Background:In the context of the Australian Psychological Society’sformalapology and the increasing awareness of the need to develop interventions thatimprove the social and emotional wellbeing of clients who identify from Abo-riginal and Torres Strait Islander cultural backgrounds, this article considers theclinical psychology case conceptualisation. The primary aim of any case concep-tualisation is to inform intervention and, in the initial stages of treatment, isconsidered important in helping the psychologists to develop a stronger thera-peutic relationship whilst also providing a reference point from which to evalu-ate treatment progress. In other words, it enables practitioners to develop acoherent set of explanatory inferences—based in theory—that describe andexplain why the person has a particular problem at a particular time.Method: The model draws together mainstream case formulation processeswith culturally speciﬁc understandings of social and emotional health and well-being. A worked case example is used in this article to illustrate how the non-Indigenous psychologist can integrate inﬂuence of the broader social and culturalcontext into the case conceptualisation to enhance culturally responsive practice.Results: The proposed model provides the psychologist with an entry pointfor understanding an individual’s experience within a broader socio-histori-cal–political context. The model may help the practitioner to identify areas inwhich he or she needs to develop their cultural intelligence.Conclusions: Developing and enhancing culturally responsive practice is apractical way in which clinical psychologists can meaningfully participate in“active reconciliation” within a clinical psychology encounter.
The information contained on this website has been sourced by the Australian Indigenous Psychology Education Project (AIPEP) and AIPEP 2. The first AIPEP was funded by the Australian Government Office of Teaching and Learning. AIPEP 2 is part of the Transforming Indigenous Mental Health and Wellbeing Project, funded by the Million Minds Mission Grant. The views expressed in this website do not necessarily reflect the views of the Australian Government Office of Teaching and Learning or the Million Minds Mission Grant.
Several of the images used throughout this website are credited to Chris Lewis