Cultural Creativity Counseling

Cultural Competency in Art Therapy Before I started my path to becoming an Art Therapist, one of my main concerns was how effective I would be when working with diverse client populations. As a heterosexual white woman who grew up in a mostly-white, conservative farming town in rural Iowa, most of my younger years of life were sheltered regarding multiculturalism. I have never faced the oppression that potential clients have faced. I have never feared for my life due to the color of my skin, the religion that I practice, or for loving who I love.

In “Becoming a Helper” by Marianne Schneider Corey and Gerald Corey, the chapters go over how to understand diversity and some of the common concerns of being in the helping career. In the chapter on diversity, the authors go over the importance of different cultures and the possible biases that you could have. It is important to approach these biases with an ethical point of view to be able to help the client. By being aware of the difference in cultures that some of the clients that the therapist will be seeing will allow the therapist to work with the client in a better way, fitting and respecting their culture and rules. The chapter gives advice to research and look into different cultures so you will be more aware and be able to help in a better way. Cultural diversity is something that has a lot of strength in the helping field. By knowing other cultures, the therapists and counselors will better understand their clients and be able to help in a broader spectrum.

Firstly, increasing one’s cultural competence is instrumental to becoming a more empathic and understanding person and teacher. Cultural competence involves understanding another person’s culture without judgement and realizing that even if their ideas or beliefs are different, that does not mean they are wrong. If one learns about their students’ cultures and backgrounds, they will be able to speak and interact with these students in an appropriate way. If the students are refugees and come from a traumatic past, teachers should approach any personal questions they have sensitively. Sometimes people have prejudices or believe stereotypes and they may not even realize it. The Hmong people were widely dispersed and no two Hmong people will be the same. It is crucial that teachers do not assume that each person has the same values and

Guideline 1: Psychologists are encouraged to recognize that, as cultural beings, they may hold attitudes and beliefs that can detrimentally influence their perceptions of and interactions with individuals who are ethnically and racially different from themselves (American Psychological Association, 2003). I agree that psychologist can hold many different beliefs concerning others. The beliefs can sometimes hinder a person from growing emotionally, and cognitively. In my opinion it is important for the professional to be familiar with the diversity that may exist in their patients and remain professional in their

In this era, diversity and cultural competence are extremely important to understand, regarding the foundations of human development in the social environment. Diversity can alter or affect an individual’s behavior in many ways. Diversity is considered when an individual is different, or composed of differing elements. Therefore, diversity can include different nationality, gender, sexual orientation, age, class, disability, gender identity, immigration status, political ideology, and religion. At any time, an individual is determined as belonging to another group, different from the majority, the individual is considered to be subject to the effects of diversity. Many children coming from different countries have a problem with language. Not being able to speak the language of the community can cause huge barriers for the children to overcome. Many parents believe that the key to a successful life and fulfillment is to get an education. These parents encourage their kids, that with an education nothing can defeat you. It is also very important for the social worker, or human service provider to be comfortable with diversity, and is culturally competent. Cross-cultured means the individual appreciates and compares the differences and the similarities of different cultures as well as their own.

Many barriers can evolve from people who grow up with no formal education, who only speaking their local dialect, and who have little exposure to people who are different from them. Ethnic people who can acquire a formal education, practice biculturalism, and code switch are able to be much more successful in life. It is a well-known fact that having a formal education has a major impact on a person’s earning potential and life success. Needing to understand and navigate cultures other than one’s own culture is another critical life skill. This is common thread of Dr. King, Fredrick Douglas, Amy Tan’s and myself.

It is a significant struggle for many first or second generation of Asian-American who need to fit in two different culture and expectations sets, especially for who born from early 1980s to late 1990s. On one side, we have to get into the American culture. On other side, we are encouraged to preserve our traditional personality and keep our Asian ethnicities alive. Fail to keep either side of expectations can lead to rejection or culture crisis.

This journal entry allowed me to understand Kim better because it allowed me to hear her perspective of her culture as well as how she viewed herself with in it. The media plays a big role in how certain populations are portrayed. Being an African American I can understand how frustrating it can be to see your race degraded and stereotyped daily by the media. It saddened me to hear at such a young age she wanted to become instantly Americanized. I understand the obstacles and the pressures she faced in school because of her identity. I instantly thought back to my grade school experience and how the foreign students were treated by students as well as teachers. I began to empathize with Kim during this interview.

Anxiously awaiting its contents, the high school senior stares at his mailbox. He has been awaiting a response for months from his dream college. He has endured the endless questions from friends and family, "Did you hear from that college yet?" He has spent many a night he should have been sleeping lying in bed wondering whether he would be heading to his dream school in the fall. He has read numerous books and has done serious research on just what it took to get where he wanted to be. He continues to stare for hours, shaking from either anticipation or fear, though he cannot decide which. Finally his parents arrive home and encourage him to open the letter. He then opens the box. Now I ask this. Should this senior’s ethnicity impact

counselor may address is cultural aspects. (Jacobs, 2011) In a Qualitative article titled Managing racial anger: A Critical Skill in Cultural Competence Alexis D. Abernethy (1995) addresses how some ethnic populations may come to a therapy session having anger as being the main complication. The issue might revolve around job discrimination, job dissatisfaction etc. However, the counselor may show empathy before understanding the client’s situation or perspective, which may create a dilemma (Abernethy, 1995, p. 97).

This stage states, “little or no exploration of ethnicity, but apparent clarity about one’s own ethnicity. Feelings about one’s ethnicity may be either positive or negative, depending on one’s socialization experiences” (Phinney, 1989). According to this interviewee, it is uncertain if he developed a positive or negative perspective. He still did not explore further in his ethnicity, but he seems content with his decision. He understands that Americans have more career opportunities and does not want to lose his chance by changing his ethnic

“Model minority” is a term first used by sociologist William Petersen in a 1966 New York Times article that applauded Asian-Americans as an example that other minorities should follow based on their academic and economic success. 8 Although there are numerous Asians that achieve great success in the United States, the term and concept of “model minority” is a myth because as mentioned before, there are many Asian immigrants that live under poverty line, especially lowest success rate in Southeast Asians. 1 The stereotype of model minority has a detrimental effect on health of the Asian immigrant children because it encourages Asian American students to be silent and discrete about their mental problems. This is because they are afraid to be seen as failures to the society and disappoint their parents. Asian American children are known to succeed academically but parents and health providers must attend to and properly assess them for their mental health needs,

Born in a traditional Chinese family, Ming began to know about people of backgrounds different than him after he came to the U.S. in 2014. What he learned and experienced in CSUEB had transformed him from a boy having a racial stereotype and religious prejudice to a man who shows high respect for cultural diversity. By making a formal interview with Tiana and Ming, I learned that school education has significant influences on personal growth and development because it improves students’ abilities to demonstrate knowledge of the history, race, and gender in American context and prepares them to be a person who has abilities to respond to diverse perspectives linked to cultural identities, such as race, gender, and

For more than two decades, school psychology has known about the necessity for, and importance of, developing multicultural competence (Fouad & Arrendondo, 2007). From research, ethics, and practice standards, school psychologists and other school personnel have been aware that an effective school professional is multiculturally competent and able to make sense of students’ sociocultural, socioracial, and sociopolitical backgrounds that present themselves within a classroom setting. Multiculturally competent professionals are informed as to which environmental, academic, and community factors combine to support all students’ learning and development across ages and abilities. Twenty-first century American schools are changing in dramatic ways partly because of shifting demographics in rural and urban communities and in public and private educational institutions, as well as among students who are homeschooled. These changes have produced a new generation of multilingual, multiracial children with racial, ethnic, cultural, and linguistic differences; multiple learning styles; native language learning; and changing family constellations. Some of today’s learners also come from families with multiple and/or generational family traumas and dysfunctions. These challenges and the shifts in student enrollment demographics are creating new demands on schools’ teaching and learning services.

Elizabeth Wong is a Chinese-American playwright who wrote “The Struggle to Be an All-American Girl”. In her essay, she describes her resentment of her Chinese roots and her protest against her parents who want her to learn and appreciate her heritage and culture. Her essay exposes the pressure that society places on immigrant children to fit into the dominant culture. The proposed solutions to fixing this problem is thinking and implementing long term plans. I make the argument that his ethical problem of society placing such a heavy burden on immigrant children to fit into the dominate culture can be solved with the implementation of multicultural classes, language classes, additional counselors and child psychologists in public schools.