Developing Multicultural Counseling Competence : A Systems Approach

Have you ever referred to someone as “high class,” “middle class,” or “low class?” The article “Class In America” is a very educated read and describes the way people are characterized by their “class.” I think that this article informs all types of readers and allows people to see how people are grouped based on themselves. “Class in America” is written to show and prove to society that people do not talk about “class” anymore, because of the way the world looks at it today. Gregory Mantosis is the author of the article, and he uses many facts and data to prove his points.

Below, I will discuss the results of a multicultural self-assessment that I took. I will describe a time in which I felt “other”. I will then proceed to explain my personal feelings regarding each. I will discuss a course of action I plan to take as a result of the multicultural assessment. I will develop a counseling identity statement. Finally, I will explain why multicultural awareness and cultural competency are important in the field of counseling.

Despite the debates about social class, the United States is usually described as having four major social classes, the elite or upperclass, the middle class, the working class, and the lower class (Goldscmidt). Classes are generally differentiated by income, education, and occupation although other factors do have an effect. The upperclass consists of about 1% of the population making 750,000 dollars or more a year as investors, top executives, or heirs to large fortunes (Hughes and Jenkins). There tends to be no question about who is in the upperclass as they are pretty clearly isolated in their power and wealth. The middle class makes up about 40% of the population making anywhere from 40,000 to 749,999 dollars a year (Hughes and Jenkins). The large disparity in income and wealth have led to a further division of this class into upper-middle class and middle class in some circles. The middle class usually work white collar jobs as professionals and managers, however some highly skilled blue collar workers are included. Those in the middle class have usually obtained higher education degrees and place a high value on individual responsibility for one’s class (Goldschmidt). The working class is composed of about 50% of the population earning 13,000 to 39,000 dollars a year (Hughes and Jenkins). Some also divide this class into a working class and a

The importance of diversity in counselling has been the subject of much research over the last 50 years Patterson (1996) and is aimed at preventing inequalities among different population groups regardless of ethnicity, gender, sexual orientation, social class, age, physical abilities and religious beliefs/beliefs. (Patterson, 1996)

Consequently, as professional school counselors competency in multicultural counseling is essential to the work that has to be done in schools, in this day and age, with the climate that the country is in, professional school counselors have to serve as the missing piece to bring students, educators and the community together. Professional school counselors’ foremost need to look at their own cultural and their comfort level with other cultures. Compentency in multicultural begins with analyzing ones own

This paper will introduce and define the need for Multicultural awareness as a clinical mental health counselor. It will further explore examples of various topics in Multicultural counseling such as: Racial and ethnic diversity, gender and social economic status. As a result of this research, in Multicultural awareness, the self-assessment rendered the identity of myself. It allowed me to realize what and who I was as “other.” In realizing who I was as “other”, I saw my own self-identity, and some of my flaws. Therefore, this assessment made me realize the need to develop a plan to correct areas of which demonstrated lower scores in: acceptance of change, stereotyping, and assuming may interfere as a mental health counselor if not corrected. Multicultural Self-Assessment After taking the multicultural self-assessment, my results revealed the following about myself. For the most part of this assessment, my strongest points were rounded in cultural diversity and understanding. Contrary to such, I scored lower in the areas of “assuming something is when it’s not,” “stereotyping,” and “adapting new changes” (Petrone, M. C. 2004). Lastly, more often than not results displayed equality, and positive outlook type of personality. For example, in posting to the discussion board, I tried to respond to topics without, disrespecting ones’ values, and at the same time introducing awareness about the topic. First Time I Realized I was “Other” The first

Getting my new text and being filled with curiosity is always a great feeling prior to starting a class; Cultural Anthropology, such a foreign topic, so I thought. Once I began to read the first few chapters of the book I began to recognize words and details that I have previously been introduced too. Thinking back to when and what classes I have had the same experience, I recall Multicultural Counseling and Psychology. Stepping out my comfort zone is what really came to mind. Growing up in a society that has changed so much over the years you would think that I would be used to it; however, asking to look at your community with a different set of eyes is uncomfortable and brings feelings of disbelief most of the time.

Over time, society has become increasingly diverse and globally connected. In order to meet the needs of an interconnected society, the American Counseling Association (ACA) endorsed the creation of multicultural and social justice competencies (Ratts, Singh, Butler, Nassar-McMillan, & McCullough, 2016). The Multicultural and Social Justice Counseling Competencies (MSJCC) were developed in order to showcase the importance of integrating MSJCC into all aspects of the counseling profession. Originally, these competencies were geared more toward majority professionals working with minority clients. However, it has become more clear that the range of diversity is endless and it is not uncommon for privileged clients to be counseled by minority counseled (Ratts, et al., 2016).

There are four categories of class in contemporary American society: upper, middle, working and lower. Of these four categories of classes, two are subdivide. These two are: upper class and the middle class.

It is important to be aware of one’s limitations, weaknesses and strengths in the delivery of counseling services. Taking into account the cultural values of the client, the support systems and the client’s view of the key parts of his or her makeup (the history of the client) are culture specific (because someone is of the same race does not mean that values will be the same) and does not discount the individual. Sue et al reminds us that multicultural counseling competency looks beyond racial and ethnic minorities and also includes disabilities, sexual orientation, age, and other special populations (Sue, et al, 1992).

3. Describe and define what you believe to be the categorization of social classes in the United States (e.g., upper class, upper middle class, middle class, lower class, etc.). a. Indicate in your

The relationship of a counselor to his or her client can be troubled when the two come from different cultural backgrounds. "As counselors incorporate a greater awareness of their clients' culture into their theory and practice, they must realize that, historically, cultural differences have been viewed as deficits (Romero, 1985). Adherence to white cultural values has brought about a naive imposition of narrowly defined criteria for normality on culturally diverse people" (Bolton-Brownlee 1987). The challenge for counselors today is to balance multiculturalism and sensitivity for the client with the need to move the client forward and enable him or her to reach productive life goals. Cultural acceptance cannot be synonymous with complacency.

Multicultural group counseling takes place when a counselor and/or clients are from differing cultural, race, and/or ethnicity groups. Due to the significant demographic changes that are occurring in the United States, multiculturalism is becoming increasingly important. When acting as a multicultural group counselor, it is important to modify techniques to reflect the cultural differences of the client, be prepared to deal with difficulties during the counseling process, and understand the way culturally diverse people conceptualize their problems as well how they resolve them (Gladding, 2012). In order to be an effective multicultural counselor, it is important that one is aware of their cultural heritage, understands how their cultural background affects their attitudes, values, and beliefs, recognizes the limitations of their multicultural expertise and/or competency, and identify the root of their discomfort with different clients (Gladding, 2012). One can implement these through three key aspects Gladding (2012) outlined in his book and effective leadership skills.

In a multicultural counseling perspective there are four key approaches when counseling individuals, (a) multicultural awareness of culturally learned assumptions about self and others leading to accurate assessments of clients, (b) multicultural knowledge of information, (c) multicultural skills and interventions, that are appropriate treating clients, and (d) individuals are from a variety of backgrounds, demographic status, and affiliation of cultures. The three-stage approach, will direct the counselor towards levels of multicultural competence in therapy by providing a successful outcome in the recovery process. When conducting a psychotherapy session with a client the counselor should be able to demonstrate skills, when exploring the client’s cultural background. Counselors should also be able to focus on the essential skills and pattern behaviors, when identifying cultural differences. Counseling a minority from a different culture counselors’ must be able to identify their own personal behaviors. These behaviors are crucial when counseling these individuals. First, a counselor must be able to sense the clients’ viewpoint or issue in some way. Secondly, a counselor should be specific when asking a question rather than being unclear and confusing.

CACREP Standard: Section II, 2.e. addresses counselors’ role in developing cultural self-awareness promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, and body. Previously, counseling was viewed as a “whites only” form of treatment with most research done on white or European descendants. Non-European descendants failed to believe counseling would benefit them or it was frown upon by their culture and communities. Counseling was viewed as ineffective for those of non-dominate culture. Culturally