© 2007 Thomson Brooks/Cole, a division of Thomson Learning Chapter 14: Theory and Concepts of Multicultural Counseling Chapter 15: Knowledge and Skills

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

Chapter 14: Theory and Concepts of Multicultural Counseling

Chapter 15: Knowledge and Skills of Multicultural Counseling

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Theory & Concepts of Multicultural Counseling

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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)

See Figure 14.1, 469)3


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

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Counselors may not be helpful to clients because:1.The melting pot myth2.Incongruent expectations about counseling3.Lack of understanding of social forces4.Ethnocentric worldview 5.Ignorance of racist attitudes & prejudices6.Cultural differences in expression of

symptomatology7.Unreliability of assessment/research

instruments 8.Institutional racism

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Culture 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

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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.

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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

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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

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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 minority, and toward dominant group

▪ See Table 14.2., p. 48310


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

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Attend to the “RESPECTFUL” Acronym (from Chapter 1):R– Religious/spiritual identityE – Economic class backgroundS – Sexual identityP – Psychological developmentE – Ethnic/racial identityC – Chronological dispositionT – Trauma and other threats to their personal well-

beingF – Family historyU – Unique physical characteristicsL – Language and location of residence

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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

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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 in their systemic contexts.”(Crethar, Rivera, & Nash, 2008, p. 270).

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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

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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

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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).

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Documents

© 2007 Thomson Brooks/Cole, a division of Thomson Learning Chapter 14: Theory and Concepts of Multicultural Counseling Chapter 15: Knowledge and Skills