Essentials of Intentional
Interviewing
Counseling in a
Multicultural World
Allen E. Ivey
University of Massachusetts, Amherst
University of South Florida at Tampa
Mary Bradford Ivey
University of South Florida at Tampa
and Microtraining Associates, Inc.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Chapter 2
Ethics, Multicultural
Competence, and
Wellness
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Chapter Goals
Slide One
Apply key ethical principles.
Develop your own informed consent
form.
Define multicultural competence.
Apply wellness and positive
psychology in an assessment
interview.
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Ethics
In the Helping Profession, Slide One
Major helping professions outline code
guides for ethical practice. Codes
empower professionals/trainees to:
Keep good practice
Protect their clients
Safeguard their autonomy
Enhance the profession
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Ethics
In the Helping Profession, Slide Two
Competence
Informed Consent
Confidentiality
Power
Social Justice
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Competence
Ethics In the Helping Profession
Practice within the boundaries of
your own competence.
Boundaries include education,
training, supervised experience,
recognized professional credentials,
and professional experience.
Recognize your limitations and seek
supervision as required.
Refer clients as necessary.
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Informed Consent
Ethics In the Helping Profession
Clients have the right to participate
in ongoing counseling plans.
Keep clients informed of pertinent
elements, as necessary, before,
during, and after sessions:
(including, but not limited to)
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Goals
Procedures and techniques
Risks and benefits
Confidentiality
Boundaries of competence
Limitations
Fee collection and record keeping
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Confidentiality
Ethics In the Helping Profession
Trust is built on your ability to
keep confidences.
Recognize and maintain
compliance with state codes
regarding confidentiality.
Communicate the parameters of
confidentiality in a culturally
competent manner.
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Power
Ethics In the Helping Profession
Power differentials occur where
privilege may go with skin color, gender,
sexual orientation, or other multicultural
dimensions.
Dual relationships may increase conflict
of interest, risk of harm, or client
exploitation.
Maintain awareness and open
discussion; work toward a balance of
power in helping sessions.
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Social Justice
Ethics In the Helping Profession
Is the problem, concern or challenge
“in the client.” “in the environment,”
or in some balance of the two?
Is the interviewer’s task completed
when the session is over?
Maintain awareness of cultural /
environmental / social context of the
client.
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Multicultural Practice
Diversity and Multicultural Comptetence
Dimension 1: Be aware of your
own assumptions, values, and
biases
Dimension 2: Understand the
worldview of the culturally
different client.
Dimension 3: Develop appropriate
strategies and techniques
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Dimension 1
Awareness of Assumptions, Values, and Biases
Must have self awareness in order
to develop self awareness in
others.
Know your cultural background and
the distinction between self and
client.
Recognize your limitations and
refer as necessary.
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Dimension 2
Understanding the Culturally Different Client’s Worldview
How do clients see themselves and the
world around them?
Learn the client worldview; do not
impose interviewer views on the client.
Some traditional approaches may be
inappropriate or ineffective with some
groups.
Continue learning worldviews through
academic study, reading, and living
experience.
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Dimension 3
Developing Appropriate Intervention Strategies and Techniques
Expand skills in traditional strategies
and newer methods.
Use traditional theory in a more
culturally respectful manner.
Build awareness of cultural bias in
testing instruments and assessment
processes.
Adapt present methods to be more
culturally sensitive.
Engage in varied helping responses to
support multicultural clients.
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Diversity and Ethics
Developing Appropriate Intervention Strategies and Techniques
Helpers are committed to the dignity and value
of each individual.
We can enhance individuality the more we
understand we are all part of multiple cultures.
Multicultural includes sexual orientation, age,
gender, geographic location, physical ability,
religion, socioeconomic status, and other
factors.
All interviewing and counseling is multicultural;
seek the “win-win” approach.
Helpers need to address own personal issues of
prejudice and racism.
Adapted from Mark Pope, Cherokee Nation and Past President of the American Counseling Association, Box 2-3, pg. 30.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Wellness
Positive Psychology
Problem solving requires client
strengths.
Identify strengths and known resources
to improve client approach to complex
issues. (Tyler, 1961)
Focus on building strength and resilience
rather than damage repair. (Seligman,
2002)
Story – positive asset – restory – action
model guides search for strength and
resources.
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Positive Orientation
Drawing Out Client Stories
Listening
Strength Development
New Perspectives
Action Planning
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Wellness Assessment
Positive Psychology
Expand skills in traditional strategies and
newer methods.
Use traditional theory in a more culturally
respectful manner.
Build awareness of cultural bias in
testing instruments and assessment
processes.
Adapt present methods to be more
culturally sensitive.
Engage in varied helping responses to
support multicultural clients.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Wellness Assessment
Positive Psychology
The Essential Self
The Social Self
The Coping Self
The Creative Self
The Physical Self
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The Essential Self
Dimension 1, Wellness Assessment
Spirituality
Be specific. What strengths and
supports do you gain from your
spiritual/religious orientation?
Gender Identity
What strengths do you draw from your
gender?
Your sexual orientation?
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The Essential Self
Dimension 1, Wellness Assessment
Cultural Identity
What strengths do you draw from your
race?
Your ethnicity?
Self Care
How well do you care for yourself?
Do you avoid drugs and alcohol?
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The Social Self
Dimension 2, Wellness Assessment
Friendship
Tell me about your friends and what
strengths they provide you.
Love
Please share some positive family
stories.
What are some positive memories
about grandparents, parents, siblings,
or your extended family.
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The Coping Self
Dimension 3, Wellness Assessment
Leisure
What leisure activities do you enjoy?
Do you take time to enjoy them?
Stress-Management
What are specific skills you use to cope
with stress?
Do you remember to use these
strategies?
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The Coping Self
Dimension 3, Wellness Assessment
Self-Worth
What gives you a sense of worth and
self-esteem?
Realistic Beliefs
Do you have realistic beliefs about
yourself and your abilities.
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The Creative Self
Dimension 4, Wellness Assessment
Thinking
Could you give an example of when
positive thinking worked for you?
Emotions
When have you felt and expressed
emotion with a good results?
Negative emotion?
Positive emotion?
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The Creative Self
Dimension 4, Wellness Assessment
Control
When have you been able to control a
difficult situation in a positive way?
Work
What jobs have you enjoyed and been
most proud?
Positive Humor
What makes you laugh?
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The Physical Self
Dimension 5, Wellness Assessment
Exercise
How well does your present weight and
eating habits reflect good nutrition?
Nutrition
What do you do for exercise?
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Chapter 2
Skills Practice
Ethics, Multicultural
Competence, and Wellness
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Group Practice Exercise
Ethics, Multicultural Competence, and Wellness
Examine your multicultural
background.
Develop an informed consent
form.
Practice a wellness
interview.
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Multicultural Background
Ethics, Multicultural Competence, and Wellness
Separate into groups of three.
Review the RESPECTFUL Model.
Discuss each dimension briefly.
Identify your multicultural self.
Because of being from a specific group,
do you (or not) have more privileges
and advantages?
What would it be like for you to be
more (or less) privileged in each area?
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Informed Consent
Develop An Informed Consent Form
Separate into groups of four.
Review the Informed Consent Form
from the text. (Box 1-3, p. 19)
What are your reactions to the
form?
How would you change the form for
this course?
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Wellness Interview
Conduct a Wellness Interview for Practice
Separate into groups of three.
Person 1: client
Person 2: interviewer, using
Myers/Sweeny wellness concepts.
Person 3: observer
What strengths can you identify in
the identified client?
Client and observer complete Client
Feedback Form. (Box 1-3, p. 19)
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