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Handbook of Counselor Preparation-Seminar in Counselor Ed > Chapter 12-Teaching Social And Cultural Issues in Counseling > Flashcards

Chapter 12-Teaching Social And Cultural Issues in Counseling Flashcards

1
Q

What challenges must instructors be prepared for in teaching multicultural counseling?

A
  1. Challenges of upending students’ assumptions and established mores.
  2. Self-challenge
  3. Willingness to embrace conflict and uncertainty.
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2
Q

RE: multicultural counseling, Robert Kegan (1998) states students must:

A

Decide whether they “have culture” or culture “has them.”

Understand cultural relativism

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3
Q

What are students ask to do in learning multicultural counseling?

A
  1. Give up allegiances to the customary cultural practices, rituals, and rules for living.
  2. Transform into a new persona
  3. Multicultural competency (awareness, knowledge, and skills)
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4
Q

What are 3 notions that guide culturally alert counseling?

A
  1. constructivism
  2. comprehensiveness
  3. diversity versus disparity
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5
Q

What are 3 other notions that guide culturally alert counseling?

A
  1. competencies
  2. interplay of culture-universality and individuality
  3. teaching process: experience, personalization, and reflection
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6
Q

How does social construction define culture?

A

All individuals are ultimately embedded in discourses or assumptions about what is good, true, and beautiful for them.

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7
Q

RE: multicultural counseling, awareness of our social construction makes us:

A

reflective about our assumptions—including our privileges, oppressions, and hierarchies.

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8
Q

Describe the 2nd guiding notions of multicultural counseling: comprehensiveness

A
  1. Broad definition of culture-all groups are “cultured”
  2. All social groups that humans belong to, ones that form a person’s values and assumptions
  3. Culture is also external, affects how others see and act toward us.
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9
Q

Describe the third guiding notion: diversity versus disparity

A

Discussion of power and differential access

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10
Q

Describe fourth guiding notion: multicultural competencies

A

Counselors move beyond comprehension to culturally alert behaviors and practice.
Counselors learn range of culturally alert counseling skills in accessibility, assessment, and intervention.

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11
Q

Describe the fifth guiding notion of multicultural counseling.

A

Universality (human qualities we all share) and individuality (temperament and personality), are important.

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12
Q

Describe the sixth guiding notion of multicultural counseling.

A

Relates to the teaching process

Powerful learning incorporates experience, personalization, and reflection as learning modes.

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13
Q

What are TWO THEORETICAL FRAMEWORKS FOR TEACHING MULTICULTURAL COUNSELING?

A
  1. Multicultural Counseling and Therapy Theory (MCT)

2. Multicultural Social Justice Criticism (MSJC)

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14
Q

What is common about both multicultural counseling theories?

A

Ask counselors to think about clients’ contexts, be critical about the social arrangements, not just the individual choices, that result in clients’ self-doubt, lack of resources, and barriers

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15
Q

What 2 themes pervade multicultural counseling frameworks?

A
  1. Importance of context

2. Ability to be critical

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16
Q

Describe one key dimension of Multicultural Counseling and Therapy Theory

A
  1. Emphasis on context versus the individual
  2. Both counselor and client identities embedded in individual, family, and cultural contexts.
  3. Cultural identity theory: clients vary in attitudes toward self, others of same group, different group, and dominant group.
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17
Q

What is another key point of MCT?

A
  1. Matching practice with culture
  2. Counseling enhanced when strategies are consistent with cultural background of client.
  3. Some cultural groups have multiple helpers.
  4. Move beyond “repair” or “correction,” toward liberation of consciousness (see oneself in terms of cultural context)
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18
Q

RE: Multicultural Social Justice Criticism, what should all counselors be alert to?

A
  1. Discrimination, domination, and subordination, including in writings and actions of teachers of multicultural counseling.
  2. Combine activism and scholarship.
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19
Q

What does MSJC do for marginalized persons?

A
  1. Empowers them
  2. Students speak from experiences within the context of their own culture stories rather than just scholarship of academicians.
  3. Open dialogue among all
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20
Q

The course in multicultural counseling can be divided into four units:

A
  1. Introduction to Basic Notions (Culture, Social Justice)
  2. Ethnicity and Race
  3. Nonethnic Cultural Groups
  4. Skills for Multicultural Counseling
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21
Q

Describe UNIT 1: INTRODUCTION TO CULTURE AND SOCIAL JUSTICE

A

Orient students to the what, why, and how of culture

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22
Q

Describe and define culture in terms of the multicultural counseling course.

A
  1. A group’s way of adapting to environments and caring for each other.
  2. Internalized norms and external expressions-EX: school cultures, work cultures, family cultures, neighborhood cultures
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23
Q

What are 3 possible activities for introducing the major themes of the multicultural counseling course?

A
  1. Students’ thinking about their own multiple cultural identities
  2. Range of possible attitudes toward cultural diversity
  3. The Cultural De-Centering Activity-determine their relationship with their cultures, to decide whether “culture has them” or they “have culture.”
24
Q

Describe the topic of Social Justice in the multicultural counseling course.

A
  1. Hierarchies, power, and differential access to social capital presented-need to be accessible for a broad audience.
25
Q

The first premise for teaching social justice is:

A

Social injustice is related to the central work of counseling.
Often an antecedent to mental health disorder and an obstacle to human development

26
Q

Several studies have found that racist experiences are correlated with:

A
  1. increased alcohol consumption
  2. depressive symptoms
  3. lower self-esteem
  4. problems with memory and concentration
  5. difficulty trusting people who are racially similar to perpetrators
  6. self-blame, hyperarousal, and anxiety
27
Q

The second premise regarding the need for teaching social justice is:

A

counselors have a moral and ethical obligation to take action against oppression.

28
Q

How did Goldenberg define oppression?

A
  1. Social imperatives/practices aimed at containing or otherwise limiting the development of people
  2. Individual is “alienated, isolated, and insulated from the society of which he nominally remains a member”
29
Q

When oppressive experiences are perpetuated in an individual’s life what psychological processes can occur?

A
  1. Learned helplessness
  2. internalization of feelings of inferiority
  3. identification with the oppressor
  4. self-fulfilling prophesies
  5. groupthink
  6. stereotypes
30
Q

What are 2 Social Justice–Oriented Objectives for the multicultural counseling course?

A
  1. Micro-objectives: specific knowledge or skills learners should acquire.
  2. Macro-objectives: understanding the relationship between counseling and its larger sociopolitical context.
31
Q

Describe micro-objectives

A

(a) define key concepts such as social justice, social diversity, culture, gender, oppression, privilege, hegemony, ideology, and politics
(b) describe the values associated with social justice advocacy
(c) identify or demonstrate competence in implementing specific social justice advocacy interventions

32
Q

Describe 2 macro-objectives

A

helping students:

a) uncover hidden curricula
b) develop a critical political consciousness

33
Q

Describe: Helping students uncover hidden curricula.

A

Any implicit social messages that are communicated through course content and structure
Examine power relationships through:
1. unspoken power differentials within the classroom setting
2. implicit values in counseling texts and standards of practice.

34
Q

What is an example of an implicit value in several counseling theories and practice

A
  1. Individualism
  2. Part of psychodynamic, existential-humanistic, cognitive, and behavioral theories
  3. Reinforces oppressive societal structures, problems within the individual, rather than challenging social issues that preceded the mental health concern
35
Q

Describe: Developing a critical, political consciousness.

A
  1. Helping students become aware of relationship between mental health and overall social order
  2. Does not mean stressing political content
  3. Group method of discussing and analyzing the nature and social origins of personal problems
  4. Help students identify issues that impact human suffering in their communities.
36
Q

What four topics should be addressed in teaching social justice?

A
  1. Social stratification
  2. Increasing awareness of privilege and oppression
  3. Attitudes-awareness of personal bias
  4. Social justice advocacy-learning how to take action to address inequity
37
Q

Describe and define ethnicity.

A
  1. Recognition by both the members of a group and others-shared geographic origins, memories of an historical past, cultural heritage, religious affiliation, language or dialect, and/or tribal affiliation. 2. Ethnicity is both self-defined and other-defined.
38
Q

When teaching about ethnicity, four major concepts should be explored:

A
  1. Enculturation
  2. Acculturation
  3. Salience
  4. optional ethnicity
39
Q

What are some activities for students to further learning about ethnicity?

A
  1. Reading about their own ethnicity

2. Ethnic Self-Awareness activity is

40
Q

Regarding race, how do people tend to categorize themselves?

A

Physical and visible characteristics such as skin color, hair texture, shape of nose, and eye color.

41
Q

What do James Baldwin and W. E. B. Dubois, believed about the concept of race?

A

Created by opportunist White European/American elites, used to deny property, power, and status to non-White groups for more than four centuries.

42
Q

Personalizing race and making it a discussable topic may be enhanced by:

A
  1. Asking students to engage in racial identity awareness activities, including plotting the stage theories of racial identity.
43
Q

What is the final topic of teaching race and ethnicity in the multicultural counseling course?

A

Teaching about specific ethnic groups WITHOUT stereotyping.
1. Teach:
A. the history of each group in the United States
B. their major cultural values and characteristics
C. guidelines for counseling members of these groups

44
Q

Describe UNIT 3: NONETHNIC CULTURAL GROUPS

A

“Social” groups: social class, gender, sexual orientation, religion, and disability.

45
Q

How can the instructor teacher about Social Class?

A
  1. Social class self-assessment activity

2. Students discover hidden class rules that guide their and others’ aspirations, expectations, and opportunities.

46
Q

How can gender be taught in multicultural counseling course?

A
  1. women’s and men’s socialization and biologies
  2. potential effects of various sex combinations for counseling
  3. feminist counseling approaches
47
Q

How can the instructor teach about Sexual Orientation/Lesbian, Gay, Bisexual, Transgender Issues?

A
  1. Students’ reflections on their attitudes and knowledge about LGBT issues
48
Q

At least four topics need to be discussed in LGBT unit:

A
  1. Gay identity development
  2. Transgenderedness
  3. Bisexuality
  4. Particular counseling issues for LGBT
49
Q

How can disability be taught in the multicultural counseling course?

A
  1. Awareness-raising simulations and readings
  2. Making distinctions between visible and invisible disabilities
  3. Notion that all individuals are “temporarily abled.”
50
Q

What terms should be discussed when teaching about disability?

A

Language used and how

Handicapped, disabled, differently abled, and challenged

51
Q

Why is it important for counselors to have knowledge about religion and spirituality for counseling?

A

Because it can impact affect values, guilt, sexual behavior, and family roles and hierarchies

52
Q

What specific topics might be discussed regarding religion and spirituality in counseling?

A
  1. Helpful and harmful dimensions of faith
  2. Introducing the ideas of religion of origin and religion of choice
  3. stages of faith development
  4. introduction to the basic tenets of the world’s religions
  5. nonreligious beliefs, such as agnosticism and humanism
53
Q

What are three groupings of culturally alert counseling practices?

A
  1. accessibility
  2. assessment
  3. intervention
54
Q

What skills can students learn through readings and demonstrations about culturally alert counseling?

A
  1. Gaining trust
  2. Discussing culture as it relates to the counseling process
  3. Applying narrative theory
  4. Diagnosing in a culturally alert way
55
Q

What are 3 other activities for the multicultural counseling course?

A
  1. Immersion experience with culturally different, unknown group (includes an interview)
  2. Weekly discussion board
  3. Each student leads a discussion about a particular cultural group
56
Q

What are three themes emphasized in the multicultural counseling course?

A
  1. All individuals are cultural
  2. a concern for the pain that oppression causes many clients
  3. a practical bent aimed at giving future counselors skills that they can use

Handbook of Counselor Preparation-Seminar in Counselor Ed (25 decks)

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