Sue's Threefold Model Of Cultural Competence

Another framework is the Sue (2001) threefold model of cultural competence that integrates five race- and culture specific constituencies who merit such competence (African Americans, Asian Americans, Latino Americans, Native Americans, and European Americans); 31 specific competencies divided into three domains (beliefs/attitudes, knowledge, and skills); and four ‘‘foci’’ or levels of analysis to which cultural competence should apply (individual, professional, organizational, and societal). There is also the skill or tactics model which presents cultural competency as a skill that has to be learnt or that the therapist has and can choose to apply according to the situation or client he or she is faced with. Thus it is similar to skills such as expertise in sexual dysfunctions (Whaley & Davis 2007).
Process-oriented models are concerned with the complexities that come to bear on the complex client-therapist-treatment interactions and processes involved. For example, López (1997) considers the essence of cultural competence to be “the ability of the therapist to move between two cultural perspectives in understanding the culturally based meaning of clients from diverse cultural backgrounds” (p. 573).
The APA notes that, ‘‘it is not necessary to develop an entirely new repertoire of psychological skills to practice in a culture centered manner’’ (2003, p. 390). Instead the guidelines focus on using three processes that apply basically to providing quality services to all clients; ‘‘focusing on the client within his or her cultural context, using culturally appropriate assessment tools, and having a broad repertoire of interventions’’ (APA, 2003, p.