1. Multicultural Perspectives and Diversity Issues Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

2. It is impossible to match client & therapist in all areas of potential diversity, thus all encounters with clients are diverse Counselors have an ethical responsibility to provide professional services that demonstrate respect for the cultural worldviews, values, and traditions of culturally diverse clients. To the extent that counselors are focused on the values of the dominant culture and insensitive to variations among groups and individuals, they are at risk for practicing unethically. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (1)

3. Culture ◦ Interpreted broadly, culture can be associated with a racial or ethnic group and with gender, religion, economic status, nationality, physical capacity or disability, and affectional or sexual orientation Ethnicity ◦ a sense of identity that stems from common ancestry, history, nationality, religion, and race Ethnic minority group ◦ a group of people who have been singled out for differential and unequal treatment and who regard themselves as objects of collective discrimination Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (2)

4. Multiculturalism ◦ a generic term that indicates any relationship between and within two or more diverse groups Multicultural counseling ◦ a helping intervention and process that defines contextual goals consistent with the life experiences and cultural values of clients, balancing the importance of individualism versus collectivism in assessment, diagnosis, and treatment Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (3)

5. Cultural diversity ◦ the spectrum of differences that exists among groups of people with definable and unique cultural backgrounds Cultural diversity competence ◦ a practitioner’s level of awareness, knowledge, and interpersonal skill when working with individuals from diverse backgrounds Cultural empathy ◦ therapists’ awareness of clients’ worldviews, which are acknowledged in relation to therapists’ awareness of their own personal biases Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (4)

6. Stereotypes ◦ oversimplified and uncritical generalizations about individuals who are identified as belonging to a specific group Racism ◦ any pattern of behavior that, solely because of race or culture, denies access to opportunities or privileges to members of one racial or cultural group while perpetuating access to opportunities and privileges to members of another racial or cultural group Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (5)

7. Cultural racism ◦ the belief that one group’s history, way of life, religion, values, and traditions are superior to others Unintentional racism ◦ often subtle, indirect, and outside our conscious awareness; this can be the most damaging and insidious form of racism Cultural tunnel vision ◦ a perception of reality based on a very limited set of cultural experiences Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (6)

8. The multicultural counseling competencies provide a framework for the effective delivery of services to diverse client populations. Models of helping based on Western assumptions have not always considered the influence and impact of racial and cultural socialization. Therapists must be willing to go outside of the office to deliver services in the community to decrease suspicion and enhance trust. In some cases, cultural traditions contribute to the underutilization of traditional counseling services by minority clients. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (7)

9. Most ethics codes address diversity, however, reliance on ethics codes alone does not guarantee multicultural competence. Ethical practice requires that practitioners be trained to address diversity factors. Most contemporary theories of therapy are grounded in Western assumptions, yet most of the world differs from mainstream U.S. culture. Helpers need to reflect on their own assumptions and challenge stereotypical beliefs and cultural bias. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (8)

10. Assumption: Self-disclosure is a characteristic of a healthy personality. ◦ Fact: Some clients view self-disclosure and interpersonal warmth as inappropriate in a professional relationship with an authority figure. Assumption: Directness and assertiveness are desirable qualities. ◦ Fact: In some cultures, directness is perceived as rudeness and something to be avoided. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (9)

11. Assumption: It is important for clients to become authentic and self-actualized. ◦ Fact: A creative synthesis between self-actualization and responsibility to the group may be a more realistic goal for some clients. Assumption: Direct eye contact is a sign of interest and presence, and a lack thereof is a sign of being evasive. ◦ Fact: Many cultural expressions are subject to misinterpretation, including eye contact, silence, personal space, handshaking, dress, formality of greeting, etc. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (10)

12. In order to change therapeutic strategies, one must be open to changing assumptions about sexual orientation. Counselors need to become conscious of their own faulty assumptions. Counselors are challenged to confront their personal fears, myths, and stereotypes regarding sexual orientation. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (11)

13. Exemplary practice includes: ◦ not attempting to change sexual orientation without evidence that client desires change (added: whether therapists should accept this as a healthy desire and one that guides treatment goals is under debate/attack). ◦ recognizing that gay and lesbian individuals can live happy and fulfilled lives. ◦ recognizing the importance of educating others about gay and lesbian issues. ◦ recognizing ways in which social prejudices and discrimination create problems for clients. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 4 (12)

14.  general competence requires the capacity to sit cordially and respectfully with a homosexual client or couple without imposing one’s personal views or values  Know the limits of your competence in this area and make appropriate referrals when the limits of your competence are reached  Important for counselors to develop nonjudgmental & accepting attitudes, regardless of their own value system  Counselors might choose to work in settings compatible with their values & advertise these to potential consumers or at least use informed consent procedures that provide clients with information about one’s values

15.  Those with chronic medical, physical, & mental disabilities represent the largest minority & disadvantaged group in the U.S. – numbers are growing  Treat the person first & focus on achieving optimal levels of psychosocial functioning based on his/her abilities  Balance counselor & advocate roles – cultivate higher levels of independence Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

16.  Attend to & take responsibility to process the process  Be led by the client in areas important to him/her  Get training/education in multicultural perspectives – especially for those groups one plans to serve  Commitment to self-awareness  Awareness of the history of racism & power differences in promoting racism; challenge racist assumptions; identify racist behaviors in the cultural context where learned & displayed  Be flexible in applying theories & techniques  Be non-defensive – accepting of being challenged & tested  Is behavior unusual in the client’s culture  Having strong convictions is not the same as imposing them  Develop a sense of interest, curiosity, respect when faced with client differences & behaviors new to you (p. 152)  Avoid advice giving that is not part of treatment recommendations (p. 143 8 th ed; p. 137 9 th ed)