Multicultural Competence : The Cinderella Of Psychology

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.

Cultural competency is critical in psychology practice. In the United States, the groups, which considered as cultural and ethnic minorities, are growing in the population (APA, 2003). Culture often influences the content and quality of people’s experience, perception, and response. Thus, it is important for psychologists to be aware of cultural influences on client’s presenting experience(s) (Gardiner & Kosmitzki, 2010). Without a regard for cultural influence, there is a significant risk for the psychologist to misunderstand, misinterpret, and misguide his or her client. Such misunderstanding, misinterpretation, and misguidance are not only unhelpful but can be detrimental for the client (Corey, Corey, & Callanan, 2011; Pope, & Vasquez, 2011).

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

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

Racism against African Americans and other ethnicities is still prevalent in our society. Salis (2015) mentions a recent poll of Caucasian and African Americans and found that sixty percent of those surveyed felt racial relationships ha vent improved and forty percent felt they were worse. In this paper, I will identify how a counselor can reduce the effects of racism and discrimination that has affected African Americans. Additionally, I will address what role a counselor plays in reducing the stigma of mental illness within the African American community. Furthermore, I will highlight the legal and ethical issues identified in the video

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).

As discussed in class, little advancement has been made in the field of mental health care over the past two decades. Rates of mental illness continue to be high especially among certain subgroups, but progress has been stunted by stigma and social environmental issues. Mental health disparities, like many other health disparities, are embedded within a trend of socioeconomic differences (Miranda, McGuire, Williams, & Wang, 2008). Racial and class disparities exist among those afflicted

African Americans acceptance of therapy has been rising in the past decade, particularly among the young and those with more education and in those urban areas with large black populations (Bahrampour, 2013). Touro College of Osteopathic Medicine in New York City stated that in the past 10 years they have seen a 20 to 25 percent rise in African Americans seeking therapy (Bahrampour, 2013). Along with this SUNY College at Old Westbury in New York, noted that more black students are studying psychology (Bahrampour, 2013). These are just a few of the examples were the field of counseling is becoming more diverse and more excepting to African Americans. This group is still behind but with progress being made they are moving in the right direction. This is needed to help with the higher rates of mental health issues that are reported in the African American community. African Americans are 20% more likely to report having serious psychological distress than non-Hispanic Whites, according to the U.S. Department of Health and Human Services Office of Minority Services (Hamm, 2014). Yet young adult African Americans, are less likely to seek mental health services than their white counterparts, according to a study

Openness, honesty and directness are essential components in open dialogue with multicultural clients in order to maintain a relationship of value. Miller (2015) describes open dialogue as an atmosphere in which dialogue is engaged in an open fashion in a therapy session. It includes the creation of an intimate environment where challenges related to racial and ethnic factors can be openly discussed (p. 311). For example, when treating an African American client who experiences depression and concerns for her/his safety, a counselor could consider how living in an underserved neighborhood where crime may be rampant has an effect on how one would go about their day. The client may fear for their life frequently and perhaps protracted efforts to find a job have been unsuccessful. The specificity of race in these circumstances could be the determining factor in the client’s depression and safety concerns. If the same client suffered from addiction, the therapist could reflect on how being a part of a minority group with a history of being sidelined and discriminated against could have, in part, enabled the addiction as a method of coping with life stressors.

So why then, are perspective counselors lacking the appropriate training in educational settings? The vast majority of theories and techniques come from White European-American backgrounds (D' Andrea et al., 2007). Research is tailored to the White community, so care is often monocultural and ethnocentric in the assessment, diagnosis, and treatment of racial/ethnic minority populations (Council of National Psychological Associations for the Advancement of Ethnic Minority Interests, 2003). The consequences of a White supremacy learning and application environment can be detrimental when a White clinician is assessing normality and abnormality, treatment strategies, and determining life altering consequences based on the cultural lens he is perceiving the

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.

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).

When considering a career in mental health, people do not immediately consider cultural diversity. Instead, images of depression, couches, notepads, antidepressants, and clients pouring their hearts out fill the potential therapist’s head. As the student begins their journey however, they learn how important cultural diversity is to the profession of mental health. Issues range from the shifting nature of the ethnic population, to the differing needs among groups. The fact is most mental health counselors remain part of the dominant white northern European population making studying cultural diversity an important element of a well-rounded mental health background (Johnson & Williams, 2014). Cultural diversity is defined as a group of

from the context of the personal culture of the client (Sue, Arrendondo & McDavis, 1994; Sue &

     After reading the many articles on the notion of diagnosis and counseling with multicultural/ethnic patients, it has come to my attention that this focus is solely based on stereotypical attitudes. Sure, it can be said that it is important for a therapist to have a background of the patient’s heritage and culture, but doesn’t this necessarily mean that the outlook of the therapist will be put in a box by doing so? I think multicultural competency is a ridiculous way to improve patient-therapist relationships because of several reasons. First off, generalities and race-centralisms only hinder, not improve, the inner workings of a therapy session. Second, there is no real way to test