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Counseling the culturally diverse theory and practice study guide
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In the article, “Counseling African American adolescents: The Impact of Race, Culture, and Middle Class Status”, the author’s share the following statement, “Recognition of the complex issues related to race, culture, and class will better position counselors to deliver more effective counseling services.” (Day-Vines, Patton, & Baytops, 2003, p.41). Through this article review I will look at some of the key psychosocial issues for African Americans as well as what central therapeutic approaches are appropriate. According to the text, Competent Christian Counseling, some of the key psychosocial issues for African Americans who work with counselors of another culture include: feelings of powerlessness in the face of the dominant white culture;
While it advocates for a Black Psychology perspective it also combines it with traditional Eurocentric psychological methodology. - Charles Thomas, Joseph White, and William Cross Radical School - This school of thought places emphasis on an African worldview analysis as essential to understanding the psychology of people of African descent. (Karenga, 2010) presents that Black psychologists who subscribe to the Traditional school of thought recognize the need for a change in the attitudes pertaining to the psychological assessment of African Americans however still utilize Eurocentric
The introduction to this article begins with a personal narrative about his own experiences as an African American teenage
Contrary to what many people may believe, African-Americans have a strong motivation towards achieving. From the parents to the children, there is a strong orientation for wanting to learn and get ahead. Research has shown that black children have educational and occupational aspirations that are often equal to, and sometimes higher, than white children (Stevenson et al. 1990; Winfield 1991b; Hill 1999). African-American paren...
It is pertinent to study the history of racial oppression when preparing to counsel a client from an ethnic minority if the counselor is from the majority culture. The problem is it would be difficult to examine the complete history and would be highly impossible especially in a short time. However, a therapist can gain knowledge of some of the essentials of history such as, religion, family structure, and background information. If the therapist or counselor is uncomfortable counseling these individuals he/or she can refer the client to someone who has more knowledge or has the same cultural background as the client. For instance, a therapist must become aware of the sociopolitical dynamics that form not only their clients’ views, but their own as well. Racial and cultural dynamics may interfere into the helping process and cause misdiagnosis, confusion, pain and reinforcement of biases and prejudices towards their client.
A substantial amount of educational and psychological research has consistently demonstrated that African American students underperform academically relative to White students. For example, they tend to receive lower grades in school (e.g., Demo & Parker, 1987; Simmons, Brown, Bush, & Blyth, 1978), score lower on standardized tests of intellectual ability (e.g., Bachman, 1970; Herring, 1989; Reyes & Stanic, 1988; Simmons et al., 1978), drop out at higher rates (e.g., American Council on Education, 1990; Steele, 1992), and graduate from college with substantially lower grades than White students (e.g., Nettles, 1988). Such performance gaps can be attributed to any number of factors, such as socioeconomic status, academic preparation, and educational opportunities; however, Steele (1997) pointed out that even when background factors are held constant, subsequent achievement remains lower for minority students. Moreover, much research in this area has focused on how African American students’ lack of motivation and negative attitudes contribute to their inferior academic performance (Ogbu, 1990); yet many Black students often report high educational aspirations (Fordham, 1996; Fine, 1991; Ogbu, 1987, 1990; Hauser & Anderson, 1991), even higher than White students of comparable class background (MacLeod, 1995). What remains certain is the urgent need to explain what accounts for the persistent academic underachievement of Black students.
It must be noted that for the purpose of avoiding redundancy, the author has chosen to use the terms African-American and black synonymously to reference the culture, which...
Unfortunately, when released from the detention centers these same individuals are untreated and rarely seek mental health treatments when released into the community, they also tend to display diminished cognitive reasoning and readjustment difficulties amongst their family, peers, and the community (Samuel, 2015). Since, most young black males are often categorized to be aggressive and disorderly they are often misdiagnosed, and likely to receive evasive services, placements and diagnoses of having and mental health issue. Because of this factor mistrust has been recognized as a major obstacle to the utilization of specialty mental health services among racial and ethnic minority populations. Cultural mistrust is explained by African Americans, as the constant mistreatment related to being Black or part of an ethnic group, that Whites cannot be trusted. Mental health doctors have a great challenge when it comes to reassuring young Black males to seek professional help for their suppressed mental health issues. There are three barriers that mental health doctors face: getting the Black male into counseling or mental health treatment, engaging them in the therapeutic process, and keeping them engaged long enough to achieve therapeutic goals. Trust of the mental health professional who will more than likely be white will definitely be the most vital factor to accomplishing each of these objectives (McCoy, Munson, Snowden & McMillen,
Race and ethnicity can influence a client’s experience of self and others in a variety of ways. A client’s personal race and ethnicity can influence his or her experience within the context of therapy through the set of beliefs he or she brings into the room. This set of beliefs and customs influences how he or she views therapy and whether there is motivation to be there. If the client’s culture does not usually seek therapy for their problems, or even believe in mental illness, it is likely the client will have apprehensions about trusting or speaking to the clinician. If the clinician is not aware of this possibility, the clinician may wonder why the client is in therapy if he or she will not speak or allow rapport to be built. A responsible clinician will take this into consideration.
Snowden, Lonnie R. Barriers to Effective Mental Health Services for African Americans. N.p.: n.p., 2001. Print. Mental Health Services Research 4.
Remember, self-reflection is vital to becoming a culturally-competent counselor. The counselor should consistently re-examine their worldview and personal beliefs about diverse individuals and other cultures. The idea is for the counselor to explore their own prejudices, emotions, and preconceived notions of those that differ from themselves. Remaining curious and willing to learn about culturally distinct groups is a practical way of working effectively with varied clients in counseling and understanding what barriers and prejudices are typical in their
A counselor’s value system and core beliefs will usually make or break a therapeutic relationship (Duncan, 2005). It has been determined that African American students, frequent counselor offices far less than do Caucasian students. One of the major reasons why they discontinue treatment prematurely can usually be attributed to perceived differences in values with the therapist (Duncan, 2005). This logic makes perfect sense since no person wants to invest in a relationship with someone who does not understand them and may not even
Counseling diverse clients ethically involves knowledge of one’s own cultural group, values, and awareness of one’s current stage of racial identity development as well as an understanding of minority clients’ stage of racial and cultural identity (Sue, & Sue, 2013). As a White student counselor I read the article titled, “Racism and White Counselor Training: Influence of White Racial Identity Theory and Research,” by Sherlon Pack-Brown (1999) and reviewed Sue and Sue’s (2013) stages of racial and cultural identity in order to gain personal knowledge and insight.
Understanding race, ethnicity, and culture is an extremely important aspect of being a counselor. If an individual does not have cultural identity of their own or understand his or herself as a cultural, ethnic, or racial individual, it may be difficult to help your clients. Understanding and being aware of your cultural identity will help the counselor be conscious of their own prejudice. Being aware of your own prejudice towards any culture, race, or ethnic group may help you redirect your negative thinking into a positive active role as a counselor. Having awareness will make an individual an improved counselor able to empathize and understand any individual who seeks therapy.
The main issue that children face during this stage is self-identification. Adolescents are making the transition to adulthood and trying to figure out exactly who they are. Children during this time, often experience an identity crisis as they explore many different beliefs and value systems in the search for self-identity (Woolfolk, 2013, p.102). Societal forces, such as race, sex and class, also play an important role in self-identification, especially in regards to African American youth. Erikson believed that the search for identity encompassed not only how an individual viewed him or herself but also how they were viewed by society (Brittian 2012). African Americans, between the ages of 12 and 18, grapple with the same issues all adolescents experience, such as physical changes and the desire for autonomy. However, African American adolescents also deal with racial prejudice and the role that it plays in shaping their self-perception. According to Brittian (2012), the way that African Americans handle issues of race, rather problematic or constructive, has a major impact on the formation of their self-identity. Identity is the focal point of the adolescence stage and when children can’t decide who they are or their place in society, they become hampered by an identity
The diversity creates three major difficulties for multicultural counseling. Many cultural groups do not share the same values implied by methods and they do not share the same counseling expectations for the clients conduct or outcome of their counseling sessions. Because of the role of many Jamaicans religions plays a major role in their lives and their rehabilitation process as