental health practitioners. Reflexivity is an important aspect of the cultural responsiveness dynamic. What this topic adds: A new model of cultural responsiveness that is dimensional and iterative. A model that centres reflexivity as the source and impetus for developing cultural responsiveness. A more defined guideline of cultural responsiveness that assists teaching and learning for institutions, students, and practitioners.