© Cengage Learning. All rights reserved.  Chapter 14: Theory and Concepts of Multicultural Counseling  Chapter 15: Knowledge and Skills of Multicultural Counseling 1 SECTION VI: Social and Cultural Foundations in Counseling

© Cengage Learning. All rights reserved. Chapter 14 Theory and Concepts of Multicultural Counseling 2

© Cengage Learning. All rights reserved. *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, p What Is Multicultural Counseling?

© Cengage Learning. All rights reserved.  Diversity in America  See Table 14.1, p. 454  Counseling is not working for many in U.S.  Minority clients are:  Frequently misunderstood  Often misdiagnosed  Find therapy less helpful  Terminate more quickly 4 Why Multicultural Counseling?

© Cengage Learning. All rights reserved.  Counselors may not be helpful to clients because:  Believing the “Melting Pot” myth  Having incongruent expectations about counseling  De-emphasizing social forces  Holding an ethnocentric worldview  Ignorance of one’s own racist attitudes and prejudices  Misunderstanding cultural differences in the expression of symptomatology  Misjudging the accuracy of assessment and research procedures  Ignorance of institutional racism 5 Why Multicultural Counseling?

© Cengage Learning. All rights reserved. Some Definitions 6  Culture  Discrimination and Microaggressions  Ethnicity  Minority and Nondominant groups  Power Differentials  Race (See Box 14.1, p. 459)  Religion and Spirituality  Sexism, Heterosexism, and Sexual Prejudice  Sexual Orientation  Prejudice, Stereotypes, and Racism

© Cengage Learning. All rights reserved.  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, Catholic, white, Caucasian, European 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. 7 Political Correctness: Or, Oh My God, What Do I Call Him or Her?

© Cengage Learning. All rights reserved.  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 14.3, p Conceptual Models toward Understanding Cultural Identity

© Cengage Learning. All rights reserved.  Tripartite Model of Personal Identity  Individual, Group, and Universal Levels  See Figure 14.4, p. 464  Developmental Models: Cultural/Racial and White  Racial Identity Development for People of Color (RIDPOC)  Five-stage model: 1) Conformity, 2) Dissonance and Beginning Appreciation, 3) Resistance and Immersion, 4) Introspection and Internalization, and 5) Universal Inclusion  See Table 14.2, p Conceptual Models for Working with Diverse Clients

© Cengage Learning. All rights reserved.  Developmental Model (cont’d)  White Identity Development  Helms’ seven-stage model: 1) Contact, 2) Disintegration, 3) Reintegration, 4) Pseudoindependence, 5) Immersion, 6) Emersion, and 7) Autonomy  Sabnani, Ponterotto, & Borodovsky’s five-stage model: 1) Pre- exposure, 2) Exposure, 3) Prominority/Antiracism, 4) Retreat to White Culture, and 5) Redefinition and Integration  See Table 14.3, p Conceptual Models for Working with Diverse Clients

© Cengage Learning. All rights reserved.  Attend to the “RESPECTFUL” Acronym (from Chapter 1): 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 L – Language and location of residence 11 Working with Diverse Clients in the Helping Relationship

© Cengage Learning. All rights reserved.  Using the Multicultural Counseling Competencies  Attitudes and Beliefs  See Box 14.2, p. 469  Knowledge  See Box 14.3, p. 470  Skills  See Box 14.4, p Working with Diverse Clients in the Helping Relationship

© Cengage Learning. All rights reserved. *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). 13 Multicultural/Social Justice Focus

© Cengage Learning. All rights reserved.  Standards and Multicultural Counseling  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. 473)  Advocacy Standards (See Figure 3.2 and Appendix B)  Assessment Standards 14 Ethical, Professional, and Legal Issues

© Cengage Learning. All rights reserved.  Infusion of Multicultural Counseling into Training Programs  Immersion Activities  Triad Model: anticounselor and procounselor  Professional Association: AMCD  Knowledge of Legal Trends 15 Ethical, Professional, and Legal Trends

© Cengage Learning. All rights reserved.  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). 16 The Counselor in Process