Strategies to Achieve the Competencies and Objectives I

Strategies to Achieve the Competencies and Objectives (I)

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.

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, 105114.

• 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, 389394.

• Sabnani, H. B. , Ponterotto, J. G. , & Borodovsky, L. G. (1991), White racial identity development and cross-cultural training. The Counseling Psychologist, 19, 76102. • Wrenn, C. G. (1962). The culturally encapsulated counselor. Harvard Educational Review, 32, 444 -449.

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

• 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.

• 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.

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

Strategies to Achieve the Competencies and Objectives (II)

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 (2 nd ed. ). New York: Wiley.

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

• 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).

• 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).

• 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.

• 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.

• 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).

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

Strategies to Achieve the Competencies and Objectives (III)

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.

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

• 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.

• 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.

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:

• Ho, M. K. (1992). Minority children and adolescents in therapy. Newbury Park: Sage (see Appendix) • La. Fromboise, 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.

• 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.

• 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.

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

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 crosscultural approach in support of the worth, dignity, potential, and uniqueness of each individual.

Sections

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 counselor+s own cultural/ethnic/racial identity impacts her or his values and beliefs about the counseling process. (See E. 8. and F. 2. i. )

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. )

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. )

Section E: Evaluation, Assessment, and Interpretation

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. )

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.

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. )

AMERICAN PSYCHOLOGICAL ASSOCIATION ETHICAL PRINCIPLES OF PSYCHOLOGISTS AND CODE OF CONDUCT

• 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

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, selfdetermination, and autonomy, mindful that legal and other obligations may lead to inconsistency and conflict with the exercise of these rights. . .

• 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.

ETHICAL STANDARDS

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.

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.

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, socioeconomic status, or any basis proscribed by law.

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.

2. EVALUATION, ASSESSMENT, OR INTERVENTION

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.

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

(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.

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).

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.

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

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.