Multicultural Counseling Is The Hour Of The Need

One of the most promising approaches to the field of multicultural counseling/therapy has been the work on racial/cultural identity development among minority groups. This model acknowledges within groups differences that have implications for treatment. The high failure-to-return rate of many clients seems to be intimately connected to the mental health professional’s inability to assess the cultural identity of clients accurately. The model also acknowledges

Engaging into the importance of multicultural competence, awareness of such competency has become a significant necessity in the area of mental health, and various fields of psychology (Hayes, 2008). It is essential for a counselor to be multicultural competent in order to develop a therapeutic alliance with a client, while understanding their cultural identity. Therefore, culturally competent knowledge, attitudes, and skills of diverse culture, is necessary, in proper treatment and diagnosis. Nonetheless, the complexity of cultural diversity can contribute to challenges in assessment, diagnosis and or treatment. It is further understood; by understanding one’s social history, psychosocial history, presenting problems, along with other pertinent information regarding a cultural responsiveness in a diagnosis, and how it would be beneficial to individuals of various social, ethnic, and other minority groups in order to make a treatment plan based on the findings of a cultural assessment (Sue & Sue, 2013). Nonetheless, cultural influences, often neglected, are needed to incorporate the challenges cultural groups face when seeking treatment. Therefore, I have found it applicable to use “ADDRESSING,” framework in therapy as a resource for developing cultural and relevant assessments in addition to the onset symptoms presented in the client in the case study of Mrs. Hudson. The use of “ADDRESSING” acronym is designed to obtain age, developmental and physical disabilities

Because multicultural counseling can have a myriad of people with different personalities and backgrounds, many ethical procedures cannot address all the circumstances that a counselor could come across. According to Diller (2011) it is critical when preparing to work with clients of a particular ethnic group by doing research into the group’s history, culture, and health issues (p. 320). This would include not only academic, professional, or web searches, but travel,

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.

Each client is influenced by race, ethnicity, national origin, life stage, educational level, social class, and sex roles (Ibrahim, 1985). The counsellor must view the identity and development of culturally diverse people in terms of multiple interactive factors rather than a strictly cultural framework (Romero, 1985).

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.

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).

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.

Counselors who are unaware of diverse cultural viewpoints are more than likely to do intentional or unintentional damage when working within communities opposite of their own and with those whose cultures and worldviews differ from theirs. If a counselor is unaware of their own cultural identity, biases, and stereotypes, how then will they know if they are unintentionally causing harm to their clients or build rapport? Cultural self-awareness is relevant because counselors need to know their cultural identity and what they must offer their clients in a therapeutic relationship and to help clients become aware their cultural identities.

People behave accordingly to their culture which makes them to behavior in a certain direction. Thus, it is important for to a counselor to treat a client according to his or her culture. Some peoples' culture consists of religious beliefs, certain customs, rituals, which involves social, morals and values. Likewise, the part of a researcher is to deliver knowledge about the participant’s background and lifestyle which is essential for cultural competence (Sue & Sue, 2013, p. 9745). Also, (Code # A.2.c.) a researcher must respect their client’s culture and be culturally sensitive. Thus, it is important that researchers are culture competence when participants partake in a research study (ACA, 2014, p. 3). For this reason, the researcher most

     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

Multicultural counseling are counselors who understand that the client with different cultural background from themselves will have different views and that could effect their treatment. Multicultural are aware of the different cultures and the differences in groups meaning not everyone in the same group thinks the same. MCTs advocates to enhance the traditional counseling role by teaching and consulting plans that relates to culture and roles in the healing process. They also are aware of the balance between individualism and collectivism when it comes to assessing, diagnosing and creating a treatment plan for the client (Sue & Sue, 2016).