EDUCATIONAL PSYCHOLOGY/COUNSELING 265-715: MULTICULTURAL COUNSELING
Instructor: Adrian Chan (Office: Enderis 775; Phone: 229-5053; E-mail: achan@csd.uwm.edu)
Fall 1998: Mondays, 4:30-7:10 pm, MER 314
REQUIRED TEXTS
1.
2.
3.
McGoldrick, M., Pearce, J.K., & Giordano, J. (1996). (2nd Edition). Ethnicity & family therapy. NY:
Guilford Press.
Wilson, M. & Russell, K. (1996). Divided sisters. Bridging the gap between Black women & White
women. NY: Anchor Bks/Doubleday.
Additional Multicultural Counseling/Therapy Readings (to check out).
Optional:
1.
Ipsaro, A.J. (1997). White men, women & minorities in the changing work force. Denver, CO:
Meridian Assoc.
2.
Smitherman, G. (1994). Black Talk. Words and phrases from the hood to the amen corner. Boston,
MA: Houghton Mifflin Co.
3.
Carnevale, A.P. & Stone, S.C. (1995). The American mosaic: An in-depth report on the future of
diversity at work , NY: McGraw-Hill.
FINAL COURSE GRADE
1. Multicultural paper...............50 pts.
2. Exam ...............................40 pts.
3. Class participation/discussion..10 pts.
95 - 100 pts
=A
91 - 94
= A88 - 90
= B+
84 - 87
81 - 83
78 - 80
74 - 77
71 - 73
Below 70,
----100 pts.
=B
= B= C+
=C
= C= D, F
COURSE PERSPECTIVE
This course has a long history. It originated in the early '70's in response to the racial/ethnic movements of the
'60's that demanded greater responsiveness from counselors/human service professionals towards the culturally
different (common concepts then were: anti-establishment, deficit models, culturally disadvantaged and
compensatory education). Today in the 90's, these issues are recast using terms and phrases like:
multiculturalism, diversity, empowerment, gender equity, White (male) bashing/entitlement, GLBT, disability,
age, and underrepresented groups trying to achieve equal access/participation/outcome from society's
institutions. We live in a rapidly changing and exciting time as some many different cultural groups, nationally
and globally, try to shed off the yoke of domination by other groups. Two megatrends form this backdrop from
which to view multicultural counseling today.
First, if you have ever traveled outside the borders of the USA, you may note that:
a.
Out of every 100 people in the world, 6 are Americans, 94 are non-Americans;
b.
The 6 Americans would have half the worlds income, the other 94 non-Americans would
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c.
d.
e.
f.
share the remaining half;
Out of every 100 people in the world, 33 are Christians, the other 67 are non-Christians;
Out of every 100 people in the world, 30 are white, the other 70 are non-white;
The 6 Americans have a life expectancy of 70 years, the other 94 non-Americans have a life
expectancy of less than 40 years;
The 6 Americans have 15 times as many possessions as the average of all the rest of the
people in the world.
Robert Reichs The Work of Nations (1991) provides the second backdrop from which to view multicultural
counseling:
The pressures of global change have fragmented the American electorate. Routine producers and in-person
servers -- tending toward zero-sum nationalism -- fear that foreigners, the Japanese in particular, are taking
over the nation's assets and secretly influencing American politics. They resent low-wage workers in
Southeast Asia and Latin America who are inheriting many of America's routine production jobs and seem in
addition to be swarming into American cities (p. 314)....The modern nation-state, some two hundred years old,
is no longer what it once was: Vanishing is a nationalism founded upon the practical necessities of economic
interdependence within borders and security against foreigners outside (p. 315).
As we move towards the 21st century, we are dealing with the changing diversity within our nation, as well as
globally. Current data show that the 1990 workforce consists of 125 million workers (43% White/Eur Am
males, 39% Wh/EurAm women; 11% Af Am, 8% Hsp/Lat and 3% As Am). By the year 2000, 85% of all new
entrants to the USA workforce will be women, underrepresented racial/ethnic groups and/or immigrants.
Projected to the year 2010, the workforce is expected to be 155 million workers (36% Wh/Eur Am male, 33%
Wh/Eur Am women, 12% Af Am, 12% Hsp/Lat Am and 6% As Am). Second, the fact that the Honda Accord
has become a USA-made car and the Pontiac LeMans has become a "foreign"-made car lends credence to
Reich's view that money, technology, information and goods transcend national borders and that "the very idea
of an American economy is becoming meaningless, as are notions of an American corporation, American
capital, American products, and American technology."
Since many of you will work in our schools, communities, or corporate America, there is a need to learn how to
understand and harness cultural diversity in our respective job roles, if we are to live harmoniously, work
productively and thrive in the 21st century. In other words, the challenge of the 90's is to understand that
valuing, harnessing and managing diversity has major impact (hopefully more additive than subtractive) in our
educational, community and work settings.
Although our counseling, therapeutic and mental health professions have not been in the forefront of advocacy
and change, they have been responsive to these macro-changes. These fields will increasingly reflect changing
multicultural agendas, e.g., the need to address the race/ethnicity, generation, gender, GLBT, disability, age
and class issues; the "double neediness" of clients (social/environmental needs and psychological/emotional
needs); as well as the need for systematic inquiry to support or discard theories and practices relevant to this
so-called fourth force.
It is said that "you do not understand your own culture until you've experienced and studied another culture.
If you are part of the dominant culture (e.g., Wh/Eur Am), then chances are you haven't been made to feel or
think differently about your culture, as do certain peoples of color. This semester participants will experience
and study multiple cultures from the insider and the outsider perspectives. Recognizing that each of us do not
exist in just one simplistic dimension, but in multidimensions (we are unique (individuals), we are also human
beings (universals), but we also are a part of certain gender, class, racial/ethnic affiliations (groups)), we will
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examine these implications for multicultural counseling. No single comprehensive textbook exists covering
the cultural values of the dominant and underrepresented groups, along with theories, intervention models,
research and strategies. Neither will a single set of experiences make you multiculturally flexible and
competent. So, the literature (text, additional readings, videos, etc.) drawn upon will indeed be
multidisciplinary.
The goal of this course is to develop multicultural flexibility in the participant, such that you are able to view
cross-cultural situations beyond your initial filter, understand other perspectives, generate alternative solutionfocused views/behaviors/strategies, and integrate them into your reportoire. Much of our discussions will
follow a particular sequence: Spontaneous reactions, Observations, Meaning ("What else might it mean?"),
and Cultural rule or values. You need to react spontaneously to cross-cultural situations, for it reveals
something about your own cultural values. This course will provide you with the awareness and knowledge
base from which to understand and develop cross-culturally sensitive skills for counseling. Often, metaphors
and dichos will used to anchor your learning. Be aware of how your instructor teaches each session as s/he
may model multicultural counseling/therapy strategies and techniques. Those seeking to enhance and broaden
their skills in multicultural counseling/therapy, training/consulting and research should take the follow-up
course: 265-815 - Advanced Multicultural Counseling. Because of the multi-level process-oriented nature of
this course, the experiences, examination and the course evaluation converge at the end of the semester.
COURSE GOALS/OBJECTIVES
1.
2.
3.
4.
To have participants become aware of the changing forces affecting counseling/therapy in the
multicultural 90's and the 21st century.
To have participants examine how their own cultural values and behaviors (from their ethnic family
and community upbringing) affect their identity development(s) in a multicultural society.
To provide participants with information on White ethnics, Am, Af Am, Hsp/Lat Am, Am Ind, and As
Am cultures (history, cultural values and counseling/therapeutic considerations) and issues related to
gender, generation, class, sexual/lifestyle orientation, disability and age.
To help participants frame/reframe cultural clashes in the context of multicultural counseling/therapy;
to generate never-before-new conversations w/in you and w/ others, and to generate alternative
solution-focused intervention strategies.
COURSE ASSIGNMENTS
1.
Multicultural Paper (50 points total) - due Dec 14th. This paper asks you to: a) reflect on your own
cultural story; b) describe your cultural clashes and potential transference/projection issues; c) reflect on other
peoples cultural stories; d) develop reaction and research papers, and e) provide a synthesis and integration
of your semester's experiences as your move towards multicultural flexibility.
2.
Examination (40 pts. total) - on Dec. 7th. The exam will focus on concept identification/short
essays/case study analysis on the textbook(s), other assigned readings, lectures/handouts, and videos. The
suggested exam study questions are found on the Additional Multicultural Counseling/Therapy Readings.
There will be a brief review session prior to the examination.
3.
Attendance and active participation (10 pts.) in class/videos/group discussions, roleplaying, and
exercises are expected, in addition to the reading materials and handouts.
TENTATIVE SCHEDULE (McG = McGoldrick et el., W&R = Wilson & Russell)
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9/14
Course perspective/requirements/handouts; Chans cultural genogram/story, implicit/explicit
messages re: culture, gender, GLBT, ability, age, peeves; Sign out for Additional Multicultural
Counseling/Therapy Readings packet; Multicultural exercise; Multicultural competencies;
9/21
Ethnic family groups/genograms - implicit/explicit messages re: culture, gender, anger/confronta- tion;
bring your genograms (McG chapts. 1,29, 31; Sue, Arredondo & McDavis; Steward et al; Hardy &
Laszloffy; Howe); Video (Blue Eyed) part I/discussion
9/28
Video (Blue Eyed) part II/discussion; Identity development models;
Culture, class, gender & workforce 2000 (2 Ponterotto & Pedersen articles; Atkinson, Morten & Sue;
Abrams et al; Downing & Roush; Enns; Ipsaro; Gudykunst & Nishida).
10/5
Af Am history, cultural values, cross-cult misunderstandings videos/discussion (McG chapts 4,5,8;
Kochman; Smitherman, W&R)
10/12
Af Am counseling implications - T. Parham video/discussion; J. Martin-Thomas video/discussion
(McG chapts 4,5,8; Kochman; Smitherman, W&R)
10/19
Af Am gender issues/therapeutic implications - Jean Moss/Sonya Clark vignette (W& R);
Hsp/Lat Am: history/cultural values/cross-cult.misunderstandings - S. Betances bkgrd video; (McG
chapts10-13,15)
10/26
Hsp/Lat Am cultural values & misunderstandings videos/discussion; gender issues/therapeutic
implications - P. Arredondo counseling video/discussion/roleplaying (McG chapts 10-13,15)
11/2
Asian Am history/cultural values/cross-cult.misunderstandings (McG chapts 16-20) - As Am cultural
videos/discussion
11/9
As Am gender issues/therapeutic implications - Murillo/Shon counseling videos/discussion/roleplaying; (Solberg et al; Jilek)
11/16
Am Ind history/cultural values/gender/cross cult.misunderstandings/therapeutic considerations -Bkgrd,
videos/discussion (Winds of Change: A Matter of Choice; W. Gollnick or T. LaFromboise;Wilma
Mankiller on social justice/gender issues) (McG chapts 2-3; LaFromboise, Trimble & Mohatt; DPI
Info)
11/23
Other diversity issues re: gender, sexual orientation, persons w/ disabilities, age, poor/underclass - L.
Walker gender-sensitive therapy video/discussion; GLBT exercise (2 Carnevale & Stone articles chapts 10,11; Kerns & Fine; Bailey et al; Glenn & Russell)
11/30
Review session; Sharing and processing ones semester's experiences: revelations, regrets &
reconciliations re: ones bkgd; events attended; interviews conducted; peeves; Some Persistent
Multicultural Counseling Issues; counseling video/discussion/roleplaying (handout)
12/7
Course evaluation; Examination (concept identification, short essay, case study);
12/14
Multicultural paper DUE.
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MULTICULTURAL PAPER (50 PTS.) - DUE Monday, Dec.14th. Approximately 35 pages in length, your
paper should consist of the following six sections:
1.
KNOWLEDGE/UNDERSTANDING OF YOUR OWN CULTURE - 10 pts. (approx. 7-10 pp.)
Conduct an ethnographic search/analysis of your own culture (race/ethnicity, family, generation, class,
and gender background - whether you are Wh/Eur Am, Af Am, Hsp/Lat Am, Am Ind, As Am,
mixed/biracial, or GLBT, your discussion should pivot around your cultural story consisting of a) a
genogram describing the influences in your ethnic family during your upbringing, b) a description of
the values, struggles and clashes within your ethnic family/culture and their effect on you, and c) an
identity development model to describe the various stages of racial/cultural development you have
undergone or are undergoing.
Chan Hong Ning Genogram*
(Insert here)
* See Howe (1990); Hardy & Laszloffy (1995)
A.
Genogram/Analysis. (3 pts)-- Using the genogram approach (see above and handout) to tell your
cultural story, describe the different pockets of influences through the people in your ethnic family tree
- upbringing, clashes, handling conflict/unresolved issues, dealing with anger/confrontation (giving &
taking heat), gender roles, significant others, religion, education, language, marriage, work ethic,
psychological problems, etc. Please seek out the help of (and describe) your parents, siblings and
members of the extended family. (See Handout #1 for areas to search and analyze and the Howe
(1990) and Hardy & Laszloffy (1995) articles).
B.
Cultural Prescriptions & Subscriptions: Values, struggles & clashes in/outside family (4 pts.)-Enlisting the aid of and describing family/extended family members, conduct an ethnographic search
and analysis of your ethnic family/cultural values (especially the implicit/explicit messages or
shoulds) and how they affected you throughout your life. What were the privileges or entitlements
for being male? female? Remembering that your family/cultural messages have and may continue to
have positive and negative consequences, describe some of the value struggles and clashes that
occurred within your family or with significant others. How did your family deal with members who
failed to meet family expectations or standards (members who were unconventional, or who had
difficulty making it in life, etc.)? Also explore how the values and shoulds in your upbringing
affected how your relationships with outside individuals and/or groups who were different than your
family and culture (racial/ethnic, gender, life style, etc.). What values did you subscribe to? modify?
reject? How did family members defend their past actions? When possible and where appropriate,
relate your incidents and meanings to Blue Eyed, Skin Deep or The Color of Fear videos.
Racial/cultural identity development(3 pts.) -- Identify and describe the different stages of your
racial/gender identity development as a result of your own family background (see Ponterotto &
Pedersen (1993), Downing & Roush (1985), others). Identify and discuss the different stage(s) of the
identity development model of significant others in your life (parents, extended family members,
spouse, etc.). Also discuss how your cultural history affected your personal theory of counseling, as
well as the patterns of behaviors, issues and values you bring to the therapeutic, educational, or work
settings. Please use APA citation as you use McGoldrick et al (1996), Kochman (l985), Carnevale &
C.
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Stone (l995), Ipsaro (1997), Abrams et al (1993), etc. to help support your experiences.
2.
CULTURAL TRIGGERS,TRANSFERENCE & PROJECTION (HOT BUTTONS, BLIND
SPOTS & STEREOTYPES) - 5 pts. (approx. 4-5 pp.). This is an opportunity for participants to understand
and deal with their own cultural triggers, stereotypes, etc., lest they become problems of transference and
projection during counseling. As everyone has unresolved differences with other cultures, this exercise will
help you bring them into the level of awareness so that you can talk about them and work them out. Please
read Raymonde Carroll's introduction chapter (1988) for background and ideas.
A.
Be observant for annoying racial/ethnic/gender/GLBT incidents regarding 1) you and members of
your own culture, AND 2) you and members of another cultural group (Af Am, Hsp/Lat Am, Am
Ind, As Am [or White ethnics], GLBT). These are situations that trigger intense emotions within you
and may continue to gnaw at you. The two incidents you select should focus on what all parties
think/feel/behave (i.e., "It bugs me or I get really mad when...").
B.
Following the steps described in Carrolls article, conduct an ethnographic analysis of your
annoyance. She provides a good example of examining and re-examining your thoughts and feelings
beyond the hurt, the shame or the volatility of the situation. What was it that "bugged" you? How did
the other person(s) see/feel about the situation? Whats it like to be in their shoes? How did you
see/feel about the situation?
What are you saying about your culture, given the things that annoy you (your cultural
presuppositions, the implicit premises that inform your interpretation, your verities)? Why is it
difficult for you to accept another person/groups interpretation of behavior? What does it mean if
you conceded or agreed that the other groups experience is valid?
Ask yourself - If you listen only to the tone of the voice inside your head, what do you hear? If you
listen only to the words, what do you hear? When you criticize the incident inside your head, whose
voice do you hear? Own? Mother? Father? Signif Other? (Nuclear or Intergenerational messages?).
C.
Where appropriate, identify the social/cultural factors that contributed to the situation, e.g.,
hyperindividualism (McGill & Pearce); woofing, definition of beauty/femininity, privileges/
entitlements (Kochman, Wilson & Russell,); personalismo, respeto and machismo (Falicov, GarciaPreto, Bernal, Hernandez); male separation/female intimacy; male anger/female tears (Ipsaro); etc. If
possible relate your trigger situation to Blue-Eyed, The Color of Fear or Skin Deep, the identity
development models or other videos/readings into your discussion where appropriate. Please use
correct APA format as you cite McGoldrick et al (1996), Wilson & Russell (1996), Kochman (l985),
and/or other sources to help explain the situation.
As a result of your ethnographic analysis, what did you learn about 1) yourself in handling cultural
triggers, and 2) your ability or inability to reframe and handle them therapeutically? Is it enough to
just say, Even though I have these unresolved conflicts, I try to not let them enter into the counseling
session? OR I guess Ill just have to refer these client. Articulating these conflicts helps, talking
to others also helps. What else?
3.
KNOWLEDGE/UNDERSTANDING OF OTHER CULTURES - 18 pts. Describe and analyze your
experiences in relating with a) a person of color and b) a White male (approx. 5-7 pp. each) following these
steps:
6
A.
Interview a person of Af Am, Hsp/Lat Am, Am Ind, or As Am descent (7 pts., approx. 5 pp.), asking
as many of the same items from your own cultural/class/gender background and from Handout #1.
Use a racial identity development model to describe the various stages your interviewee has
experienced.
B.
Attend a cultural event and write up your observations and reactions (3 pts., approx. 2-3 pp.). Please
provide evidence of your attendance by including, for example, a program brochure. Participants are
strongly encouraged to attend a Af Am church service or an Af Am event. If you are Af Am or have
been heavily involved with the Af Am culture, please attend an As Am, Hsp/Lat Am or Am Ind event.
GLBT and gender cross cultural events are also encouraged. While attending any of these events, you
should talk to the appropriate knowledgeable people involved in the event, to learn about its significance and to sharpen your ear and your feeling for half-tones and shades.
C.
Interview a White Eur Am male (7 pts, approx. 7 pp.), asking him as many items as possible from
Handout #1. (If you are Wh male, you can choose to interview a Wh female). Describe the persons
race/ethnicity, class/generation, and family implicit/explicit messages and subscriptions. Read
Ipsaros chapters, Enns, etc. for background and ideas. Use the White identity development model to
describe the various stages you think your interviewee has experienced. Compare and contrast the two
interviews (1 pt).
4.
REACTIONS AND/OR RESEARCH - 9 pts. (3-6 pp.). The course will many incidents or
teachable moments that will have a significant impact upon you. Write up three (3) mini-reaction papers on
these impactful situations from our class videos, group discussions, exercises, etc. Each writeup should be two
(2) pages in length, starting with a description of the incident/topic/issue/reading, followed by your thoughts,
feelings and reactions about its impact and relevance to you.
OR
Given the growing research and electronic databases of this emerging field and using American Psychological
Association (APA) referencing style, write up three (3) summaries and critiques on empirical research articles
from psychological (or human service) journals on multicultural or cross-cultural counseling. Your format (1
single space page per review) should be as follows: APA citation, purpose of study, methodology,
results/conclusions, critique.
OR
Combination of both reactions and research.
5.
INTEGRATION & INSTIGATION - 8 pts. (approx. 5-7 pp.). Using Reinhold Niebuhr's statement:
...grant me the serenity to accept what I cannot change, the courage to change what I can, and the wisdom
to know the difference, provide an integrative analysis and synthesis of your semester's experiences. Using
"Some Persistent Multicultural Counseling Issues" (Handout #2) as a guide, including at least the following:
A.
Themes that emerge from your entire semester's experiences that helped you understand and counsel
your own and other cultures more effectively. The effect of your racial/ethnic family upbringing on
your values, vocation and other choices in life. Changes in your ability to 1) handle cultural
triggers/transference/projection that may be deleterious to the therapeutic process; and 2)
frame/reframe cross-cultural conflict situations for resolution within yourself and with others.
B.
Descriptions of acceptances and changes (e.g., in perception, understanding, comfort level,
acceptance, intervention strategies, etc.) within you regarding the concerns you perceived at the
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beginning of the course. What have you accepted about yourself? What do you want to change? If
you still have unresolved issues/feelings about clients of color (or Whites, gender or sexual orientation
issues), what do you have to work on in order to be a multiculturally flexible and effective counselor?
C.
D.
Discussion of the impact of your semester's experiences on your growth as a multicultural
counselor/therapist, especially in counseling fieldwork, practicum and other therapeutic or
interpersonal situations. How have the identity development stages you experienced affected your
counseling/working with persons of color? gender issues? How have the identity development models
been useful/not useful for you? Discuss the parts of you are still at the guilt, anger, race baiting,
defensive or blaming stage (Whos right?). How have you resolved this and are your able to move
towards some constructive/understanding/solution-focused stage (Whats right?)? A measure of
success or change is the number of new conversations youve never had with yourself nor with others
- please comment. Discuss how you would sustain your portfolio of multicultural awareness,
understanding and competencies.
Discussion of your multicultural counseling growth beyond racial/ethnic and gender considerations,
i.e., values related to different sexual/lifestyle orientation, persons with disabilities, and age.
For post-masters and doctoral students: please review three (3) videos from the list below and for
each video provide a single-spaced one page summary and comments.
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265-715 HANDOUT #1 - CULTURAL ANALYSIS FROM ANOTHER PERSONS SHOES
First, interview a person of color (Af Am, Hsp/Lat Am, Am Ind, or As Am) (approx. 5 pp.) asking as many
of the same items from your own cultural genogram/analysis. Read the literature on the person of color for
background info before your interview. Tell interviewee that you are interested in his/her views about the
changing role of people of color in a multicultural society. Where appropriate, please share with the
interviewee something about your own culture. Some (but not all) of the topics below are suggested.
Second, interview a White Eur Am male (approx. 5 pp.) asking as many of the same items from your own
cultural genogram/analysis. Read Ipsaros chapters for background/ideas. Tell interviewee that you are
interested in his views about the changing role of the White male in a multicultural society. Where
appropriate, please share with the interviewee something about your own culture. Some (but not all) of the
following topics are suggested for your interview:
1) Describe yourself culturally (e.g., race/ethnicity, gender, generation, class, age, etc.). If person describes
self only as an American, please ask the person to explain. Describe who (give specific examples) in your
family experience influenced your sense of cultural identity.
2) Tell me about the implicit and explicit cultural messages you grew up with? Which values/messages
did you accept? Modify? Reject? Why?
What were the male/female roles/expectations growing up? Anger is for men what tears is for women, an
acceptable emotional release. Big boys dont cry; but big boys can get angry! Were males encouraged to
exhibit anger, hostility and bravado? How about competition, winning and domination? Were males
encouraged to express intimacy and closeness to each other? Or just w/ the opposite sex during courtship and
mating?
3) How did your family deal with emotional or psychological problems of someone in the family? How
did your family feel about member(s) seeking counseling and/or therapy?
Reggie White (GB Packer) says that homosexuality is against the Bible - it is a sin. Tell me about your views
on sexual orientation and what/who influenced them?
4) Whats it like to be a person of color? Whats it like to be a Wh male? When was the last time your
reflected on your culture? the gender roles of todays men and women? Are there privileges or entitlements
for being male? Female? Were there any values you had to compromise or give up when you entered the work
world with people different than you?
5) What behaviors/values would you like to have received from your father and your mother that you did not
receive? If you have children, are you expressing those behaviors/values to them? (EX: more openly
affectionate, more individual time w/ family members, promoted daughters academic achievement, etc.)
6) List five items (people, concepts, etc.) for which you would give up your life. How much time each week
do you devote to developing, supporting, or sustaining these five elements you say are important to your life?
7) How many hours a week do you devote to work? family? friends? personal time and leisure? and the
community? What does this indicate about who you really are? Are you satisfied with this? If not, what is
one thing you can change in each of these categories?
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8) Can you describe a recent racial/ethnic or gender clash involving yourself and a White/Eur Am male? A
person of color? What was it that "bugged" you? How did you see/feel about the situation? How do you
think the other side saw/felt about it? Why do you think both sides differ? From what value(s) did each side
operate? How did you handle this situation?
9) In male-female relationships, it is said that men tend to be more problem/solution-oriented, while women
tend to be more relationship-oriented (caregivers, nurturers). In other words, men tend to talk and listen for
information and solutions, while women tend to talk and listen for affirmation. Do you have experiences that
confirm or not confirm this pattern?
10) Some people say that advances for Af Am, Hsp/Lat Am, Am Ind, As Am are made at the expense of
Whites via special privileges. What are your thoughts on this? What other thoughts/feelings do you have of
the changing role of the White male with increasingly multicultural society? Who or what do you like to
read/listen/see that supports your views and values?
11) How do you deal with the issue of Whites feeling guilty or responsible for the sins of their forefathers?
How do you feel about White bashing and White male entitlement? What are your thoughts/feelings of a
person (esp. a person of color) who calls attention to injustice? Are they a troublemaker or righteous soul
brother/sister?
12) Why do you think Af Ams (and many people of color) tend to see reported media events as racist (until
proven otherwise), whereas Whites tend to see them as non-racist (until proven otherwise)?
13) When you see someone calling a White person a racist, how do you react? What do you think is going
on? Is that capitalizing on white guilt or covering up personal limitations? Explain.
14) Sometimes you meet someone whom you sense has unresolved issues/feelings (like racial/ethnic, gender,
sexual orientation) towards people of color OR someone w/ unresolved issues/feelings towards Whites. Do
you think that person can or should be able counsel those clients with whom they have these unresolved
issues/feelings? Please explain and expand.
15) Compare and contrast both interviewees experiences with each other and with the literature (what
McG et al, Kochman, Wilson & Russell, Ipsaro, other readings, etc. say about your particular cultural groups).
If your interviewees experiences do not match the literatures description, explain why this might be so?
Why did the interviewees subscribe partially or reject their own cultural messages? In what way does the
interviewees class (SES) affect their views and values?
Describe the stages of racial and White identity development of the two persons interviewed (See
Ponterotto & Pedersen, others). Defend your "stages" description by giving examples. Discuss your
thoughts/feelings on a comparative level regarding each interview (before, during and after the interview).
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265-715 HANDOUT #2 - SOME PERSISTENT MULTICULTURAL COUNSELING ISSUES
(Compiled by A. Chan (1990)
Can one therapeutic counseling model fit all? Are there culture-generic and/or culture-specific strategies and
skills? The need to be more Direct, Structured-explicit, Action-oriented, Self-disclosing in counseling/therapy.
Egalitarian vs Expert. Following the pain vs Following the strength.
Wh. co. w/ unresolved issues/feelings re: people of color while counseling a client of color. Co. of color w/
unresolved issues/feelings re: Wh. while counseling a Wh. client. What/where are my cultural triggers, hot
buttons, blind spots and how might they be manifested in therapy (transference, projection)? Forget the
background stuff, just tell me what to say to a client of color; Do you need to heal before you can hear?
Blaming the victim vs. Blaming the environment. Whos right? vs Whats right? I did it...the Asians are
doing it...why can't they? Deficit/compensatory strategies vs empowerment strategies; Differentiating betwn.
dysfunctional behavior (pathology) and cultural style. Advocacy is not for me - I only do therapy!
Involvement vs Commitment. What are the criteria for acceptance when working w/ people of color?
Client issues: Double neediness (psychological/emotional needs vs. social/environmental/political needs);
The unworthiness of success; Loneliness of advancement; Dealing with client's anger/confrontation; Alienation
from one's community; Having to choose between cultures, between Malcolm or Martin; Af Am women/Wh
women race/gender conflicts; Staying w/in ones culture vs. Moving across diff. cultures; Intergenerational
conflicts; Code switching.
Politeness conspiracy: Let's not talk about it, it arouses too much bad feelings; We are all basically the same;
To share or not to share ones own cultural secrets: its like hanging out our dirty linen, not meant for
outsiders, makes us vulnerable, can be used against us. Differences divide, so lets emphasize what we have in
common (sameness); I don't discriminate; I treat everybody alike; But I don't see you as a Chinese; I see you as
Adrian Chan, an individual; It's hard to talk about a group w/o stereotyping that group.
Feeling guilty or responsible for the sins of our forefathers? Feeling resentful when they say I owe them
something because of past injustices. Let's forget about the past injustices and start afresh from here on in.
White bashing vs White/white male entitlement. What about me, the beleaguered White male? If you would
only view or do things this way, you wouldn't have to use race as an excuse; When a person of color calls
attention to injustice, are they a troublemaker or righteous soul brother/sister?
Events are racist (until proven otherwise) vs. Events are non-racist (until proven otherwise); Is calling someone
a racist capitalizing on white guilt or covering up personal limitations? Feeling resentful/ immobilized when
called a "racist." Have you ever laughed at a Black joke? Are you a racist? I resent being "loudtalked"; Diff
between bias, prejudice, bigot, and racist; Why don't they speak English like us? They cling together and
separate themselves from us. They should be more assertive like us, not sneaky.
Equal [employment] opportunity (EEO) and Affirmative action issues; Recruiting criteria: one's qualifications
vs. one's contribution to a diverse workforce; Equality vs. Equity; Preferential treatment vs. Differential
treatment; I tolerate vs I understand vs I accept.
My religious belief condemns homosexuality;Homosexuals are not born that way, they choose it!
Children copy their parents -- strait parents, straits kids; gay parents, gay kids.
Since I have a bias against homosexuality, Ill just have refer those clients.
265-715:
ADDITIONAL MULTICULTURAL COUNSELING/THERAPY READINGS
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(Also EXAM STUDY GUIDE - Books, articles, videos, and other readings)
A. BOOKS: (concept identification and short essay questions)
McGoldrick et al (1996) - chapters (Values/cultural patterns of diff.may result in misunderstanding)
1
Overview
Ethnic diff in family, mental health; role of talk; race/racism, class; therapy and training
2,3
Am Ind
Definition/tribal identity; communication style; time, spiritualism, sharing; missionary
system/ boarding school; cultural orientation to treatment
4, 5, 8
Af Am
Similarities among Black people in the New World; Strengths of Black families; multisystems
approach to treatment; Impact of Islamic values and implications for treatment
10,11,12,13,15 Latino Am
Definition/identity issue; Familismo, respeto, machismo/marianismo, personalismo,
dignidad, santeros/espiritistas/ curandero, simpatia, compadres/compadrazgo
16,17,18,19,20 Asian Am
Definition/identity issue; culturally relevant treatment issues; traditional vs contemporary
Asian families; somatization/depression/suicide; migration issues; acculturation/language;
communication process; interpersonal grace, yin-yang/chi; generations (issei, etc); amae;
treatment considerations and strategies (can ones style of therapy undermine parental
authority and discredit therapist?).
29,31,34,37,44 European, Anglo, German, Irish, Slavic Am
Anglo values and therapy/ therapeutic process
Characteristics of German national heritage; German Amer. values
Irish silence, Blarney, mystification and humor; Suffering/shame/guilt; The Church
Slavic - three brothers legend; Eastern vs Western Slavs
Wilson & Russell (1996) - chapters
Intro & epilogue (pp. 1-10, 271-276)
Issues that divide Black women and Wh women; what parents, Black women, Wh women can
do.
1,2
History, Childhood
Racial awareness/cross-race friendships in early, middle, teen years
3
Surface Divisions
Skin color, Blacks dont crack!, graying, good hair/bad hair, go long,
discriminatory hair policies, body size, fat prejudice, body hair/shaving, clothes, dress code
& style
4
Sexual Tensions
Racial myths and Wh men/Af Af men who benefit, class bias in sexuality research, interracial
sexual relationships/jealousy, law enforcement & criminal justice system and
rape/exploitation (if Nicole Simpson were Black, would there be all this fuss?)
5
Making Friends
(Careers are what Wh women have, jobs are what Black women do); higher educattion
situations, corporate workplace situations (Kochman reference on p. 173), public school
situations, visiting each others home (p.180), TRIOS, relating as equals and not as beloved
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nursemaids or domestic servants
B. ARTICLES: (concept identification and short essay questions)
1-4.
Sue, D.W., Arredondo, P. & McDavis, R.J. (1992).
Competencies of a cross-cultural competent counselor in terms of attitudes/beliefs, knowledge and
skills.
Carroll, R. (1990).
Cultural analysis - what is it; benefits/obstacles; steps in doing it.
Reconciling different truths: We are all humans; We are all different; We belong to different
groups/cultures.
Gudykunst, WB & Nishida, T. (1994).
Ethnocentrism, cultural relativism, stereotypes, social attribution
Steward, Morales, Bartell, Miller & Weeks (1998)
Findings & implications of multiculturally responsive vs reactive counseling trainees
5,6.
Hardy, V. K. & Laszloffy, T.A. (1995) and Howe, K. G. (1990).
How can the genogram used as an effective training/learning tool for therapists.
7-10.
Ponterotto, J.G. & Pedersen, J.G. (1993). Minority identity development (Chapter 4) and White
identity developent (Chapter 5)
Models in general; A minority ident. dev. model, its stages and uses in counseling (e.g., Atkinson,
Morten & Sues); A white ident. dev. model, its stages and its uses in counseling (e.g., Hardimans)
Atkinson, D., Morten, G., & Sue, D.W. 1983/1993).
Minority identity development model
Abrams, Allen & Gray (1993)
Findings & implications; cultural def of beauty, identity dev. and implic. for Af Am and Wh counselors
11-13 Enns, C.Z. (1991)
five women identity/relationship models and their integration
Downing, N.E. & Roush, K.L. (1985).
Feminist identity developent model for women.
Ipsaro (1997) Chapters 2,11
Old roles and new (rediscovered) roles of White male in diversity; intimacy & male homophobia.
14-18. Carnevale, A. & Stone, S. (1995). - Chapters 10 and 11 - People w/ Disabilities; GLB Workers)
Who are people with disabilities? ADA (1990); the handicapped, disabled person vs person with
disability
Perceptions and attitudes of persons with disabilities; Issues persons with disabilities face
Gay/lesbian/bisexual workplace concerns and strategies; Organizational responses to gay/lesbian
workplace issues
Kerns, J.G. & Fine, M.A. (1994)
Findings and implications of gender and negative attitudes towards gays and lesbians.(see Ipsaro
also)
Bailey, J.M, Bobrow, D., Wolfe, M. & Mikach, S. (1995)
Findings and implications of sexual orientation of adult sons of gay fathers.
Glenn, A.A. & Russell, R.K. (1986)
Findings and implications of heterosexual bias among counselor trainees.
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19-20. Kochman, T. (1985).
A + B vs A or B; Stylistic self-expression; Competition; Concentration;
Differences in Af Am -Wh styles of work and play/Cross cultural
misinterpretations; Differences in Af Am-Wh styles of discourse
(truth creating process)/Cross cultural misinterpretations; Truth
before peace vs peace before truth; Reason & emotions/truth &
belief; Hi-off/Hi-def vs. Low off/Low def (where would Asians fit?).
Smitherman, G. (1994).
Unique AAE patterns of grammar and pronunciation, Oral tradition, Lexicon/vocabulary
21-22 Solberg, S., Ritsma, S., Davis, B.J., Tata, S.P.& Jolly, A. (1994).
Findings and implications of As Am college students willingness to seek counseling.
Jilek, W.G. (1994).
Definition, findings and implications of some traditional healing in alcohol and drug abuse,
advantages.
23,24. DPI Information et al.
Wisconsin Act 31 (history, culture, tribal sovereignty); indigenous peoples of the world
LaFromboise, T. D., Trimble, J.E., & Mohatt, G.V. (1990)
Status of different forms of counseling/therapy and their effectiveness for Am Ind.(esp. Network).
MULTICULTURAL COUNSELING VIDEOTAPE REFERENCES
Background
Elliott, Jane. (1996). Blue Eyed. CA Newsreel.
Reid, Frances. (1995). Skin Deep. (College students confront racism). Berkeley, CA: Iris Films.
Lee Mun Wah. (1994). The color of fear. Berkeley, CA: Stir-Fry Productions.
Lee Mun Wah. (1998). Making peace. (Facing racism) Moira Productions. St. Paul, MN:Independepent TV
Services.
Martin-Thomas, Juliette. (1989). Counseling the underclass. Univ. Of Wisconsin-Milwaukee.
Martin-Thomas, Juliette. (1991). Strategies for empowering the black family. Univ. Of Wisconsin-Milwaukee.
Boyd-Franklin, Nancy. (1991). The empowerment of black families in therapy. Univ. Of WisconsinMilwaukee.
Smitherman, Geneva. (1995). Language use in the African American community. Univ. Of WisconsinMilwaukee.
Betances, Samuel ( w/ J.Q. Adams). (1992). Hispanic American cultures in USA. Dealing with Diversity
Series, RMI Media Productions.
Gollnick, Bill. (1991). New Directions in Indian Education. WI Dept. Of Public Instruction.
Moyers, Bill. (1991). Healing and the mind. (The Mystery of Chi; Healing From Within). Ambrose Video.
Ordinary People
The Joy Luck Club; The Wedding Banquet;Eat, Drink, Man, Woman; Double Happiness; Who Killed Vincent
Chin?; Maya Lin: A Strong Clear Vision; Kelly Loves Tony
Black Is..Black Ain't; Do the Right Thing; Boyz N the Hood; Jungle Fever; The Color Purple; Soul Food;
Waiting to Exhale; Rosewood; When We Were Colored; Mississippi Masala; Sarafina!
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Stand and Deliver; El Norte; Like Water for Chocolate; Mi Familia; Crossover Dreams; La Bamba; Fools
Rush In
Smoke Signals; Winds of Change: A Matter of Choice; Winds of Change: A Matter of Promises; In the Wake
of Nicolet; The Broken Chain
As American As Apple Pie; Parting Glances; The Sum of Us; Desert Hearts; The Times of Harvey Milk
Counseling/Therapy/Training
Pedersen, Paul. (1980). Pedersen triadic counseling model. Univ. of Minnesota.
Pedersen, Paul & Wester, Roger. (1993). Multicultural counseling training. Univ. Of New Orleans.
Parham, Thomas. (1992). Managing therapeutic issues with African American clients. Microtraining Assoc.
Jenerson, Delores. (1990). Counseling the Black/African American client. Ethnicity & counseling series. Cal.
St. Univ.-Fullerton.
Arredondo, Patricia. (1993). Counseling considerations for working more effectively with Latin American
Individuals. Microtraining Assoc.
Jenerson, Delores. (1990). Counseling the Mexican client. Ethnicity & counseling series. Cal. St. Univ.Fullerton.
Jenerson, Delores. (1990). Counseling the Vietnamese client. Ethnicity & counseling series. Cal. St. Univ.Fullerton.
Sue, Derald. (1994). Guidelines for counseling Asian American clients. Microtraining Assoc.
Murillo, Nathan & Shon, Elizabeth. (1991). Cross-cultural training in counseling & psychotherapy: Asian
Americans. Cal. St. Univ. at Northridge.
LaFromboise, Teresa. (1994). Counseling American Indians. Microtraining Assoc.
Jenerson, Delores. (1990). Counseling the Native American client. Ethnicity & counseling series. Cal. St.
Univ.- Fullerton.
Lane, Phil, Jr. (1990). Healing the hurts. Four Worlds Development Project.
Pope-Davis, Donald, Reynolds, Amy & Vasquez, Luis. (1992). Multicultural counseling. Univ. of Iowa.
Berg, Insoo Kim. (1994). So what else is better. Milwaukee, WI: Brief Family Therapy Center.
Berg, Insoo Kim. (1994). I'd hear laughter. Milwaukee, WI: Brief Family Therapy Center.
Brown, L. (1997). Feminist therapy. APA Psychotherapy videotape series. Washington, DC: APA.
Walker, L. (1998). Feminist therapy with Lenore Walker. Old Tappan, NJ: Allyn & Bacon.
Gluckstern, N. & Ivey, M.B. (1984). Issues in counseling women. Microtraining Assoc., Inc. video
Bridges series; Smarter Together series (1992, 1995). BNA Communications.
Valuing Diversity series; Valuing Relationships series (1990, 1993). Copeland & Griggs.
Goldstein, Arnold P. (1994). Break it up (Managing student fights). Champaign, IL: Research Press.
Goldstein, Arnold P. (1993). The refusal skills video (Preventing drugs in adolescents). Champaign, IL:
Research Press.
Hammond, W. Rodney & Gipson, Vernessa. (1991, 1994). Dealing With Anger (A Violence Prevention
Program for African American Youth - males and females). Champaign, IL: Research Press.
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