The world of the Counselor An introduction to the counseling profession 5e chapter 14

 Definitions: a consistent readiness to identify the cultural dimensions of clients’ lives and a subsequent integration of culture into counseling work McAuliffe, 2008 p..  Sue and T

Chapter 14: Theory and Concepts of Multicultural Counseling

Chapter 15: Knowledge and Skills of Multicultural Counseling

Theory & Concepts of Multicultural Counseling

 Definitions:

 a consistent readiness to identify the cultural dimensions of clients’ lives and a subsequent integration of culture into counseling work

(McAuliffe, 2008 p 5).

 Sue and Terino (2005): “Multicultural counseling and therapy can be defined as both a helping role and process that uses modalities and defines goals consistent with the life experiences and cultural values

of clients, recognizes client identities to include individual, group, and universal dimensions, advocates the use of universal and

culture-specific strategies and roles in the healing process, and balances the importance of individualism and collectivism in the assessment

diagnosis and treatment of client and client systems” (p 6)

Diversity in America

 See Table 14.1, p 471

 Counseling is not working for many in U.S

 Minority clients are:

▪ Frequently misunderstood

▪ Often misdiagnosed

▪ Find therapy less helpful

▪ Terminate more quickly

 Counselors may not be helpful to clients because:

1. The melting pot myth

2. Incongruent expectations about counseling

3. Lack of understanding of social forces

4. Ethnocentric worldview

5. Ignorance of racist attitudes & prejudices

6. Cultural differences in expression of symptomatology

7. Unreliability of assessment/research instruments

8. Institutional racism

 Discrimination and

Microaggressions

 Ethnicity

 Minority and

Nondominant groups

 Power Differentials

 Race (See Bpx 14.1, p 476)

 Religion and Spirituality

 Sexism, Heterosexim, and Sexual Prejudice

 Sexual Orientation

 Prejudice, Stereotypes, and Racism

 Hispanic, Latino, Latina, Chicano, Chicana, Black, Negro, African

American, Afro-American, Oriental, Asian American, Chinese American, Japanese American, Native American, Indian, Eskimo, Inuit, Aleut, native, American Indian, Asian Indian, Jew, Hebrew, Jewish American, Protestant, WASP, Muslim, Moslem, Islamic, Born Again, Fundamentalist Christian, Christian, Catholic, white, Caucasian, European American, American, gay, homosexual, heterosexist, straight, heterosexual, bisexual, lesbian, queer, transgendered, transsexual, cross-dresser, transvestite, disabled person, individual with disability, mentally retarded, intellectual disability, handicapped person, physically challenged, and on and

on

Existential Model

 Eigenwelt: Individual Uniqueness: Psychological Self

 Mitwelt: Common Cultural Experiences

 Umwelt: Grounded in biology—how we experience the world around us

 Uberwelt: Spiritual Self

 See Figure 14.2, p 482

 Tripartite Model of Personal Identity

▪ See Figure 14.3, p 481

 Bell's Interpersonal Model

▪ Acculturated Interpersonal Style

▪ Bi-cultural Interpersonal Style

▪ Culturally Immersed

▪ Traditional Interpersonal Style

Developmental Models

▪ Atkinson Morten and Sue’s five stage model:

▪ Stage 1: Conformity

▪ Stage 2: Dissonance

▪ Stage 3: Resistance and Immersion

▪ Stage 4: Introspection

▪ Stage 5:Integrative Awareness

 Stages crossed with attitudes toward self, toward others of same minority, toward others of different

 Developmental Models (Cont’d)

 White Identity Model of Sabnani, et al

▪ Stage 1: Pre-exposure

▪ Stage 2: Exposure

▪ Stage 3: Prominority/antiracism

▪ Stage 4: Retreat to White Culture

▪ Stage 5: Redefinition & Integration

▪ See Table 14.3, p 484 and Figure 14.4,p 486

R– Religious/spiritual identity

E – Economic class background

S – Sexual identity

P – Psychological development

E – Ethnic/racial identity

C – Chronological disposition

T – Trauma and other threats to their personal well-being

F – Family history

U – Unique physical characteristics

 Using the Multicultural Counseling Competencies

 Attitudes and Beliefs

▪ See Box 14.2, p 488

 Knowledge

▪ See Box 14.3, p 488

 Skills

▪ See Box 14.4, p 489

Multicultural Counseling as “Fourth Force”

 “Multiculturalism is not competing with humanism, behaviorism,

or psychodynamic perspectives but rather demonstrates the

importance of making the cultural context central to whichever psychological theory is being applied.” (Pedersen, Crethar, &

Carlson, 2008, p 223)

 Can we have Multicultural Counseling without Social Justice

Action?

 “Social justice counseling includes empowerment of the

individual as well as active confrontation of injustices and

inequality in society because they affect clientele as well as those

 Sensitivity to multicultural issues has led to the creation of

new standards and filtered into every standard in counseling:

 Multicultural Counseling Competencies (see Appendix A)

 Ethical Code (see Table 14.4, p 491)

 Advocacy Standards (See Figure 3.2 and Appendix B)

 Assessment Standards

Training Models and Checkilists

 Immersion Activities

 Triad Model: anti and procounselor

 Ponterotto, Alexander, and Grieger Checklist to assess whether or not minimum standards for training in

multicultural counseling is being met

 Professional Association: AMCD

Knowledge of Legal Trends

 Working with culturally different clients….“is an active

process, that it is ongoing, and that it is a process that never reaches an end point Implicit is recognition of the

complexity and diversity of the client and client populations, and acknowledgment of our own personal limitations and the need to always improve” (Sue & Sue, 1999, p 227)