Strategies to Achieve the Competencies and Objectives (I)

1
Strategies to Achieve the Competencies and
Objectives (I)
2
Read materials regarding identity development.

• For example, a European-American counselor may
  read materials on White or Majority Identity
  Development
• an African American may read materials on Black
  Identity Development to gain an understanding of
  their own development.
• Additionally, reading about others' identity
  development processes is essential.

3
The following are some resources specifically for
White counselors

• Carter. R.T. (1990). The relationship between
  racism and racial identity among White Americans
  An exploratory investigation, Journal of
  Counseling Development, 69, 46-50.
• Corvin, S., Wiggins, F. (1989). An anti-racism
  training model for White professionals. Journal
  of Multicultural Counseling and Development, 17,
  105-114.

4

• Helms, J. (1990). White identity development. New
  York Greenwood Press.
• Pedersen, P. B. (1988). A handbook for
  development of multicultural awareness.
  Alexandria, VA American Association for
  Counseling and Development,
• Pope-Davis. D. B., Ottavi, T. M. (1992). The
  influence of White racial identity attitudes on
  racism among faculty members A preliminary
  examination. Journal of College Student
  Development, 33, 389-394.

5

• Sabnani, H. B., Ponterotto, J. G., Borodovsky,
  L. G. (1991), White racial identity development
  and cross-cultural training. The Counseling
  Psychologist, 19, 76-102.
• Wrenn, C. G. (1962). The culturally encapsulated
  counselor. Harvard Educational Review, 32,
  444-449.

6
Other Professional Activities

• Attend annual conferences and workshops such as
  
• Annual Conference on Race and Ethnicity in Higher
  Education sponsored by the Center for Southwest
  Studies Oklahoma (1995, Santa Fe)
• Third World Counselor's Association Annual
  Conference (Palm Springs, 1995)
• AMCD Annual Western Summit

7

• Engage a mentor from your own culture who you
  identify as someone who has been working toward
  becoming cross-culturally competent and who has
  made significant strides in ways you have not.

8

• Engage a mentor or two from cultures different
  from your own who are willing to provide honest
  feedback regarding your behavior, attitudes, and
  beliefs. Be willing to listen and work toward
  change.

9
Films

• The Color of Fear by Lee Mun Wah
• A Class Divided produced by PBS for "Frontline"
• True Colors-- "20/20" Special
• Video The Trial Model by Paul Pederson

10
Strategies to Achieve the Competencies and
Objectives (II)
11
Readings to help understand different worldviews

• Atkinson, D., Morten, G., Sue, D. W. (1989).
  Counseling American minorities A cross-cultural
  perspective. Dubuque, IA Brown.
• Collins, P. (1990). Black feminist thought
  Knowledge, consciousness and the politics of
  empowerment. Boston, MA Unwin Hyman,
• Sue, D. W., Sue. D. (1990). Counseling the
  culturally different Theory and practice (2nd
  ed.). New York Wiley.

12
Attend annual conferences and workshops such as

• Annual Conference on Race and Ethnicity in Higher
  Education sponsored by the Center for Southwest
  Studies Oklahoma (1995, Santa Fe)
• Third World Counselor's Association Annual
  Conference (Palm Springs, 1995)
• AMCD Annual Western Summit

13

• Enroll in ethnic studies courses at local
  community colleges or universities that focus on
  cultures different from your own
• Spend time in communities different from your
  own (e.g., shopping in grocery stores, attending
  churches, walking in marches).
• Read newspapers and other periodicals targeting
  specific populations different from your own
  (i.e., Spanish language newspapers, Buffalo
  Soldier, Lakota Times).

14

• Engage in activities and celebrations within
  communities different from your own (e.g.,
  Juneteenth, Tet, Cinco de Mayo).
• Engage a mentor or two from cultures different
  from your own who are also working toward
  cross-cultural competency (be sure to discuss
  with them your contribution to the relationship).

15

• Accept that it is your responsibility to learn
  about other cultures and implications in
  counseling and do not expect or rely on
  individuals from those cultures to teach you.
• Learn a second or third language relevant to
  clients to begin to understand the significance
  of that language in the transmission of culture.

16

• Seek out and engage in consultation from
  professionals from cultures relevant to your
  client population.
• Spend time in civil service offices observing
  service orientation toward individuals of color
  (Chicano/Latino, African American, Asian
  American, Native American) and contrast that with
  service orientation toward White individuals.

17

• observe any differences in service orientation
  that may be based on class issues (e.g., someone
  alone and well dressed versus a woman with
  children wearing older clothing, somewhat
  disheveled).

18
Films

• The Color of Fear by Lee Mun Wah
• El Norte
• Stand and Deliver
• Roots
• Lakota Woman
• Daughters of the Dust

19
Strategies to Achieve the Competencies and
Objectives (III)
20
Readings

• Atkinson, D., Morten, G., Sue, D. W. (1989).
  Counseling American minorities A cross-cultural
  perspective. Dubuque, IA Brown.
• Ibrahim, F. A., Arredondo, P.M. (1990). Ethical
  issues in multicultural counseling. In B. Herlihy
  L. Golden (Eds.), Ethical standards casebook
  (pp. 137-145). Alexandria, VA American
  Association for Counseling and Development.

21

• Katz, J. (1978). White awareness Handbook for
  anti-racism training. Norman, OK Oklahoma.
• LaFromboise, T. D., Foster, S. L. (1990).
  Cross-cultural training Scientist-practitioner
  model and methods, The Counseling Psychologist,
  20, 472-489.
• LaFromboise, T, D., Foster, S. L. (1989).
  Ethics in multicultural counseling. In P. B.
  Pedersen, W. J. Lonner, J. E. Trimble (Eds.),
  Counseling across cultures (3rd ed., pp.
  115-136). Honolulu, HI University of Hawaii
  Press.

22

• Meet with leaders and heads of organizations that
  specifically focus on providing service to
  individuals of certain cultural groups to discuss
  how you may work cooperatively together and what
  support you may provide the organization.

23

• Conduct informal research of your clientele, your
  organizations' clientele, to determine if there
  are patterns of use or non use along cultural
  and/or racial lines.

24
Overall Strategies for Achieving Competencies in
all Three Areas

• Assess self in terms of cross-cultural counseling
  competencies either by reviewing the competencies
  and giving examples in each area and/or using any
  of the following resources regarding assessment
  instruments

25

• Ho, M. K. (1992). Minority children and
  adolescents in therapy. Newbury Park Sage (see
  Appendix)
• LaFromboise, T, D., Coleman, H. L. K.,
  Hernandez, A. (1991). Development and factor
  structure of the Cross Cultural Counseling
  Inventory-Revised. Professional Psychology
  Research and Practice, 22, 380-388.
• Ponterotto, J. G., Rieger, B. P., Barrett, A.,
  Sparks, R. (1994). Assessing multicultural
  counseling competence A review of
  instrumentation. Journal of Counseling
  Development, 72, 316--322.

26

• Learn a second or third language relevant to
  clients.
• Communicate to conference organizers and
  workshop providers that you will attend only if
  the activity addresses cross-cultural aspects of
  the topic.
• Actively communicate in your organization the
  need for training in cross-cultural training
  relevant to that organization.

27

• Speak up in your organization when you observe
  that clients, students or others are being
  treated unfairly based on such characteristics as
  race, ethnicity, or physical ableness.
• Become a member of AMCD, Division 45/APA, or
  state and local organizations that provide
  cross-cultural exchanges.

28
ACA Code of Ethics

• Preamble
• Section A The Counseling Relationship
• Section B Confidentiality
• Section C Professional Responsibility
• Section D Relationships With Other Professionals
• Section E Evaluation, Assessment, and
  Interpretation
• Section F Teaching, Training, and Supervision
• Section G Research and Publication
• Section H Resolving Ethical Issues

29
Preamble

• The American Counseling Association is an
  educational, scientific, and professional
  organization whose members are dedicated to the
  enhancement of human development throughout the
  life-span. Association members recognize
  diversity in our society and embrace a cross-
  cultural approach in support of the worth,
  dignity, potential, and uniqueness of each
  individual.

30
Sections
31
Section A The Counseling Relationship

• A.2. Respecting Diversity
• a. Nondiscrimination. Counselors do not condone
  or engage in discrimination based on age, color,
  culture, disability, ethnic group, gender, race,
  religion, sexual orientation, marital status, or
  socioeconomic status. (See C.5.a., C.5.b., and
  D.1.i.)
• b. Respecting Differences. Counselors will
  actively attempt to understand the diverse
  cultural backgrounds of the clients with whom
  they work. This includes, but is not limited to,
  learning how the counselors own
  cultural/ethnic/racial identity impacts her or
  his values and beliefs about the counseling
  process. (See E.8. and F.2.i.)

32
Section C Professional Responsibility

• C.5. Public Responsibility a.
  Nondiscrimination. Counselors do not discriminate
  against clients, students, or supervisees in a
  manner that has a negative impact based on their
  age, color, culture, disability, ethnic group,
  gender, race, religion, sexual orientation, or
  socioeconomic status, or for any other reason.
  (See A.2.a.)

33
Section D Relationships With Other Professionals

• D.1. Relationships With Employers and Employees
• D.1.i. Discrimination. Counselors, as either
  employers or employees, do not engage in or
  condone practices that are inhumane, illegal, or
  unjustifiable (such as considerations based on
  age, color, culture, disability, ethnic group,
  gender, race, religion, sexual orientation, or
  socioeconomic status) in hiring, promotion, or
  training. (See A.2.a. and C.5.b.)

34
Section E Evaluation, Assessment, and
Interpretation
35
E.5. Proper Diagnosis of Mental Disorders

• a. Proper Diagnosis. Counselors take special care
  to provide proper diagnosis of mental disorders.
  Assessment techniques (including personal
  interview) used to determine client care (e.g.,
  locus of treatment, type of treatment, or
  recommended follow-up) are carefully selected and
  appropriately used. (See A.3.a. and C.5.c.)

36

• b. Cultural Sensitivity. Counselors recognize
  that culture affects the manner in which
  clients' problems are defined. Clients'
  socioeconomic and cultural experience is
  considered when diagnosing mental disorders.

37

• E.8. Diversity in Testing Counselors are
  cautious in using assessment techniques, making
  evaluations, and interpreting the performance of
  populations not represented in the norm group on
  which an instrument was standardized. They
  recognize the effects of age, color, culture,
  disability, ethnic group, gender, race,
  religion, sexual orientation, and socioeconomic
  status on test administration and interpretation
  and place test results in proper perspective
  with other relevant factors. (See A.2.a.)

38

• AMERICAN PSYCHOLOGICAL ASSOCIATION
• ETHICAL PRINCIPLES OF PSYCHOLOGISTS AND CODE OF
  CONDUCT

39

• Preamble
• General Principles
• Principle a competence
• Principle b integrity
• Principle c professional and scientific
  responsibility
• Principle d respect for people's rights and
  dignity
• Principle e concern for others' welfare
• Principle f social responsibility
• Ethical Standards

40
Principle d respect for people's rights and
dignity

• Psychologists accord appropriate respect to the
  fundamental rights, dignity, and worth of all
  people. They respect the rights of individuals to
  privacy, confidentiality, self-determination, and
  autonomy, mindful that legal and other
  obligations may lead to inconsistency and
  conflict with the exercise of these rights...

41

• Psychologists are aware of cultural, individual,
  and role differences, including those due to
  age, gender, race, ethnicity, national origin,
  religion, sexual orientation, disability,
  language, and socioeconomic status.
  Psychologists try to eliminate the effect on
  their work of biases based on those factors, and
  they do not knowingly participate in or condone
  unfair discriminatory practices.

42
ETHICAL STANDARDS
43
1. GENERAL STANDARDS

• 1.08 Human Differences. Where differences of
  age, gender, race, ethnicity, national origin,
  religion, sexual orientation, disability,
  language, or socioeconomic status significantly
  affect psychologists' work concerning particular
  individuals or groups, psychologists obtain the
  training, experience, consultation, or
  supervision necessary to ensure the competence of
  their services, or they make appropriate
  referrals.

44

• 1.09 Respecting Others. In their work-related
  activities, psychologists respect the rights of
  others to hold values, attitudes, and opinions
  that differ from their own.

45

• 1.10 Nondiscrimination. In their work-related
  activities, psychologists do not engage in unfair
  discrimination based on age, gender, race,
  ethnicity, national origin, religion, sexual
  orientation, disability, socio- economic status,
  or any basis proscribed by law.

46

• 1.12 Other Harassment. Psychologists do not
  knowingly engage in behavior that is harassing or
  demeaning to persons with whom they interact in
  their work based on factors such as those
  persons' age, gender, race, ethnicity, national
  origin, religion, sexual orientation, disability,
  language, or socioeconomic status.

47

• 2. EVALUATION, ASSESSMENT, OR INTERVENTION

48
2.04 Use of Assessment in General and With
Special Populations.

• (a) Psychologists who perform interventions or
  administer, score, interpret, or use assessment
  techniques are familiar with the reliability,
  validation, and related standardization or
  outcome studies of, and proper applications and
  uses of, the techniques they use.

49

• (b) Psychologists recognize limits to the
  certainty with which diagnoses, judgments, or
  predictions can be made about individuals.

50

• (c) Psychologists attempt to identify situations
  in which particular interventions or assessment
  techniques or norms may not be applicable or may
  require adjustment in administration or inter-
  pretation because of factors such as individuals'
  gender, age, race, ethnicity, national origin,
  religion, sexual orientation, disability,
  language, or socioeconomic status.

51
Problems with Using Professional Guidelines in
Ethical Conduct (Locke and Pedersen, 1996)

• 1. Given the American Counseling Association's
  and American Psychological Association's cultural
  bias in professional ethical guidelines, the
  multicultural counselor may be forced into
  "responsible disobedience" in order to do the
  right thing (Casas Thompson, 1991 Pedersen
  Marsella, 1982).

52

• 2. The professional ethical guidelines emphasize
  a counselor's ethical responsibility to know
  their client's cultural values before delivering
  a service, but those same professional guidelines
  each continue to support the narrow perspective
  of a dominant culture in their underlying" and
  unstated and unacknowledged" assumptions.

53

• 3. Professional ethical guidelines seem more
  concerned with protecting providers against
  culturally different consumers.

54

• 4. The professional ethical guidelines seem to
  escape into abstract generalizations in the
  unstated assumption that all counselors of good
  will share the same cultural assumptions. Seeking
  safety in abstractions allows individual
  counselors to project their own self-referenced
  cultural assumptions on the guidelines at the
  expense of culturally different clients.