© 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 1

© 2007 Thomson Brooks/Cole, a division of Thomson Learning Theory & Concepts of Multicultural Counseling 2

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

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 4

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 5

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 6

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

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

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 9

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

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

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 12

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

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  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). 14

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 15

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 16

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  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). 17