Multicultural Competencies

As individuals, we are diverse based on the background, experience, ability, race, language, etc. which impact the lens through which we view others and ourselves. As diverse individual, we may belong to dominant or non- dominant groups. Thus, either we have power and privilege or we experience discrimination and oppression. Further, we are shelled with diversity, ethnicity, and multiculturalism issues. Counselors have some ethical primary responsibilities to respect the dignity and promote the welfare of the client (A.1.a), “honoring diversity and embracing a multicultural approach in support of the worth, dignity” and “promoting social justice” (Herlihy & Corey, 2014, p. 3)

The mental health of individuals in the LGBT (lesbian, gay, bisexual, transgendered) community is something that is a serious problem. For most of the history of the United States and many different parts of the world LGBT people faced much persecution and in some cases even death. This constant fear of discovery and the pressure that one feels on oneself when “in the closet” can lead to major mental distress. Research has shown that people who identify as LGBT are twice as likely to develop lifetime mood and anxiety disorders (Bostwick 468). This is extremely noticeable the past couple years in the suicides of bullied teens on the basis of sexual identity and expression. The stigma on simply being perceived as LGBT is strong enough to

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

ASCA National Model has Mindset and Behaviors guidelines for student success. These guidelines facilitate what a professional school counselor role is in schools, given 35 standards set forth as priorities. Professional school counselors have an important role in assisting students with their education as they focus on the 3 domains of the guidelines which enlist Academic, Career and Social/Emotional Development. This paper will focus on the areas a counselor needs to excel in, to show leadership and understanding of their profession. The areas include the following having a professional organization to belong to, clearly understanding ethical codes, ability to work with multicultural, GLBTQ students, importance of group work and career development.

School counselors should be able to distinguish the differences between individual and group dissimilarities and strive to value all students and groups equally. They should advocate for the equitable treatment of all students in their school and in their community. If a school counselor wants to be successful in ensuring an equity-based program, they should consider the role of culture, ethnicity, race, gender, religion, socioeconomic status, sexual orientation, and other factors (Curry & Milson, 2013). Any student regardless of background can face developmental and emotional issues that can be detrimental to their success. Some students slip through the cracks because they feel that there are no adults available whom they can trust. They

I have learned that it is important that educators  and health providers be trained on cultural competency to understand the population they are serving. Marks, Sims, and Osher (King, Sims, & Osher, n.d.) define cultural competency  as a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enables that system, agency, or those professionals to work effectively in cross–cultural situations" ( as cited in Cross et al., 1989; Isaacs & Benjamin, 1991). Health providers and educators should investigate demographic patterns or trends in the place where they live and work. This brings awareness of the types of cultures that they might come across when they are working with people. Organizations should integrate and implement policies that promote the value of  diversity, self-assessment, manage the dynamics of difference, acquire and institutionalize cultural knowledge, and adapt to diversity and the cultural contexts of communities they serve (Georgetown  University, 2004). Georgetown University (2004) also stresses that culture competency grows gradually and is always open for improvement.

The purpose of this paper is to explore various considerations when counseling members of the lesbian, bisexual, gay and transgender community (LGBT). When counseling LGBT members, the psychology professional must be aware of various factors that may influence effective treatment. For instance, the historical treatment of the LGBT community by the mental health profession is important to understand in order to make strides at improving institutional attitudes and approaches. Other factors such as community perceptions, interfamily relations and cultural bias are all relevant to successful therapeutic outcomes. This paper aims to discuss these factors in order to present a comprehensive review of the cultural considerations involved with counseling the LGBT community.

LGBTQ adolescents, also called sexual minority youth, have a higher risk of developing mental and emotional problems than heterosexual youth, and also face more bullying, harassment, and victimization due to homophobia (Craig, Austin, & McInroy, 2014). In order to address their needs, the researchers used group therapy that was based on

School counselors and psychologists must be knowledgeable and competent regarding the issues and needs of their LGBT students. The APA Ethical Code 2.01(b) requires, “an understanding of factors

Since Bobby is Hispanic, comes from a poor upbringing, did not finish his education, and is unable to hold a job as an adult; treatment must be dealt with according to his ethics and culture. Information found under the APA Guidelines, Policy Statements, and Resolutions the discussion of proper procedure in ethnic background treatment and diversity (APA, 2010). The recommendation of a Hispanic psychologist will only assist in allowing Bobby to open up to treatment. The cultural similarities will assist in Bobby understanding that his parent’s life style was not appropriate; and if he continues on the same path he will not change the cycle that has caused him so much pain. Any language difference would be more accommodated with a Hispanic psychologist (APA, 2010). At this time Bobby has been able to correspond on an pragmatic level of English that was understandable. The treatment plan laid out for Bobby under Research and Evaluation allows for civil commitment. This will give Bobby time to gain control of the substance abuse and take control of the trauma from his past. The Hispanic intervention will allow for a more comforting environment. This part is important because Bobby suffered from abuse and neglect from his parents (Zalta, et al., 2014). His desire was to please his mother, no matter her requests. Although he now understands that instead of his parent’s protection he was abused and left

In this great nation we live in today that has been vastly increasing diversity bring so many great opportunities. But with these great opportunities there are also challenges that are continually looked over constantly. One of the challenges is our health care system that fails to deliver culturally competent services. Cultural competency helps to enable providers to deliver services that are respectful to diverse patients. This helps with patients own health beliefs, practices and cultural and linguistic needs. This is why this training is needed in every health facility. Many doctors go through this problem not understanding their patient’s needs. If I were a doctor I would use this skill. Certain racial and ethnic minorities receive poorer

I would have to rate our school between cultural precompetence and cultural competence depending on the year in question and even the time of year. We are aware that we have achievement gaps in our minority populations, particularly our African American and special education students. When test scores come back and we see the lack of progress for these special groups, we have meetings and provided professional development on differentiation and small group instruction. Only one year did I participate in a professional development where an expert on teaching African American led the discussion. Usually staff development sessions are more generalized.

Competency is something education and care services and educators strive for constantly. It is what a service must demonstrate to prove it is meeting or exceeding the National Quality Standard. But there is a special type of competency that all services must achieve to deliver high quality education and care to all children—cultural competency. Cultural competence is an essential practice of both the Early Years Learning Framework and the Framework for School Aged Care—My Time, Our Place. It is based on the principle contained in both frameworks—respect for diversity. Can educators and services ever truly become culturally competent? Many would say that achievement of this competency is always just beyond grasp. That is why the

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

With the diversifying population in America’s schools, a profession school counselor should be culturally competent to meet the needs of all students. “The transformed professional school counselor is culturally competent, respectful of human diversity, and a school leader in ensuring that oppressive systemic barriers to academic, career, college readiness, and personal/social development are removed (Erford, 2015, p. 173).” A school counselor needs to have a deep understanding of a variety of cultures to meet the personal, emotional, developmental needs of a student using individual and group interventions while being aware of their cultural and spiritual needs.