Julia Garten
Dr. Doris Wright Carroll
Summer 2012
Everyone is different. We all have unique beliefs and
values based upon our ethnicity, gender, abilities,
sexual orientation as well as many other variables. As
counselors it is pertinent to be aware of these
differences and how we can be most effective in
working with our diverse students and their needs.
This portfolio will provide knowledge about various
diverse groups and the best ways to facilitate healthy
development among them.
Multicultural counseling and therapy can be defined as
both a helping role and process that uses modalities and
defines goals consistent with the life experiences and
cultural values of clients, recognizes client identities to
include individual group, and universal dimensions,
advocates the use of the universal and cultural-specific
strategies and roles in the healing process, and balances
the importance of individualism and collectivism in the
assessment, diagnosis, and treatment of client and client
systems.
(Sue and Sue, 2008)
To me, being a multicultural counselor is being aware
of my own prejudices and biases towards various
ethnic groups, becoming knowledgeable about the
beliefs and values of these groups, and using culturally
appropriate interventions/strategies when working
with these students. In order to reach all of our
students, we must format our services to fit their
unique needs.
I was raised in a community where there was little diversity. Because of this I was not exposed to many cultures other than
my own. It was not until I travelled outside the United Statesthat I saw major differences between beliefs and values of
various cultural groups.
During the fall semester of 2009, I studied abroad in the Czech Republic where I had the opportunity to travel across
Europe. I visited Germany, Ireland, Italy, Netherlands, Spain, France, and the Czech Republic- all which had very
different cultures and belief systems. The value system of Czech Republic was very different than my own; it was a very
liberal town whose predominant religion is atheism. The food, transportation and way of life was a huge culture shock
for me because public transportation was mainly used, the food was “plain”, the economy was poorer, and the Czech’s
lived an overall very different lifestyle than my American self.
Language was a huge barrier when travelling abroad. Although I took an introductory level class for Czech, I only learned
the basics to survive. Travelling to the other countries (omitting Ireland) proved to be a feat for an American such as
myself, although it was possible to find an English speaker if needed. Public transportation was also prevalent within
these countries, as most Europeans didn’t own a car but walked, rode the metro or utilized the bus/tram systems. It
definitely took awhile to get used to the public transportation and not being able to just hop in my car and go like I could
living in the United States.
When I compare the differences between the American and European lifestyles, I think Europeans appreciate aesthetic
beauty and the way of life more than Americans. Europe contains some of the most beautiful, old architecture I have
ever seen compared to our “cookie cutter” houses and brand new development. Americans are so quick to tear down the
old and replace it with new. Museums were also a large part of European culture, they were everywhere. It seems like
Europeans are in touch with their cultural history and value the finer things in life.
Living outside of the United States definitely gave me insight to how our country is perceived. It was evident that Americans
weren’t welcomed or appreciated in many of the places I visited. Americans have the stigma to be rude, obnoxious and
arrogant in these countries. Although I don’t consider myself any of the above, I spent a great deal of time trying to prove
to the locals that I wasn’t the “typical American.”
 Italy: Milan, Cinque Terre, Florence, Rome
 Ireland: Galway, Dublin
 Netherlands: Amsterdam
 Spain: Barcelona
 Czech Republic: Prague, Kutna Hora
 France: Paris
 Germany: Munich
“Misinformation related to culturally diverse groups is not acquired by our free
choice, but rather is imposed through a painful process of social conditioning;
all if us were taught to hate and fear others who are different in some way”
Living within the United States has it pitfalls. The “melting pot” which accepts
diversity has really conditioned us to be biased and hold prejudices against
minority groups.
Euro-Americans believe they are the superior and inferior to all other cultural
groups. Since Caucasians have the power and resources to exert these beliefs,
ethnocentric monoculturalism is manifested in the United States’ programs,
policies, structures, and education systems.
Due to ethnocentric monoculturalism, the invisible veil makes people
subconsciously believe that universally “regardless of race, culture, ethnicity, or
gender, everyone shares the nature of reality and truth.”
As a counselor is it important to be cognizant of this cultural conditioning and
not impose my own beliefs and values onto my clients of color.
(Sue and Sue, 2008, 88).
“Worldviews determine how people perceive their
relationship to the world. Worldviews are highly correlated
with a person’s cultural upbringing and life experiences”
(Sue and Sue, 2008).
Everyone’s worldview is different and counselors must be
cognizant of this in order to not impute their own
worldview values on their clients. This could engage in
cultural oppression of client
As counselors we must obtain empathy and set aside our own
worldview and see the world from the eyes of our clients
It is even more evident after reading this chapter that being Caucasian has influenced my worldviews.
Growing up I always heard that the United States was the best place to live and that our way of doing
things was the correct way. It even translates into my religion, where I feel like I must be “equally yolked”
with the man I one day marry. Who says my religion is the right one? Who says there aren’t other gods to
worship? I was raised on these Euro-American beliefs and therefore, deep down I think they are right. It is
very tough to challenge my worldview because it has been so deeply embedded within myself, but this
textbook has done an amazing job explaining other cultures, their beliefs, and why they “act” the way they
do. For example, reading the case of Malachi was really sad for me because the school immediately
blamed him as the problem, labeled him with a disorder and wanted to start him on medication. Looking
back to my experiences working with staff at elementary schools, I think this probably happens all too
often. The “white” culture sees the actions as unhealthy and jumps to the conclusion there is a problem
within the individual and proceeds to focus only on the individual and not the entire context of the
problem. Well, the problem is the school system and the ethnocentric monoculturalistic society in which
we live in wanting others to “fit in” to our society. After reading this chapter I feel like we are very far from
social justice as a society because the only groups receiving all the resources they need for success and
opportunity in the States are the Caucasians. Other ethnic groups have lowered pay rates and healthcare
and education are limited to many ethnic groups, and it is clear that institutional support is lacking. As
counselors I think it is essential to understand the worldviews of our clients so we don’t further oppress or
discriminate against them in therapy- unintentional or not.
The internal locus of control applies to the dominant American society because we value uniqueness,
independence and self-reliance of each individual. Thinking back to how I was raised, this is spot-in. If
something didn’t go right- it was my fault, if I wanted something done, I had to do it. My parents have
instilled in me these Euro-American values and I cannot blame them- it has caused me to be successful
thus far in life, and I feel like I can contribute that to my own actions. On the other hand, I live in a very
privileged society where I parallel with the dominant race, values, and beliefs; so being successful has
come pretty easily for me. While taking this class I try to be very aware of the advantages I have being
Caucasian in a Euro-American society and it has become very evident. I think it is important as
counselors to realize that many cultures do not accept the values of individualism, but place importance
on the group instead. If we counsel based on our own prior schemas, we could potentially harm our
clients instead of helping them within their own beliefs and values.
(Garten, 2012)
This chapter and the various White Racial Identity Development Models were very helpful in understanding
White privilege and how Caucasians view themselves and their journey through looking at racism. I think one
of the most important elements of White privilege is that Caucasians believe they are unbiased and non-racist
as well as working towards social justice and helping those less fortunate than themselves. This text has made
it clear that Caucasians don’t see the white privilege because cultural conditioning has made being “white” the
norm for them and their society. It was interesting to me that women are less likely to be racist, but the more I
thought about it, it made sense because women have also been oppressed in the Euro-American society so
empathy is more prevalent towards minority groups.
I think it is important as counselors to understand what type or status we fall within in the development model
because it facilitates growth in cultural competency. To be aware of which status one belongs to will increase
self-knowledge and hopefully propel oneself to reach the other stages. When working with clients it could also
be helpful to gauge where they are within the model and help facilitate the growth of understanding white
privilege and the biases one can hold. If clients or myself can realize that we have engaged in oppression of
other ethnic groups we are more likely to progress to the stages of taking action against racism and not just
“owning up” to it. Knowledge is power and if students or myself don’t see what being “white” means to them,
they will never develop out of the beginning stages of the white racial identity development models.
I really appreciated how the text described how Whites are also victims of racism. In my opinion, however, it is the
worst kind. We are programmed from childhood to hold biases and prejudices against others based only on
skin color. We are blinded by the privileges we are afforded because we take them for granted on a daily basis.
We oppress our brothers and sisters and then place the blame on them for not having success in the United
States. I wish more Caucasians would be required to take a course such as this to learn about the undeserved
rights we obtain and how unaware we often times are of the oppressed groups still prevalent today. I think
often times we think racism is a thing of the past, but it is clear and VERY CLEAR it is still evident and thriving
in our society today. If only Caucasians could be more educated on the damage we are doing subconsciously to
the people within our nation.
(Garten, 2012).
This chapter on microaggressions has definitely been insightful in helping me understand the struggles people of
color battle on a daily basis. Microaggressions are the intentional or unintentional behaviors that portray
negative racial insults to the target person or group. There are three types of microaggression, ranging from
most obvious/intentional racism to least obvious/unintentional. I found it interesting how the most
intentional/overt microaggressions are easiest to handle because the “intent and meaning of the event is clear
and indisputable” (Sue, 2008, 113). Although it does make sense, one would think this type of racism would
sting the most. I never realized how prevalent these microaggressions were until I read this chapter and saw
how even the most unintentional comment can discriminate against other ethnic groups. I found that I, too, am
guilty of these microaggressions, although I believe I fall within the latter categories of being unintentional.
There have been many times I ask, “Where are you from?” or “Where were you born?” It is obvious I know they
are not American, but I never intentionally wanted to throw it in their face- I was just curious and honestly
probably liked their physical characteristics. Knowing this now, I am going to be much more aware of the words
and behaviors I use because I am also to blame in facilitating negative messages to people of color- and
according to the text, no one from the United States is free from biases because our cultural conditioning has
taught us biases about other ethnic groups. Although this is a sad statement for our country, it sort of makes me
feel better that it wasn’t my fault I have unintentional biases, but it was social conditioning. One of the
microaggressions I found interesting was how even having a lack of diversity within the school environment is a
microaggression- how exactly is one suppose to control what group(s) are in the school system? I understand
how to control other variables but with this I do not understand. I do believe, however, that microaggressions
exist in countries other than the States. While living in the Czech Republic and travelling Europe, there were
definitely microaggressions towards Americans in other countries. It was the first time I had ever experienced
negative reactions to my background and it was definitely a “culture shock.” For the first time I was nervous to
tell locals where I was from, and often times it wasn’t necessary to tell them because their nonverbal and verbal
expressions said enough about what they thought about me. I think studying abroad has given me a great
foundation for understanding this class and what it must feel like to be a colored group living in an
ethnocentric monoculturalistic society.
(Garten, 2012).
African Americans are more likely to live in poverty, be a victim of homicide, commit suicide, get a
felony, contract an STD and even die at a younger age than White Americans; it is clear this group
is very oppressed within our Euro-American society. They perceive their race to be the reason for
unemployment and feel that racism and discrimination is still prevalent today- which it is. African
American families have adaptability within their family roles, strong kinship bonds, a strong work
and achievement ethic, as well as a strong religious orientation. African American families are
commonly matriarchal, and the men are more willing to share in the “homemaker”
responsibilities because they are more accepting of women’s work roles. They value assertiveness
as a group and are also more likely to use physical punishment as a form of discipline, although
counselors must be aware that it doesn’t mean the parents aren’t loving and caring towards their
children. Because of the non-traditional setup of African American families, it is important to
assess the family structure at home and who helps out. Academically, African American boys are
at risk for disidentification which causes them to lose interests in academics during middle and
high school. On top of this, African American youth struggle with illiteracy. Spirituality is another
important aspect of the African American culture, and counselors should be aware of this as well
as how to incorporate the church to help as support for the family as well as aiding social and
economic issues.
When working with African Americans, it is foremost important to be aware of our biases as
counselors and to not impose our own values onto our clients. We need to be ready to have
multiple roles such as advocate, case manager, problem solver and facilitating mentor. When
beginning to work with African American clients it can be helpful to bring up the reaction of the
client to a counselor of a different race. Establishing an egalitarian relationship is important and
can done my simply by self-disclosing information. It is important to determine whether and how
the client has responded to discrimination and racism, as well as establishing healthy ways to deal
with these problems. Using African/African American elements of culture can help these clients
identify with Afrocentricity, which enhances their self-identity.
(Garten, 2012)
Asian Americans have a collectivistic orientation. This means that they tend to have a family and group
orientation. Instead of the values being like those of the Euro-American tradition (individualism),
they are focused on” family harmony, adapting to the needs of others and adherence to ‘correct’
values” (Sue and Sue, 2008, 362). Although the degree to which collectivism is valued over
individualism varies between families, collectivism is still valued over being autonomous and selfdirected.
Since Asian American families are hierarchal and patriarchal, it is important as a counselor to assess
the family structure. I thought it was interesting to address to the father figure first in identifying
this information, although it does make sense when he holds the power in the family. Since Asian
American parenting styles are authoritative and directive, it is important to help the parents focus
on using more positive aspects of their own culture’s child-rearing strategies or help them develop
ways to support their children instead of changing the way they discipline. It could also be
beneficial to help the parents see the different cultural standards between the Euro-American and
Asian ways of raising children.
Since Asian American parents place high value on academic success and obtaining a “worthy” career,
their children often feel isolated, depressed and anxious due to the pressures to succeed and time
spent trying to do so. As counselors it is important to help these students become aware of possible
career choices (since they have little knowledge of occupations outside the realm of their parents
expectations), while acknowledging the parents side of wanting success for their children but
needing to realize there are many more new career options. When working between parent-child
conflicts, it is important to reframe the situation to focus on cultural standards/cultural conflict
and the expectations from the larger society (holistically).
I fall within the category of believing that Asian Americans are hardworking, intelligent and
disciplined. I also believe that Asian American parents are harder on their children to succeed, and
their form of punishment can be cruel. Although the text states that although this can be true, there
is a large gap between the number of the extraordinarily high achievers and the undereducated of
the group. In the future I am going to be cognizant of my biases by not stereotyping my Asian
clients to fit the mold of these myths and assess the student from not only an individual perspective
but from a family, community, and societal viewpoint to gauge the problem.
(Garten, 2012).
Hispanics or Latinos include individuals living in the United States with ancestry from Mexico,
Puerto Rico, Cuba, El Salvador, the Dominican Republic, and other Lain American countries.
This group is the fastest growing minority group in the country due to high birthrates
(Hispanic adolescents are four times more likely than white adolescents to become parents)
and ongoing immigration patterns, so it is important as counselors to understand how to work
with this population. Hispanics have higher unemployment rates and often worry about
deportation from the States. Because of this fear, many Hispanics don’t utilize the resources
such as counseling. Family is extremely important for this group, where cooperation over
competition is valued. Interpersonal relationships are central to Hispanic families and often
times the extended family includes non-blood relatives. Although this can be seen as an
advantage to Hispanics, it can also be an additional source of stress. The family structure is
hierarchical, with the father being primary authority figure and children expected to be
obedient and help out the family when needed. Catholicism has a major influence over this
group, and the text recommends utilizing prayer to reinforce problem-solving behaviors.
Since sex role expectations are important to Hispanics, it is important to help the family deal
with any role changes by reframing the problem as an external, cultural issue while developing
solutions within their cultural framework as well. Due to racism and dealing with “family
distress, discrimination in the school and community, feelings of hopelessness, and a lack of
family support by” (Sue and Sue, 2008, 386) Hispanics are at a greater risk for depression and
suicide as well as more likely to join a gang for acceptance. I think it is interesting how the
Hispanic who identifies with both Hispanic and the dominant culture (bicultural) is healthier
mentally and more functional than the Hispanic who only identifies with one culture;
although it does make sense since the perspective does not involve the rejection of either
culture but accepts and negotiates aspects of both cultures.
The significance of a second language can be a barrier on the success of counseling. Many of the
educational difficulties for Hispanics stem from their ability to speak English, so I imagine this
carries over into the counseling realm. If clients or their families don’t understand English, it is
likely there will be miscommunication between counselor and client, which wouldn’t be
effective counseling. As counselors it is important to have a translator available if necessary, as
well as use assessments in the client’s native language.
Although the physical characteristics from Hispanic groups is similar, there are differences between the
groups of Hispanics. The location of where groups reside is different with Mexican Americans living
primarily in the Western states, Cubans in Florida, and Puerto Ricans in the Northeastern states.
Another difference is that although Hispanics are known to be less fortunate financially, Puerto
Ricans have the highest rate of poverty and maybe coincidentally, the highest rates of suicidal
behaviors. Cubans are known to have the highest incomes. It is important to take these distinctions
into account to know what risky behaviors are more known to which group, as well as stereotypes
and biases within the group.
Immigration plays a large role within this minority group and it is important as counselors to
understand immigration and the issues that play into it. One example from the text shows the
obvious distress immigration has on her and her family, “I can remember having to hide when I was
a kid…I would come home and my parents would be maybe 20 or 30 minutes late, and I would cry
until they got home because I was afraid they had been deported,” (Sue and Sue, 2008, 375). Other
issues with immigration include the fear of being caught and therefore avoiding the use of services
to evade deportation. Although I think there should be limitations on the number of immigrants
allowed into the United States each year, I am a fan of immigration because it gives others a chance
at a better life.
Since taking this class I have become extremely interested in becoming aware of the various cultures of
other groups. One of my friends, a Hispanic, was born in the United States after his parents
immigrated illegally from Mexico. After asking him about the differences between Mexican and
Euro-American cultures, he was quick to say that American girls are less restricted than Mexican
females, and even more promiscious. The text states that adolescent females are severely restricted
while male children "are afforded greater freedom to come and go as they please" (Sue and Sue,
2008, 378). He also commented on how he was in ESOL until third grade because his parents spoke
Spanish within the home and the entertainment they watched was also in Spanish. He didn't grow
up listening to the music his Euro-Americans friends did, so he often catches slack for not knowing
older artists. According to the text, this is typical of second-generation Hispanics; exposed to
Spanish in the home and English in the school.
(Garten, 2012)
This chapter was very interesting to read and I empathize a lot with individuals of
multiracial descent. Although I don’t understand what it is like to be associated with a
minority group, at least individuals associated with only one minority group are typically
well perceived by their group. People of multiple races are “often ignored, neglected, and
considered nonexistent in out educational materials, media portrayals, and psychological
literature” (Sue and Sue, 2008, 390). It is no wonder they often struggle with identity
formation and lowered self-esteem…these individuals might not feel a sense of
connectedness to any group they are descendents from. They often encounter prejudice
and discrimination not only from the dominant group, but from the secondary ethnic
groups as well. What makes me feel even more for these individuals is that often times
their parents don’t understand how to support them or their biracial identity because
they were raised believing and valuing their own culture. Since they don’t understand the
challenges faced by their children, there is support lacking at home. Since the number of
children living as multiracial is increasing, it is imperative as counselors we understand
how to work with these students.
I have never thought about the degrading question that is often asked of these individuals“what are you?” There have been times I have asked similar questions, but once again, it
was never in a demeaning way towards the individual. I never realized this
question/microaggression often makes the person feel like they don’t belong in our
society and that something is wrong with them- it was never my intention. As a
counselor I hope I can help these students reach the stage where they feel a wholeness
and integration connected to both (or more) identities. Afterall, the text states the one
biracial child raised as biracial (compared to those raised monoracial) seemed to be the
healthiest of the entire study group.
(Garten, 2012)
As a woman, I am quite aware of the stereotypes and societal pressures placed on females within our
society. The pressure to be thin and look like the models on the cover of magazines is very evident.
This lead to female’s unrealistic beliefs about the ideal body shape, which further leads to
disordered eating patterns and dieting. I must admit, I have fallen victim to this before. Another
issue women struggle with is violence and sexual harassment, whether it be within the workplace
or a relationship. I thought it was sad how women respond to the harassment by either ignoring
it, taking a leave of absence, or using alcohol to cope. In my opinion, however, I doubt alcohol was
the only drug used as a coping strategy for these women. As counselors it is vital to help these
females become cognizant of society’s pressures to be thin, pretty and popular as well as well as
gender expectations so the client doesn’t blame themselves. In regards to sexual harassment and
violence, it is important to screen women for possible abuse in order to get the clients the help
and resources they need.
Within the work setting, it is obvious to me that women are oppressed compared to men living in the
United States, and probably across the world. Women are not excepted in career s outside of the
traditional females roles, are less likely to be given pertinent information regarding the job,
receive less mentoring, and they even get paid less than males when working within the same
positions. Women feel the need to perform at a higher level than men to be appreciated in the
workplace. I also believe that counselors are more likely to impose career choices on their students
that fit the traditional gender roles present today. As counselors I think it is important to educate
both men and women on non-traditional career choices that might be fitting to the student.
Providing opportunities to shadow within the workplace and materials on women’s career
development would be beneficial for these women as well. Counselors can help develop career
self-efficacy in clients by helping them “develop self-evaluation skills, identifying career paths by
successful women, promoting skills to deal with anxiety, and helping them understand the impact
of gender socialization issues in their careers” (Sue and Sue, 2008, 472).
(Garten, 2012)
“American Indians/Alaskan Natives (American Indian, Eskimo, Aleut) from a highly
heterogeneous group composed of 561 distinct tribes, some of which consist of only four or five
members” (Sue and Sue, 2008, 347). This minority group has an experience unlike any other
group because instead of struggling to gain equality with little resources like most minority
groups, they had the resources which were eventually stripped of them and forced to
assimilate to the mainstream culture; creating a distrust of the Euro-Americans. I can’t say I
blame them. Due to forced assimilation, this group has lost ties with their cultural heritage
because traditions haven’t been able to be passed down the generations. I honestly feel so
much for this group of people- why couldn’t the Caucasians leave the Native Indians alone and
let them keep their culture and language? I think personally, the forced assimilation of
American Indians has lead to many of the problematic issues facing them today. Not only do
they face issues due to the expectations between both their native traditional values and the
majority culture, but they are less likely to graduate, have a lower income, two times the
poverty rate, six times the alcoholism mortality rate, higher injury related death, higher rates
of domestic violence, mood/anxiety disorders, substance abuse and suicide than that of the
U.S. population. Medically, obesity and diabetes are also much higher. The family dynamics
can vary greatly from being matriarchal to patriarchal, but common themes exist within these
structures: the family is typically considered to be the basic unit consisting of distant relatives
and even non-blood friends who often help raise the children but live in separate households.
There are high fertility rates, high number of out-of-wedlock births and strong roles for
women common among these groups. As counselors, we must determine the roles of all
“family members” so interventions can include the appropriate individuals.
Although great diversity exists between American Indians/Alaskan Natives, there
are key elements in most groups regarding their values: sharing, cooperation,
noninterference, time orientation, spirituality and nonverbal communication.
As counselors it is important to determine whether specific behaviors are due
to cultural values or actual problems. As associated with sharing and
cooperation, this group appreciates collectivism and the tribe is of
“fundamental importance” (Sue and Sue, 2008, 348) and they see themselves as
extensions of their tribe. Because of this, interventions should include an
assessment of the importance of the tribal relationships within any decision
making process. Often times the Native American sees the tribe as a means of
occupation so they drop out of school to work on the reservation- leading to
the high dropout rates among this group. Changes need to be made a systems
level to accommodate to the social and cultural differences between this group
as well as use a curriculum that reflects the students’ cultural background.
(Garten, 2012)
(Garten, 2012)
There are estimates that over 33 million immigrants are living in the United States, totaling
about 12% the entire population. Majority of the immigrants are from Mexico, with Latin
America being the next top contributor. Immigrants have either a green card, are
naturalized citizens, or are undocumented in US. The United States has implemented
unfair and exclusionary policies and laws towards immigrants, and often negativity occurs
towards this group when they are seen as taking jobs from those born in the US in times of
need. Children of immigrants born as citizens in the US often have fear and anxiety towards
the immigration status of family members even though they are US citizens
themselves. “One of the most difficult challenges faced by immigrants is their adjustment
and adaptation to a completely different society, cultural customs, and the mixed reception
by U.S. citizens” (Sue and Sue, 2008, 427). These individuals experience culture shock which
often leads to feelings of isolation, loneliness, disorientation, helplessness, anxiety, and
depression. On top of the problematic issues these individuals face, they are less likely to
utilize healthcare services due to fear of deportation, even if they are permanent U.S.
citizens. They feel that seeking assistance might show they are unable to live in the US
independently. As counselors it is important to be aware of these concerns and discuss them
with our immigrant clients as well as knowing the rights and exclusions for them. The
counselor will need to act as an educator and advocate for these clients and offer services
within the community using culturally relevant services.
(Garten, 2012)
In my opinion, this would be the most difficult group to belong to. I think it is so sad how
refugees flee from their country because of persecution, only to enter a nation who further
oppresses and discriminates against them. “Between 1987 and the year 2,000, the United
States admitted about 460,000 refugees” (Sue and Sue, 2008, 431). Although majority of
refugees are able to make a healthy transition to life in the US, they often experience
trauma, loss, and feelings of displacement. This is probably why they are more at risk for
Posttraumatic Stress Disorder, depression and anxiety. They are often forced to leave family
members and loved ones behind, which leads to guilt and a sense of loss. Although refugees
are worried about losing their cultural identity, the main concern when working with the
group is their safety and reassurance needs to be given about confidentiality and the
therapeutic process. Other issues facing this group are males struggling with feelings of
powerlessness given a loss of status and possible unemployment, while women may
experience domestic violence but be socially conditioned to ignore their own pains to take
care of the family. When working with these clients it is important to consider the language
barriers and how it will affect the counseling process. Having an interpreter is a great way to
break this language barrier but it is important to be aware that often times the client forms a
relationship with the interpreter before the counselor. To me, this makes sense, but I could
see how this could bother many counselors trying to build trust and rapport with their
client.
(Garten, 2012)
The Gay, Lesbian, Bisexual, Transgender and Questioning (GLBTQ) group of individuals make up
roughly 4 to 10 percent of the United States population. It is estimated that 1.2 million people are
part of gay and lesbian couples, showing a dramatic increase of 300% since 1990 (Sue and Sue,
2008, 447). GLBTQ individuals refer to the affectional and/or sexual orientation to a person of the
same sex. Men prefer to be called gay men why women prefer to be referred to as lesbian.
Although GLBTQ can be any ethnic group, it is important to realize they are still a minority group
and they “share the experiences of stereotyping, stigmatization by psychology, social and cultural
life, and reactions of majority members of society. In addition, people of color and LGB
individuals undergo similar processes of identity development [as ethnic minority groups]”
((Israel and Selvidge, 2003).
Although there have been many positive developments for this group, there are still biases and
discrimination held against this group. I already knew this and am sort of surprised the text
mentioned this, but it is important to realize that homosexuality is not a mental disorder,
although society’s discrimination of this group does lead to elevated rates of Major Depression,
Generalized Anxiety Disorder, substance abuse, suicidal thoughts/attempts, personal-safety
issues, and high-risk sexual behaviors. As a counselor it is important to address these problems at
both individual and systemic levels because the root of the problem often lies in the environment
and not within the individual. “To improve the school environment, inclusion of gay and
transgender issues in the curriculum, addressing self-management and social skills relevant to
GLBTQ youth, provision of adequate social services, and a non-discriminatory school
environment can be advocated” (Sue and Sue, 2008, 449). Having policies in place that protect
this group from harassment, as well as providing support groups, counseling services and safe
places for this group to meet and socialize would be beneficial for this group.
(Garten, 2012)
Identity issues are prevalent for this group of individuals, as awareness of sexual
orientation for gays tends to occur in the early teens. Many individuals in this
group feel alone or isolated while struggling to learn and accept their own
identity compared to society’s definition of what is healthy. As counselors it is
important to help these individuals develop coping and survival skills as well as
expand the environmental supports. Being aware of the resources available for
this group as well as promoting diversity in sexual orientation within the
school can also be a support for this group.
It is important to be aware that many GLBTQ individuals are afraid to “come
out” due to discrimination from their family and friends. Often times parents
feel a loss for their children and guilt upon themselves which can lead to
rejection, anger and grief. As counselors it is important to carefully consider the
consequences of coming out, as sometimes it is best for the client not to tell.
During this process it is also important to help the client identify the external
sources for their issues over identity rather than allowing them to blame
themselves.
(Garten, 2012)
There are many characteristics in common across the various racial identity development models. Each model
views healthy development as a progressive movement from naivety to awareness and putting the awareness
into action. The individuals set beliefs are challenged by situations or events which confronts a person’s
previous schema and behaving. This typically causes inner conflict with the self which eventually ends up with
appreciating one’s own cultural heritage.
Components of the racial identity development models:
-African Americans: pre-encounter, encounter, immersion-emersion, internalization, and internalizationcommitment
-Asian Americans: ethnic awareness, White identification, awakening to social political consciousness,
redirection and incorporation.
-Latino/Hispanic Americans: causal, cognitive, consequence, working-through, and successful resolution
-Caucasian: naivete, conformity, dissonance, resistance and immersion, introspective, integrative awareness,
and commitment to antiracist action
The RCID model will be useful in counseling work because it will act as a guide when working with minority clients
by helping the counselor gain a better understanding of the client. When you have a better understanding of
how your client perceives the world, the more effective you will be as a counselor. The model helps the
counselor foresee possible beliefs and behaviors the client would encounter in the current and following stages
as well as planning for effective interventions.
Something I thought was very sad is how a study showed that African Americs children preferred playing with a
Caucasian baby doll over their own race because they believed the darker skinned doll was bad. I find it even
more sad how 1/3 of the children picked up the Caucasian doll when asked to choose the doll that looked like
them. This is a prime example of social and cultural conditioning that takes place within the United States. It
honestly just makes me really sad that so many people hold self-hatred because the US has brainwashed them
to believe they are not beautiful if they are not White. Another example of cultural conditioning is Asian ladies
having surgery to reshape their eyes to look more like the Caucasian’s eye shape. It really shows how minority
individuals view beauty based on Euro-American standards.
(Garten, 2012).
*BECOME CULTURALLY COMPETENT
-awareness, knowledge, skills (alternative approaches, methods and interventions)
*Create a trusting, supportive environment for all students which caters to their
unique values and beliefs; open communication; rapport building
*Understand the different modes of communication (high vs. low context)
*Advocate for all students
*Promote systematic change
*Educate the system (staff and students)
*Be aware of our own biases and prejudices/worldviews/culture
*Never stop learning about other minority groups
*Know it takes time to reach cultural competency; comes
through lived experience and reality
*Attend professional development opportunities;
knowledge is power
*Immerge myself in the culture of other groups
(meetings, activities, spending time wit people from
another culture or racial group)
*Work on accepting my own “whiteness”
*Be a counselor of action; doesn’t just “talk the talk” but
“walks the walk”
Prescription for Multicultural
Learning and Awareness
Be open-minded and aware of my own biases
against others. Do not be quick to judge, but
see the person in a holistic point-of-view.
Realize when I am perceiving others and
imposing my beliefs based on my own values.
Never forget the unearned privileges I obtain
while others struggle for the necessities of
life. Never stop learning about other
ethnicities and their culture- knowledge is
power. Be aware of the struggles each group
faces independently and gain the skills to
effectively work with these groups. Embrace
diversity and the beautiful differences among
various cultural groups. Help change not only
the individual, but the corrupt system. And
“above all, love each other deeply because
love conquers a multitude of sins” 1 Peter 4:8
(Garten, 2012)
 Sue, D. W., & Sue, D. (2008). Counseling the culturally
diverse: theory and practice. (5 ed.). Hoboken: Wiley &
Sons, Inc.
 Garten, J. A. (Summer 2012). Daily postings [Online
forum comment]. Retrieved from www.online.ksu.edu
 Self-evaluation