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Liberty University - COUN 506 > Exam 1; Latest 2022/23 Guide, Attempt Score: 17 Out of 20.
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Liberty University - COUN 506 > Exam 1; Latest 2022/23 Guide, Attempt Score: 17 Out of 20.
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-Holding mistaken assumptions about cultural assimilation and acculturation-Making stereotypical generalizations: ethnic gloss
Developmental & Cultural Considerations *Ignoring:
Misunderstanding the impact of culture on -Cultural beliefs influence dx & tx
the process of counseling -Dx differ across cultures
-Sx differ across cultures
-Clients express sx differently across cultures
✤ Culturally sensitive practices: counseling interventions
✤ Disconnect between cultural backgrounds of counselor & client may elicit
differences in counseling process
Multicultural Counseling
✤ Clients have their own cultural perspectives; counselors do too
✤ Client's concerns are based on their cultural backgrounds
✤ Might have different perceptions of counseling process & outcomes of treatment
Racial/Cultural Identity Development Model Dominant group considered superior to ethnic group
(Conformity)
-Questions previous beliefs, struggles with discrimination
Racial/Cultural Identity Development Model
(Dissonance )
-Positive views of own ethnic group
-Appreciation for own ethnic group
Racial/Cultural Identity Development Model
(Resistance and Immersion)
-Diminished valuing of dominant group
Racial/Cultural Identity Development Model Flexibility with both ethnic and dominant culture
(Introspection)
Racial/Cultural Identity Development Model Both ethnic and dominant culture have positive and negative aspects
(Integrative Awareness)
Traditional
Acculturation & Assimilation (Traditional)
Embraces traditional beliefs and values
Transition
Acculturation & Assimilation (Transition)
Holds on to traditional and dominant culture
Bicultural
Acculturation & Assimilation (Biclutural)
Accepts and is accepted by both dominant and traditional cultures
Assimilation
Acculturation & Assimilation (Assimilation)
Accepts only the dominant cultural beliefs and values
Ethnic self-identification Categorize self as member of an ethnic group
Ethnic constancy Acknowledge that ethnic characteristics are constant across time/place
Ethnic role behavior Take part in behaviors that reflect cultural values, customs, language
Ethnic knowledge Understand that some of their characteristics are relevant to own ethnic group
Ethnic feelings and preferences Emotional response to own ethnic group!
-Must acknowledge the reality of the cultural influences
Skills of cultural competence -Recognize differences as differences, not as deficiencies
-Avoid stereotyping and an ethnocentric perspective
✤ Encourage youth to talk about themselves, their families, and their experiences
✤ Focus on strengths
✤ Ask about social class status rather than making assumptions
African American Children
✤ Ask for descriptions of holiday celebrations, kinship networks, and role of religion in
their lives
✤ Solicit their concerns; gain their perspectives
, ✤ Knowledge of & respect for Native American worldview is essential
✤ Individual's problem is seen as a problem of the community
American Indian and Alaskan Native ✤ Sensitively and openly address issues of ethnic dissimilarity
Children ✤ Consider degree of acculturation
✤ Consider having open-ended sessions free from time constraints
✤ Include family members and tribal elders (consultation)
✤ Recognize difficulty of self-disclosure and meaning of restraint as an attribute of
emotional maturity
✤ Recognize an individual's problems may be seen as shaming the family
Asian American Children
✤ Keep questions relevant to the problem; avoid asking too many personal questions
✤ Focus on present time and on resolutions
✤ Work to gain an understanding of nonverbal communication
✤ Introduce yourself in a respectful, warm, and mutual manner
✤ Less acculturated youth: counselors considered an authority
✤ Describe counseling process and roles of counselor & client
✤ Solicit their concerns: gain their perspective
Latino/a Children
✤ Assess acculturation levels; influence of culture on worldviews
✤ Consider including family members (consultation)
✤ Reassure youth that sessions are confidential and information will not be released to
government agencies
✤ Develop a trusting relationship in counseling
✤ Understand that presenting problem may mask a deeper ethnic identity concern
Biracial and Multiracial Children ✤ Assist in building self-esteem
✤ Understand the link between ethnic confusion and other developmental concerns
✤ Involve the family (consultation
o Develop an ethical sensitivity
o Identify and define the problem -
o Consider your own emotional reaction to the situation
o Apply ethical principles and theories to the situation
o Refer to professional standards, relevant laws and regulations and current ethics
research
o Consult with colleagues and or experts
o Involve client in decision-making process
o Identify desired outcomes and action to achieve those outcomes
o Consider different courses of action
o Choose an action
o Reflect on the actions taken
Ethical decision making model
· *Principles of professional ethics: competence
o Possessing adequate or better ability to complete some task physically, intellectually,
emotionally or otherwise
o Completion of appropriate program of study and attainment
· * Autonomy and self-determination
o We maintain the dignity of all with whom we work
o We respect the right of persons to participate in decisions affecting their own welfare
o Encourage parent participation in child's educational programming
o Obtain parent consent prior to establishing counselor-client relationship
§ They can have a chance to consent to or deny proposed services
§ Moral, political, religious differences - we have a moral obligation to allow the family
to choose how to live their lives
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