Reciprocal distancing: A systems model of interpersonal processes in cross-cultural consultation

Reciprocal distancing is proposed to explain interpersonal processes that l ead to persistent problem behavior following cross-cultural transitions suc h as immigration. Forces at multiple levels of the ecological system influe nce mutual disengagement of challenging children, school staff, and the con sultee. A longitudinal consultation project with teachers in an early educa tion program for Ethiopian immigrant children in Israel is presented to ill ustrate the application of the reciprocal distancing model in cross-cultura l consultation. Evidence for disengagement as well as joining of teachers a nd challenging children despite frustration and difficulty was found. "Join ers" were more committed to their work, aware of cultural beliefs, tolerant of diversity, and sought integration rather than assimilation as the goal of acculturation. Group consultation was particularly effective in influenc ing the co-construction of a shared, system-wide pluralistic culture and re duced distancing.