Worldview & Counselling

1.

Worldview & Counselling
COM602 Counselling Skills 1, Assessment 2. Worldview Essay.
Megan Presbury
2022
M.Presbury.
1

2.

Faux Pas
Remember a time when
in another country
and you made a MISTAKE?
What happened?
How did you feel?
• Embarrassed?
• Ashamed?
• Uncomfortable?
• Confused?
These moments open our eyes to the realisation that there
exist entirely different & unknown WORLDVIEWS that leave
us feeling
‘out of our depth’, confused and floundering.

3.

WORLDVIEW 1. Worldview
Definition
b. Sensitivity Bennett’s Model Of Sensitivity
c. East vs West (getting started)
d. Hofstede 6 Worldview Dimensions THEORY
a.
OUTLINE
Worldview :
Implications for Culturally
Sensitive Counselling Practice
Personal Application
3. Professional Implications
2.

4.

WORLDVIEW
1.
WV DEFINITION: clear, usable definition
2.
Bennett’s Model Of Sensitivity: becoming sensitive & adaptive
when encountering differing worldviews
OBJECTIVES
3.
The ‘EAST - WEST’ divide: a starting point to understand WV.
4.
HOFSTEDE’S 6 CULTURAL DIMENSIONS: selecting a practical &
credible WV theory to use for my essay.
5.
PERSONAL APPLICATION: practice applying a WV dimension
to my life experience.
6.
PROFESSIONAL IMPLICATIONS: understand implications for
self as counsellor
Worldview [WV]:
Implications for Counselling Practice

5.

Worldview is
“the lens through which
we see the world”
(Ivey, Ivey, & Simek- Morgan, 1997).

6.

WORLDVIEW DEFINITION
“...worldview is the most important construct
that the typical psychologist has never heard of.”
(Koltko-Rivera, 2004, p. 4)
A definition of worldview can be hard to pin down. As each
school of thought has diverse ideas on a definition.
Koltko-Rivera spends a extensive treatment on this topic in...
Koltko-Rivera, M. E. (2004). The psychology of worldviews. Review of general
psychology, 8(1), 3-58.
Ibrahim has given thought to the application of ‘Worldview’ in
counselling practice & offers the following definitions...
Ibrahim, F. A., & Heuer, J. R. (2016). Worldview: Implications for culturally
responsive and ethical practice. In Cultural and Social Justice Counseling (pp. 5175). Springer, Cham.
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7.

WORLDVIEW DEFINITION
In order to study worldview (WV) and its impact in psychology we must first
have a clear definition of worldview. There’s a lot of info out there.
Koltko-Rivera has presented a summary overview:
Koltko-Rivera (KR) collated information across various disciplines including
psychology, sociology and anthropology (Koltko-Rivera, 2004).
Koltko-Rivera, M. E. (2004). The psychology of worldviews. Review of general psychology, 8(1), 3-58.
Rutkin (2007), “What in the world is a worldview?” gives a summary of
this in a comprehensive literature review.
http://integralleadershipreview.com/5395-feature-article-leadership-and-worldview-what-in-the-world-is-a-worldview/
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8.

WORLDVIEW DEFINITION
Its a challenge to pin down the
concept of worldview beyond the
broad statement of
• “the lens through which we see
the world” (Ivey, Ivey, & Simek- Morgan, 1997).
“A WORLDVIEW
• is a way of describing the universe and life within it, both in terms of what is
and what ought to be.
• is a set of beliefs that includes limiting statements and assumptions
regarding
• what exists and what does not (either in actuality, or in principle),
KR offers this summary definition:
• what objects or experiences are good or bad, and
• “a set of assumptions about
reality”,
• what objectives, behaviours, and relationships are desirable or
undesirable.
• an “organizing principle for
perception and behaviour” (KoltkoRivera, 2004).
More broadly KR states,
2023
• defines what can be known or done in the world, and how it can be known
or done.
• defines what goals should be pursued.
• includes assumptions that may be unproven, and even improvable, but these
assumptions are super ordinate, in that they provide the epistemic and
ontological foundations for other beliefs within a belief system (Koltko-Rivera, 2004,
p.4)
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9.

WORLDVIEW
Worldview
• WORLDVIEW: often unseen,
unacknowledged, assumed,
‘lens through which we see the world’
Culture
Diversity
• Many CUTLUREs can share similar
worldviews
• There can be DIVERSE
experiences within one culture,
often related to power and privilege.
COM567 D&D As2 Diversity Essay

10.

Worldview Types
Theories of Worldviews: can be thought of as comprising a number of
basic beliefs, or ‘axioms’ ... which cannot be proven...
It can be hard to give a definition of worldview as there are so many....
There are many TYPES/CLASSES of WORLDVIEWs that group similar types
of worldviews together.
These distinctions are not always unequivocal: a religion may include
economic aspects, a school of philosophy may embody a particular
attitude, etc.
• Attitudinal worldviews
• Ideological worldviews
• Philosophical worldviews
• Religious worldviews
The comparison of religious, philosophical or scientific worldviews is a
delicate endeavour, because such worldviews start from
different presuppositions and values.
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11.

Qualities of Worldviews
23 Qualities (Rutkin, 2007).
1. Positions regarding fate, personal
immortality (Jung)
2. Emotional experiences, partly
unconsciously held and formed (Jung)
3. Cognition and judgment about what can
happen from what has happened (Kelly)
4. “Logical arguments simply bounce off the
facts felt and experienced” (Jung)
5. WV directly affect people’s perceptions,
thoughts, choices, volition, values, and
actions, (Jung)
6. Underlying assumptions about causality
(Pepper)
7.
Underlying personal philosophies and religions,
7. incl. theogeny (how gods came to be), cosmogony (how
the world was created), and teleology (purpose and final
cause) (K.R.)
8.
Containing an aspect of improvability and
reliance on information from an authority, since
it’s impossible to empirically test all of one’s
own assumptions (Royce; K.R.)
9. Implied or stated in schools of psychology (e.g.,
psychoanalytic, humanistic, cross-cultural) and
underlie epistemologies (K.R.)
10. Broader values or orientations are tied closely
with worldviews (Kluckholn)

12.

Qualities of Worldviews
11. Based in part on theorists’ own worldviews, e.g.
constructivism (Kelly) vs. objectivism. Some theories are
nomothetic, others ideographic (Kelly) (K.R.).
17. Gender differences influence worldviews through moral
reasoning, values, and communication patterns (Gilligan, 1982 &
Tannen, 1990) [ Values is defined below].
12. Either reacting to the past or being goal-directed
(“telic”) (Kelly)
18. Powerfully shaping affect, cognition, and behavior,
especially through values embedded in them (p. 23).
13. A worldview may arise out of a mystical experience or
altered state (Stace)
19. “Culture is antecedent to behavior, that is, that culture forms
14. In Terror Management Theory, worldviews assuage
terror, and when faced with strong opposition to one’s
worldview, one clings to it more tightly (Greenberg & Arndt,
2011).
15. People being compelled to create meaning in a morally
ambiguous world (existentialism, phenomenology, humanistic
psychology; in contrast with Freud’s determinism) (K.R., p. 21)
16. Intersubjectivity involves ways that different
worldviews interact (Buber)
cognition, affect, and behavior (p. 23).”
20. “Culture” is defined as a shared meaning system (p. 40).
21. No worldview theory can incorporate every belief and
“must be supplemented by a clear understanding of
certain existential beliefs held by the person or culture
involved (p. 28).”
22. There may be correlations between worldviews and
personality types (p. 44).
23. Some dimensions (views about authority) show
correlations with cultural violence (p. 46).

13.

Human Nature:
• Moral orientation (good, evil)
• Mutability (changeable, permanent)
• Complexity (simple, complex)
Will:
• Agency (volition, determinism)
• Determining factors (biological determinism, environmental
determinism)
• Intrapsychic (rational-conscious, irrational-unconscious)
Cognition:
• Knowledge (Tradition, senses, rationality, science, intuition,
divination, revelation, nullity)
• Consciousness (ego primacy, ego transcendence)
Behaviour:
• Time Orientation (past, present, future)
• Activity direction (inward, outward)
• Activity Satisfaction (movement, stasis)
• Moral source (human source, transcendent source)
• Moral standard (absolute morality, relative morality)
• Moral relevance (relevant, irrelevant)
• Control location (action, personality, luck, chance, fate,
society, divinity)
• Control disposition (positive, negative, neutral)
• Action efficacy (direct, mystical, indirect)
• Interaction (competition, cooperation, disengagement)
Interpersonal:
• Otherness (tolerable, intolerable)
• Relation to authority (linear, lateral)
• Relation to group (individualism, collectivism)
• Relation to humanity (superior, egalitarian, inferior)
• Relation to biosphere (anthropocentrism, vivicentrism)
• Sexuality (procreation, pleasure, relationship, sacral)
• Connection (dependent, independent, interdependent)
• Interpersonal justice (just, unjust, random)
• Socio-political justice (just, unjust, random)
• Correction (rehabilitation, retribution)
Truth:
• Scope (universal, relative)
• Possession (full, partial)
• Availability (exclusive, inclusive)
World and Life:
• Ontology (spiritualism, materialism)
• Cosmos (random, planful)
• Unity (many, one)
• Deity (deism, theism, agnosticism, atheism)
• Nature-consciousness (nature-conscious, nature-unconscious)
• Humanity-Nature (subjugation, harmony, mastery)
• World justice (just, unjust, random)
• Well-being (science-logic source, transcendent source)
• Explanation (formism, mechanism, organicism, contextualism)
• Worth of life (optimism, resignation)
• Purpose of Life (nihilism, survival, pleasure, belonging, recognition,
power, achievement, self-actualization, self-transcendence)

14.

Worldview
2023
• (LENS)
• Is the LENS we wear to see the world (Ivey, Ivey, & Simek- Morgan, 1997).
• Is “MENTAL LENSES that are entrenched ways of perceiving the world” (Olsen, Lodwick, & Dunlap, 1992, p. 4).
• Is a person’s total OUTLOOK on life, social world, and institutions (Wolman, 1973).
• represents BELIEFS, VALUES, and ASSUMPTIONS
• about people, relationships, nature, time, and activity (Ibrahim & Kahn, 1987; Ibrahim & Owen, 1994).
• that govern decision-making and problem solving in everyday life;
• is derived from one’s PRIMARY CULTURE, and the socialization process that a person undergoes from childhood to
adulthood (Hart, 2010; Ibrahim, 2003).
• is MEDIATED by the EXPERIENCES that people have and it is modified as one confronts issues and challenges over the lifespan (yet) tends to be fairly constant over time.
Ibrahim, F. A., & Heuer, J. R. (2016). Worldview: Implications for culturally responsive and ethical practice.
M.P.
14 Cham.
In Cultural and Social Justice Counseling (pp. 51-75). Springer,

15.

WORLDVIEW – This Essay!
For this essay you need 1. A usable working DEFINITION of worldview (e.g. Ibrahim)
2. A WV THEORY that is USER FRIENDLY as we apply it to our lives in the past and present
a. SUGGESTED GUIDE for you for your essay: Hofstede’s 6 Worldview Dimensions is a helpful way to articulate
elements of worldview, & it offers examples for each country.
3. PERSONAL APPLICATION:
a. Our next task is to identify key moments in CHILDHOOD that reveal our worldview formation
b. Also identify and select key moments/memories/events... in ADULTHOOD that shows growth/adaptation/
maturation / change in worldview.
4. PROFESSIONAL APPLICATION: As counsellors we need to …
2023
1.
grow in SENSITIVITY to alternate worldviews – (Bennett)
2.
understand the GUIDELINES for this in the professional counselling setting – (AMCD Competencies)
3.
consider how the implications for us to become SENSITIVE and COMPETENT COUNSELLORS.
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16.

Sensitivity to Differing Worldviews
DMIS: Developmental Model of Inter-cultural Sensitivity
When meeting clients with worldviews
The first time we come across
an alternatefrom
worldview
can own…
be quite confronting. We can feel out of
different
our
our depth.
How are we to
It can ‘open our eyes’ that not everyone else thinks like me. So, how are we to relate to those from
• understand? the client
differing Worldviews?
• respond? to the client
Our first responses may be negative & judgemental: they’re ‘wrong’, they’re ‘rude’, they’re ‘simple’.
• adapt? to the client
Our personal Worldview feels like ‘TRUTH’.
Bennett, M. J. (2017). Developmental model of intercultural sensitivity. The international encyclopedia of intercultural communication, 1-10.
Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International
journal of intercultural relations, 27(4), 421-443.
Mitchell & Hammer, (2014) http://interculturalunderstanding.eu/index.php/intercultural-development-inventory/

17.

DMIS: Developmental Model of Inter-Cultural Sensitivity
DENIAL
DEFENSE
MINIMISE
ACCEPT
ADAPT
Ethno-Centric
Ethno-Relative
Mono-Cultural
Inter-Cultural
INTEGRATE
Bennett,
M. J. (2017). Developmental model of intercultural sensitivity.M.P.
The international encyclopedia of intercultural communication, 1-10. 17
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18.

DENIAL
• Misses difference
DEFENSE
• Judges difference
MINIMISE
• De-emphasises difference
ACCEPT
• Deeply comprehends difference
ADAPT
Bennett, M. J. (2017). Developmental model of intercultural sensitivity. The international encyclopedia of
intercultural communication, 1-10.
• Bridges across difference
INTEGRATE
• Moves within
difference

19.

• “My culture is only real one”: Indifference, avoidance of other cultures
DENIAL
DEFENSE
• “My culture is only good one”: ‘Us & them’; We are superior; Feel threatened
by the other; Critical
MINIMISE
• “My culture is universal”: The 'other' is trivialised, romanticised; Will ‘correct’
other’s behaviour
ACCEPT
• “My culture is one of many equally complex ones”: Curious, respectful of the
other; May not agree; May judge negatively.
ADAPT
• “The 'other’ culture is of benefit to me”: Expands their WorldView; Able to
change behaviour in order to communicate.
INTEGRATE
• “My sense of self is expanded”: Can move in and out of other cultures”.
Reid, E. (2013). Models of intercultural competences in practice. International Journal of language and linguistics, 1(2), 44-53.

20.

Ethno-Centric
DENIAL
"My cultural
experience is
the only one
that is real &
valid.”
Little or no
thought of the
‘Other'.
DEFENSE
"We are
superior; They
are inferior".
Feel
threatened,
highly critical.
Ethno-Relative
MINIMISE
ACCEPT
ADAPT
INTEGRATE
The ‘Other' is
trivialised or
romanticised.
Deny
difference
(colour-blind)
Accept- yet
not agreewith other
cultures.
" I see the
world through
different eyes
& make
intentional
changes in my
behaviour &
values."
"I easily
move in and
out of
different
cultural
world views."
Click to edit Master title style
'Strange'
labelled as
'stupid'.
Seek only
similarities.
Curious &
Respectful.

21.

DMIS: Developmental Model of Inter-Cultural Sensitivity
DENIAL
2023
DEFENSE
MINIMISE
ACCEPT
ADAPT
Ethno-Centric
Ethno-Relative
Mono-Cultural
Inter-Cultural
M.P.
Bennett, M. J. (2017). Developmental model of intercultural sensitivity. The international
encyclopedia of intercultural communication, 1-10.
INTEGRATE
21

22.

Sensitivity to Diverse Worldviews
• Recognise: worldview difference
• Respect: listen, be curious, acknowledge & value difference
• Accommodate: empathise, be flexible, collaborate, teamwork
• Adapt: ability to move and operate with ease from one worldview
to another

23.

Worldview Awareness
PROFESSIONAL SKILLS
• Self-awareness (experiences, biases, styles)
• Recognize difference
• Empathy
• Tolerance for ambiguity
• Flexibility in thought and behaviour
• Patience
• Curiosity
• Active listening
OUTCOMES
• Understand how worldview shapes our
perceptions of ourselves and others
• Recognize differences between people as
stemming from differing backgrounds and
experience
• Foster an openness to learn about and better
understand the worldview of others
• Enact solutions that build a more inclusive and
interconnected community.
https://www.dickinson.edu/info/20050/diversity/3696/intercultural_competency
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24.

Personal Application:
Question
Think
1. To what degree have you
been exposed to differing
WVs?
Keep JOURNAL NOTES!
2. these
How do
you feel when invited
You
will
be
able
to
use
answers
Talk to a partner
to explore another’s WV?
to help write your essay.
3. Where do you see your
responses on Bennett’s
Share with group /Journal
scale?

25.

WEST VS EAST
Differences depicted from a Japanese graphic designer living in Germany –
Yang Lui
Understanding Worldview (WV)
• WEST IS BLUE
• EAST
IS RED
STEP 1: East
vs West

26.

WEST vs EAST
• A general, simple, first step in understanding diverse Worldviews

27.

EAST vs WEST
A helpful 1st step to recognising the diversity of worldviews

28.

East meets West
• Cultural Differences depicted by
a Japanese graphic designer
living in Germany, Yang Lui
https://www.taschen.com/pages/en/catalogue/graphic_design/all/04623/facts.yang_liu_east_meets_west
.htm?utm_source=tas&utm_medium=tw&utm_campaign=04623_Yang+Liu.+East+meets+West

29.

1) Relationship to Time
2) Waiting in Line
3) Raising the Child
4) Elderly
Pause:
Can you
guess what
each picture
symbolises?

30.

WORLDVIEW EXAMPLE
One CLASSIFICATION SYSTEM FOR WORLDVIEWS
can be broken down thus (Muller, 2001)
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• Honour–Shame
• Often in EAST
• Innocence-Guilt
• Often in WEST
• Power–Fear
• esp with authoritarian rule
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31.

Guilt
Shame
Fear

32.

Worldview Example
One CLASSIFICATION
SYSTEM for WORLDVIEWS
can be conceptualised thus
(Muller, 2001)
• Honour–Shame
• Innocence-Guilt
• Power–Fear
https://www.missionfrontiers.org/issue/article/why-has-the-church-lost-face
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33.

Countries/People can be a mix of all the three: e.g. raised in
a Power–Fear society, an Honour–Shame family & an Innocence-Guilt school system
Muller, Roland (2001). Honor and Shame. Xlibris; 1st edition. ISBN 978-0738843162

34.

Honour
- Shame
• is often INVISIBLE to the those NOT from that culture.
• It can also be a powerful presence in a culture yet be
UN-NAMED, unacknowledged.
• often aligned with GROUP Oriented cultures.

35.

Using the “Honour-Shame” Worldview (WV)
in your essay is OPTIONAL.
These correlate to
“WORLDVIEW
Use it only if it resonates with your experience.DIMENSIONS”
… more to come
https://briarwood.org/missions/fil
es/2015/08/2015-07_BriarwoodHonor-Shame-Speaking-Notes.pdf

36.

Personal Application:
Honour-Shame (East) v Guilt-Innocence (West)
Question
1. Which is you??
Think
2. Think of an event/time where
this was most clearly seen in
Keep JOURNAL NOTES!
your life/ childhood/ family/
community/ country?
will be able to use these answers
Talk toYou
a partner
3. Think of an event/time where
first experienced its
to help write youryou
essay.
opposite?
Share with group /Journal
4. Talk to someone from the other
culture to understand their
experience.

37.

Hofestede’s 6 Worldview Dimensions
Hofestede provides a classification system for Worldview that is :
• Well known, globally respected (Cited by 6,000)
• personally
applicable.
HOFESTEDE’s
6 WORLDVIEW DIMENSIONS
• Provides EXAMPLES for many countries, with helpful descriptions.
is the recommended Theory of Worldview (WV)
• COMPARES up to four countries at once.
for you to use in your essay.
Which means it easier for you to understand and to apply for this essay!
This is because…
Cited by 6,000
Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online readings in psychology and culture, 2(1),
2307-0919.

38.

WEST VS EAST
There can often be a correlation with other WV dimensions.
These have been illustrated by Yang Liu, a Japanese graphic designer
living in Germany. Can you recognise each difference in the following?
WEST
• Innocence-Guilt
• Individualism
• Egalitarian – low power distance
EAST
• Honour-Shame
• Collectivism
• Hierarchical: respect for elders

39.

Way of Living
Pause: what is happening here?
https://slate.com/human-interest/2015/10/yang-lius-east-meets-west-pictograms-about-cultural-differences-from-a-chinese-designer-in-berlin.html

40.

Worldview Dimensions -1
Individualism Collectivism
Independent Interdependent
Direct communication Indirect communication
Values group maintenance, harmony.
Values assertiveness Avoids conflict, Suppress emotions that may
endanger harmony
Moves from group to group Keeps strong group connections
individual rewards for hard work. work for intrinsic rewards.
20% 80%

41.

https://geerthofstede.com/culture-geert-hofstede-gert-jan-hofstede/6d-model-of-national-culture/

42.

Personal Application
Individualist vs Collectivist
Question
1. Which is your WV dimension?
Think
Talk to a partner
Share with group /Journal
2. Think of an event/time where
this was most clearly seen in
your life/childhood/family/
community/country?
3. Think of an event/time where
you first experienced its
opposite?
4. What would it be for your
church group?/ community
group?/ school group?/in-laws?

43.

Personal Application
Individualist vs Collectivist
Individualist Church Culture
Collectivist Church Culture
MayYOUR
prefer to religious
…
May
prefer
to … this look like for
What
might
group,
• sit in rows facing front
• sit in large circle to include all in group
community,
• church or eventsreligious
are shorterschool
e.g. • church
or gatherings are a whole day
1-2 hours then leave
event
church community, or
denomination?
• Other?
• What Bible teachings are privileged
/ downgraded?
• Other?
What are the implications for the life of the community/ individual?

44.

Relationship to the
LEADER
Pause: what is happening here?
https://slate.com/human-interest/2015/10/yang-lius-east-meets-west-pictograms-about-cultural-differences-from-a-chinese-designer-in-berlin.html

45.

Worldview Dimension -2
Low Power Distance High Power Distance
Egalitarian Status
More casual relationships Deference given, Respect commanded
…often correlates to Individualism …Collectivism

46.

2. Power Distance
• deals with the fact that all individuals in societies are not equal
– it expresses the attitude of the culture towards these
inequalities amongst us.
• Power Distance is defined as “the extent to which the less
powerful members of institutions and organisations within a
country expect and accept that power is distributed unequally.”
• a society’s inequality is endorsed by the followers as much as by
the leaders.
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47.

2. Power Distance
Australia - 36
• Australia scores low (36).
• Within Australian organizations,
• hierarchy is established for convenience,
• superiors are always accessible and
• managers rely on individual employees and
teams for their expertise.
China - 80
• China scores high (80 )– i.e. a society that
believes that inequalities amongst people are
acceptable.
• The subordinate-superior relationship tends to
be polarized and there is no defence against
power abuse by superiors.
• expect to be consulted and information is
shared frequently.
• Individuals are influenced by formal authority
and sanctions and are in general optimistic
about people’s capacity for leadership and
initiative.
• communication is informal, direct and
participative.
• People should not have aspirations beyond
their rank.
• Both managers and employees

48.

https://geerthofstede.com/culture-geert-hofstede-gert-jan-hofstede/6d-model-of-national-culture/

49.

Personal Application
Low vs High Power Distance
Question
1. Which is your WV dimension?
Think
Talk to a partner
Share with group /Journal
2. Think of an event/time where
this was most clearly seen in
your life/childhood/family/
community/country?
3. Think of an event/time where
you first experienced its
opposite?
4. What would it be for your
church group?/ community
group?/ school group?/in-laws?

50.

Application - CHURCH CULTURE
Low vs High Power Distance
Low Power Distance Church
High Power Distance Church
May prefer …
May prefer …
What might this look like for your
• Little to nil ceremonies
• Ceremonies, rituals
religious
religious school
community,
church
• first name group,
basis
• lead pastor uses titles, robes,
• Invite feedback, questions,
community, or denomination?
• The message is protected
discussion after the message
• •What
are privileged
/ downgraded?
Laity Bible
able toteachings
also perform
duties
• Only the pastor to perform certain
• •What
are the implications for the life of
the community/
individual?
duties:
communion,
confession,
Other?
prayers, sermons

51.

Relationship to problems
Pause: what is happening here?
https://slate.com/human-interest/2015/10/yang-lius-east-meets-west-pictograms-about-cultural-differences-from-a-chinese-designer-in-berlin.html

52.

Attitude towards Uncertainty
vs
Pause: what is happening here?

53.

Worldview Dimensions - 3
Low Uncertainty Avoidance High Uncertainty Avoidance
High risk tolerance Low risk tolerance
Values innovation Values tradition
Relaxed with unclear rules Prefer clear rules, guidelines
Move from job to job Job stability preferred
…Individualism …Collectivism

54.

LOW Uncertainty Avoidance
HIGH Uncertainty Avoidance
Uncertainty is a normal feature of life and accepted. Difference is curious. Uncertainty is an inherent, continuous threat to be fought. Difference is dangerous.
Lower levels of stress and anxiety. Higher levels of stress and anxiety.
Comfortable with ambiguous situations and unfamiliar risks. Accept familiar risk but afraid of ambiguous situations & unfamiliar risks.
Fewer people who feel unhappy & fewer worries about health/money. More people who feel unhappy and more worries about health/money.
More people have heart attacks. Fewer people have heart attacks.
Teachers are allowed to say they don’t know & involve parents. Teachers are supposed to know and tend to inform parents.
Buy used cars and engage in “do-it-yourself” home repairs. Buy new cars and employ expert tradesmen for home repairs.
Work hard only when needed. An emotional need to be busy and work hard.
Top managers concerned with strategy. Top managers concerned with daily operations.
Laws and unwritten rules are few or general in nature. Lots of precise laws and unwritten rules.
Citizen protest acceptable. Citizen protest should be repressed.
Citizens interested in politics and high level of involvement in voluntary Citizens not interested in politics and low level of involvement in voluntary
associations and movements. associations and movements.
Liberal societies with less perceived corruption. Conservative society, law and order is important but more perceived corruption.
Tolerance, even of extreme ideas; ethnic tolerance. Extremism and repression of extremism. Ethnic prejudice.
Defensive nationalism and lower risk of violent intergroup conflict. Aggressive nationalism and a higher risk of violent intergroup conflict.
Nobody should be persecuted for their beliefs. More religious, political and ideological intolerance and fundamentalisms.
Waddell, M., (2014), Examining Masculinity and Uncertainty Avoidance, Christian Leadership Development, http://academy.christian-leadership.org/growing-the-

55.

Personal Application
Low vs High Uncertainty Avoidance
Question
1. Which is your WV dimension?
Think
Talk to a partner
Share with group /Journal
2. Think of an event/time where
this was most clearly seen in
your life/childhood/family/
community/country?
3. Think of an event/time where
you first experienced its
opposite?
4. What would it be for your
church group?/ community
group?/ school group?/in-laws?

56.

Application – Church Culture
Low vs High Uncertainty Avoidance
Low Uncertainty Avoidance
High Uncertainty Avoidance
May value/prefer…
May value/prefer…
What might this look like for YOUR religious group,
• Stick close to central tenets then
• Us vs them, fear of outsiders,
flexible with secondary
beliefs.
only we ‘know’ the truth.
religious
school community,
• members unique appearance is
• Tendency
for members to
denomination?
welcomedchurch community, or
look/dress similar
•• …other?
What Bible teachings are privileged / downgraded?
• …other?
• What are the implications for the life of the community/ individual?

57.

Expressing Feelings
Pause: what is happening here?
https://slate.com/human-interest/2015/10/yang-lius-east-meets-west-pictograms-about-cultural-differences-from-a-chinese-designer-in-berlin.html

58.

Worldview Dimension - 4
Indulgence Restraint
Values passion Values decorum
Expresses emotion (incl anger sadness) Controls emotion (esp negative emotions)
Demonstrative Contained
(animated) Facial expressions, Low facial expression (Inscrutable face)
Values eye contact Low or soft eye contact
More verbal, avoids silences Values silence to process information
Welcomes touch Touch reserved for close family/friends
Values proximity, closeness Values space
Informal Formal
Uses first names Uses titles

59.

Worldview Dimension - 4
Indulgence Restraint
BEIGING OLYMPICS:
"We made the decision that the voice we would use was Yang Peiyi’s.
The child on camera should be flawless in image, internal
feelings, and expression. Lin Miaoke is excellent in those
aspects.
But in the aspect of voice, Yang Peiyi is flawless," ...
We have a perfect voice and a perfect image and representation
combined together."
https://www.theguardian.com/sport/2008/aug/12/olympics2008.china

60.

https://geerthofstede.com/culture-geert-hofstede-gert-jan-hofstede/6d-model-of-national-culture/

61.

Personal Application
Indulgence vs Restraint
Question
1. Which is your WV dimension?
Think
Talk to a partner
Share with group /Journal
2. Think of an event/time where
this was most clearly seen in
your life/childhood/family/
community/country?
3. Think of an event/time where
you first experienced its
opposite?
4. What would it be for your
church group?/ community
group?/ school group?/in-laws?

62.

Application – Church Culture
Indulgence vs Restraint.
Indulgence
Restraint
May value/prefer…
May value/prefer…
What might
this look like for YOUR religious group,
• Emotional
expressionism.
• ‘decorum’ is the valued way to
• Demonstrative:Clapping,
dancing,schoolshow
respect and honour towards
religious
community,
hugging, crying all accepted
God
or denomination?
• Emotions arechurch
valued as acommunity,
way
• Emotions may be distrusted.
towards intimacy with God &
•worship.
What Bible teachings are privileged / downgraded?
• Traditions that correlate include:
What are
implications
of theAnglican,
community/
individual?
Catholic,
Presbyterian,
• •Traditions
thatthe
correlate
include:for the life
Methodist (from English roots)
Pentecostal.

63.

Worldview Dimension 5: High vs Low Masculinity
High Masculinity Low Masculinity(Feminity)
Traditional family structure Flexible family structure
Values competition Values collaboration
Failing: a disaster Failing: minor accident
Ego Oriented Relationship Oriented
Conflict resolution via Force Conflict resolution via Negotiation
Religion: only male priests Religion: male & female priests
Values money + possessions Values relationships

64.

5. High vs Low Masculinity
• A high score (Masculine) indicates a society
• driven by competition, achievement and success,
• with success being defined by the winner / best in field –
• a value system that starts in school and continues throughout
organisational life.
• A low score (Feminine) means
• values caring for others.
• Considers quality of life a sign of success
• Does not admire standing out from the crowd.
• The fundamental issue is what motivates people,
• wanting to be the best (Masculine) or liking what
you do (Feminine).
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65.

High Masculinity Low Masculinity
Challenge, earnings, recognition and advancement Relationships and QUALITY OF LIFE
are important. are important.
Men should be assertive, ambitious and tough. BOTH men and women should be modest.
Women are supposed to be tender and
take care of relationships.
In the family the father deals with facts and
the mother with feelings.
The father earns while the mother cares.
BOTH men and women can be tender & focus on relationships.
In the family BOTH fathers and mothers
deal with facts and feelings.
Parents SHARE earning and caring roles.
Women’s liberation means admitting women to positions Women’s liberation means that men and women TAKE EQUAL
normally only occupied by men. SHARE both at home and work.
The best student is the norm; praise is for excellence.
The average student is the norm, praise is used to encourage
weak students.
Students overrate their own performance: EGO-BOOSTING. Students underrate their own performance: EGO-EFFACEMENT.
Women teach young children. Women and men teach young children.
Women shop for food, men shop for cars. Women and men shop for food and cars.
Performance society ideal leading to SUPPORT FOR THE STRONG. A welfare society is the ideal, leading to HELP FOR THE WEAK.
A more corrective society. A more permissive society.
International conflicts should be resolved by International conflicts should be resolved by
a show of strength or fighting. negotiation and compromise.

66.

High vs Low Masculinity - Examples
Australia + China
• Australia scores 61 (China 66) and is
considered a “Masculine” society.
• Behavior in school, work, and play are
based on the shared values that people
should “strive to be the best they can
be” and that “the winner takes all”.
• Australians are proud of their successes
and achievements in life, and it offers a
basis for hiring and promotion decisions in
the workplace.
• Conflicts are resolved at the individual
level
• the goal is to win.
Chile
Chilean society scores 28, a Feminine country. Chilean people…
• show a modest behaviour or attitude.
• focus on “working in order to live”.
• need to feel a sense of “belonging” within a social group;
• place value on warm interpersonal links and tacitly search for the
approval of their group.
• tend to be supportive team members and managers strive for
consensus.
• value equality, solidarity and quality in their working lives.
• resolve conflicts by compromise and negotiation.
• favour incentives such as free time and flexibility.
• focus is on well-being (status is not shown or emphasised).

67.

Personal Application
High vs Low Masculinity
Question
1. Which is your WV dimension?
Think
Talk to a partner
(Success vs Relationship Oriented)
2. Think of an event/time where
this was most clearly seen in
your life/childhood/family/
community/country?
3. Think of an event/time where
you first experienced its
opposite?
Share with group /Journal
4. What would it be for your
church group?/ community
group?/ school group?/in-laws?

68.

Worldview Dimension - 6
Short Term Orientation Long Term Orientation
Adapt tradition to suit present Respect and preserve past traditions
Immediate Gratification Delayed gratification; Thrift; Perseverance.
Traditional family structure

69.

https://geerthofstede.com/culture-geert-hofstede-gert-jan-hofstede/6d-model-of-national-culture/

70.

Hofstede’s 6 Worldview Dimensions
VS
Individualism
Low Power Distance
High Uncertainty Avoidance
Collectivism
High Power Distance
Power Distance
Low Uncertainty Avoidance
Uncertainty Avoidance
Indulgence
Emotions
Restraint
Low Masculinity
Masculinity
High Masculinity
Short Term Orientation
2023
Relationships
Long Term Orientation
Time
M.P.
Each Dimension consists of
TWO POLARITIES.
Any Country/group/person
can
• sit partway between
these two polarities or
• be extremely/highly
one or the other
70

71.

Country
Comparison
Hofstede-Insights
Country Comparison Tool
Type in your chosen 2 countries
https://www.hofstedeinsights.com/country-comparison/

72.

Country
Comparison
Hofstede-Insights
Compare up to four countries
Check the description for
• Australia
• Your own country
… Notice the points of contrast
https://www.hofstedeinsights.com/countrycomparison/

73.

Country
Comparison
Hofstede-Insights
Country Comparison Tool
Compare up to 4 countries
Toggle for descriptions of each
Look for points of contrast.
https://www.hofstede-insights.com/country-comparison/

74.

High vs Low Power Distance
Country
Comparison
Hofstede-Insights
Individualism vs Collectivism
High vs Low Masculinity
Country Comparison Tool
Choose 3 relevant dimensions
Out of the 6 WV Dimension:
• Paraphrase your country’s
description
Uncertainty Avoidance vs
Uncertainty Acceptance
State their score ?/100
Long vs Short Term Orientation
https://www.hofstede-insights.com/country-comparison/
Indulgence vs Restraint

75.

Implications for
Professional Practice
Culturally Competent Counselling
Ibrahim, F. A., & Heuer, J. R. (2016). Worldview: Implications for culturally responsive and ethical practice.
In Cultural and Social Justice Counseling (pp. 51-75). Springer, Cham.

76.

AMCD – Assn Multicultural
Counselling & Development
Multicultural Counselling Competencies
The LINK (Koltko-Rivera):
WORLDVIEW is a culture’s expression of the “why” of behaviour,
CULTURE “When people of a similar worldview also share similar history and language”
(Baber, Garrett, & Holcomb-McCoy, 1997; Beutler & Bergan, 1991; Okazaki & Sue, 1995).

77.

AMCD - Multicultural Competencies in Counselling
The Association for Multicultural Counselling and Development (AMCD)
notes three areas for multicultural counselling competence.
• 1] Counsellor Awareness of Own Worldview Values and Biases:
• 2] Counsellor Awareness of Client Worldview:
• 3] Culturally Appropriate Intervention Strategies:
for your essay only
[1]&[2] are relevant
[3] is not needed
Arredondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D. C., Sanchez, J. and Stadler, H. (1996) Operationalization of the Multicultural Counseling Competencies. AMCD: Alexandria, VA
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AMCD - Multicultural Competencies in Counselling
1]Counsellor Awareness of OWN Cultural (Worldview)
Values & Biases:
Counsellors must
• be aware of their own WV values or bias and recognize their limits of
practice.
• acknowledge their own racial and cultural heritage and …
• seek out additional learning opportunities to improve their understanding of different
cultural populations.
2023
Arredondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D. C., Sanchez, J. and Stadler, H. (1996) Operationalization of the Multicultural
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Counseling Competencies. AMCD: Alexandria, VA
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79.

AMCD - Multicultural Competencies in Counselling
1]Counsellor Awareness of Own Cultural Values and Biases:
2]Counsellor Awareness of CLIENT Worldview:
A culturally competent counsellor:
• recognizes that their client’s worldview is different than their own.
• is aware of their emotional reactions to other racial and ethnic groups,
• possesses knowledge of the population with whom they work, and
• familiarizes themselves with culturally appropriate research.
• recognizes that a client’s race and culture influences their personality, decision-making skills,
vocational choice, and reasons for or willingness to seek any mental health help.
Arredondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D. C., Sanchez, J. and Stadler, H. (1996) Operationalization of the Multicultural Counseling Competencies. AMCD: Alexandria, VA
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80.

AMCD - Multicultural Competencies in Counselling
1]Counsellor Awareness of Own Cultural Values and Biases:
2]Counsellor Awareness of Client Worldview:
3]Culturally Appropriate INTERVENTION STRATEGIES:
A counsellor with cultural competence
• respects their client’s religious views, values, beliefs, indigenous practices, and languages.
• understands the characteristics of therapy and its impact on cultural groups.
• maintains knowledge of family dynamics, hierarchy, bias in assessments, and
discriminatory practices that may impact their client.
• engages in communication that transcends race or nationality and eliminates prejudice.
Arredondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D. C., Sanchez, J. and Stadler, H. (1996) Operationalization of the Multicultural Counseling Competencies. AMCD: Alexandria, VA
2023
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81.

“Worldview:
Implications for Culturally
Responsive Practice”
Sample Article – by Ibrahim
Ibrahim, F. A., & Heuer, J. R. (2016).
Worldview: Implications for Culturally
Responsive and Ethical Practice. In Cultural
and Social Justice Counseling (pp. 51-75).
Springer, Cham.
ABSTRACT: Chapter 3 focuses on
• the concept of worldview, and implications
for counselling across cultures, ethnicities,
genders, sexual orientations,
religion/spirituality, etc.
• how the concept of worldview can help in
establishing a positive therapeutic
relationship,

82.

Your Worldview Essay
You will need to include....
• Clear usable definition of WV. [“lens”]
• Elements/Dimensions of WV explained (select 3 Worldview dimensions from Hofstede’s available 6)
• My Personal WV development:
• Identify key events that illustrate each worldview dimension … GROWING UP
• Identify key events that illustrate changes in worldview … as an EMERGING ADULT
• WV Implications for Professional Counselling:
• Why is it important for you to understand diverse worldviews?
• What difference will this make to yourself as an EMERGING COUNSELLOR?
2023
• What difference will this make to your COUNSELLING PRACTICE?
M.P.
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83.

Book Academic
Support Here
Begin your research
Begin your writing draft
Then: Book your appointment with
an Academic Skills Advisor here.

84.

COM602 CS1 SKILLS As2 Resources on ExO
Assessment
2
Resource Folder
Assessment
Forms &
Resources.
• COM602 SKILLS As2 Worldview Webinar recording -mp4
• COM602 SKILLS As2 Worldview PPT slides -ppsx
• COM602 SKILLS As2 Worldview Essay Template –doc
• Some articles

85.

References
• Bennett, M. J. (2017). Developmental model of intercultural sensitivity. The international encyclopedia of intercultural communication, 1-10.
• Cushner, K. (2012). Intercultural competence for teaching and learning. Internationalizing teacher education in the united states, 41-58.
• Hammer, M. R., Bennett, M. J., & Wiseman, r. (2003). Measuring intercultural sensitivity: the intercultural development inventory. International journal of
intercultural relations, 27(4), 421-443.
• Hammer, M. R., Bennett, M., & Wiseman, R. (2012). The intercultural development inventory. Student learning abroad, 115-136.
http://interculturalunderstanding.eu/index.php/intercultural-development-inventory/
• Ibrahim, F. A., & Heuer, J. R. (2016). Worldview: Implications for culturally responsive and ethical practice. In Cultural and Social Justice Counseling (pp. 51-75).
Springer, Cham.
• Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online readings in psychology and culture, 2(1), 2307-0919.
• Ivey, A. E., Ivey, M. B., Ivey, M. B., & Simek-Morgan, L. (1997). Counseling and psychotherapy: A multicultural perspective. Allyn & Bacon.
• Koltko-Rivera, M. E. (2006). Worldviews, families, and grand theories: Strategies for unification in psychology. The General Psychologist, 41(1), 11-14.
• Koltko-Rivera, M. E. (2004). The psychology of worldviews. Review of general psychology, 8(1), 3-58.
https://www.psychodramaaustralia.edu.au/sites/default/files/the_psychology_of_worldviews.pdf
• Marsella, A. J., & Yamada, A. M. (2010). Culture and psychopathology: foundations, issues, directions. Journal of pacific rim psychology, 4(2), 103-115.
• Minkov, M., & Hofstede, G. (2011). The evolution of Hofstede's doctrine. Cross cultural management: An international journal.
• Reid, E. (2013). Models of intercultural competences in practice. International journal of language and linguistics, 1(2), 44-53.
• Liu, Y., et al. (2015). East meets west. Taschen GmbH. https://www.taschen.com/pages/en/catalogue/graphic_design/all/04623/facts.yang_liu_east_meets_west.htm .
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Other References
• American Psychological Association. (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. The
American Psychologist, 58(5), 377-402.
• Ertl, M. M., Mann-Saumier, M., Martin, R. A., Graves, D. F., & Altarriba, J. (2019). The Impossibility of Client–Therapist “Match”: Implications and Future
Directions for Multicultural Competency. Journal of Mental Health Counseling, 41(4), 312-326.
• Neukrug, E. S. (2012). The world of the counselor: An introduction to the counseling profession. Cengage Learning.
http://breakthroughuni.org/attachments/The-World-of-the-Counselor.pdf
• Parkkinen, J., & Puukari, S. (2005). Approaching worldviews in multicultural counselling. Multicultural, 117.
• Psychology, iresearchnet, Worldview, http://psychology.iresearchnet.com/counseling-psychology/multicultural-counseling/worldview/
• Ratts, M. J., Singh, A. A., Nassar, M. S., Butler, S. K., & McCullough, J. R. (2016). Multicultural and Social Justice Counseling Competencies: Guidelines for the
Counseling Profession. Journal of Multicultural Counseling & Development, 44(1), 28–48. https://doi-org.excelsia.idm.oclc.org/10.1002/jmcd.12035
• Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory and practice. John Wiley & Sons.
• Spencer-Oatey, H., Dauber, D., & Williams, S. (2014). Promoting integration on campus: principles, practice and issues for further exploration. Uk council for
international student affairs (ukcisa).
• Utsey, S. O., Fischer, N. L., & Belvet, B. (2010). Culture and worldview in counseling and psychotherapy: Recommended approaches for working with persons
from diverse sociocultural backgrounds. In M. M. Leach & J. D. Aten (Eds.), Culture and the therapeutic process: A guide for mental health professionals (pp. 181–
199). Routledge/Taylor & Francis Group.
• Williams, B. (2003). The worldview dimensions of individualism and collectivism: Implications for counseling. Journal of Counseling & Development, 81(3), 3702023
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374. https://doi.org/10.1002/j.1556-6678.2003.tb00263.x

87.

Megan Presbury
Academic Skills Advisor