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CON 5360: Multiculturalism > CON 5360 > Flashcards

CON 5360 Flashcards

1
Q

Afrocentric

A

Important in establishing a positive self identity, elements of African and African-American culture can be incorporated into counseling the readings movies music and discussion of prominent African-Americans.

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2
Q

Cultural mistrust

A

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3
Q

Extended family

A

Blood relatives and fictive kin (close family friends) play important roles in promoting the health and well‐being of the family unit. Given the varied structure of African American families, it is important to take into account kinship bonds with extended family and friends

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4
Q

Kinship bonds

A

African Americans have strong kinship bonds that may encompass both blood relatives and friends.

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5
Q

Prejudice

A

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6
Q

Racial identity

A

Racial identity attitude models have proven helpful in many respects.

  1. They reveal major within‐group differences that occur depending on one’s level of identity.
  2. Research suggests that reactions to counseling and are influenced by REC identity and are not simply linked to minority group membership.
  3. They clarify the impact of sociopolitical forces in shaping racial identity.
  4. Identity models that discuss the oppressor–oppressed relationship seem equally applicable to other marginalized groups
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7
Q

Racial socialization

A

can help buffer the negative effects of racism and discrimination (Lee & Ahn, 2013). In homes where race is not discussed, children have fewer opportunities to develop coping strategies when faced with discrimination. Therapists may decide to discuss the positive benefits of racial socialization with African American parents. The American Psychological Association’s RESilience initiative has produced several resources to help therapists and parents uplift “youth through healthy communication about race” (American Psychological Association, n.d.).

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8
Q

Racism

A

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9
Q

Spirituality

A

Religion and spirituality are important to many African Americans, like Dee, and serve as a protective factor in response to stressors; church participation provides comfort, economic support, and opportunities for self‐expression, leadership, and community involvement. Over 75% of African Americans state that religion is very important to them and rely on religious and spiritual communities to deal with mental health issues (Avent & Cashwell, 2015).

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10
Q

Strong Black woman

A

Many women demonstrate a “Strong Black Woman” image that includes pride in racial identity, self‐reliance, and capability in handling challenges—all while nurturing the family. Although self‐efficacy can be a strength, excessive investment in meeting the expectations of such a role can lead to emotional suppression and increased vulnerability to stress

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11
Q

Gender Bias: Prove It Again

A

Two‐thirds of women indicated that they had to repeatedly demonstrate a higher
level of competence than their male colleagues

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12
Q

Gender Bias: The tightrope

A

walk a fine line between being seen

as “too feminine” to be competent and as “too masculine” to be likeable.

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13
Q

Gender Bias: The maternal wall.

A

the assumption that motherhood

would reduce their competence and commitment to work

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14
Q

Gender Bias: The tug of war

A

Women may also be biased against other women in these fields.

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15
Q

Gender Bias: Sexual harassment

A

Over one‐third of women reported sexual harassment, with White women being
much more likely to be victims of this behavior.

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16
Q

Feminist relational advocacy:

A

a therapeutic approach focused on listening to women’s narratives, recognizing the role of oppression in creating emotional distress, recognizing strengths, and providing advocacy as well as emotional and practical support (Goodman, Glenn, Bohlig, Banyard, & Borges, 2009).

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17
Q

Feminist relational advocacy:

A

a therapeutic approach focused on listening to women’s narratives, recognizing the role of oppression in creating emotional distress, recognizing strengths, and providing advocacy as well as emotional and practical support (Goodman, Glenn, Bohlig, Banyard, & Borges, 2009).

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18
Q

Ageism

A

defined as negative attitudes toward the process of aging or toward older individuals, is
common in our society and around the world (North & Fiske, 2015).

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19
Q

Multiculturalism (class 1)

A

Often referred to as psychology’s “fourth force” and seen as “the hottest topic” in the counseling profession.

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20
Q

encapsulated counselor (class 1)

A

counselors who operated from a monocultural and monolingual societal perspective in the
past

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21
Q

31 Multicultural Counseling Competencies or MCCs (class 1)

A

developed by Association for Multicultural Counseling and Development (AMCD), they influenced the shapping of the ACA Code of Ethics, encouraged development of additional competencies for specific populations and viewed experiences of marginalized groups more holisstically.

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22
Q 
3 Dimensions of Culturally Competent
Counselor (class 1)
A

• Aware of assumptions of human behavior, values, biases, preconceived notions, personal limitations, etc.
• Actively attempts to understand worldview, of culturally different client without negative judgement
• Process of actively developing and practicing appropriate, relevant, and sensitive intervention strategies and skills in working with culturally
different client

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23
Q 
Multicultural and Social Justice Counseling
Competencies (class 1)
A

MSJCC is a comprehensive framework for viewing one’s attitudes about newly emergent populations.

It is a fresh start for looking at the worldviews of populations with whom one may come in contact and provide counseling services for daily.

It is an opportunity to examine the impacts of these internalized attitudes and, taken together with the client worldview, delve into the influences those dual dynamics have on the counseling relationship, both in traditional and broader senses.

24
Q

Six Levels of MSJCC (class 1)

A

• Intrapersonal level: Discuss their own cultures and identities, inquire about their clients and provide open conversations related to how, collectively, privileged and marginalized identities might work to enhance or
barricade the counseling relationship.
• Interpersonal level: Take the initiative to explore client relationships with family, friends, co-workers and their communities.
• Institutional level: Focus their efforts on institutional rather than individual change.
Community-level: Focus their attention on the norms and values in society and the influence of these factors on clients’ well-being.
● Public policy level: Focus on the rules, laws, and policies that impact clients and other members of their group.
● International/global level: stay current and understand the impact that international activities may have on clients.

25
Q

3 Obstacles to Cultural Competence & Humility (class 2)

A

Cognitive resistance- Denial; Belief in exaggeration or misperception of situations

Emotional resistance: Block’s ability to acknowledge, understand and make meaning out of strong & powerful feelings associated with multicultural &
diversity topics. Fear of speaking up as a member of the dominant group,

Behavioral Resistance: Feelings of helplessness or Believe no action will matter

26
Q

Etic (class 2)

A

minimal modification in diagnosis and

treatment required; An acceptance of Western concepts of normality/abnormality across cultures

27
Q

Emic (class 2)

A

Culturally responsiveness; challenges
assumptions; lifestyles, cultural values, and worldviews
affect the expression and determination of behavior
disorders

28
Q 
Tripartite Framework for Understanding Multiple
Dimensions of Identity (class 2)
A

Universal Level (Homo sapiens): Uses of symbols; self-awareness; biological and physical similarities

Group Level (Similarities & Differences): Gender, Age, SES, culture, race, marital status, etc.

Individual Level (Uniqueness): Genetic Endowments; nonshared experiences.

29
Q

Three Domains of Cultural Competence (class 2)

A

(a) Attitudes/beliefs: An understanding of one’s own cultural conditioning and how this conditioning affects the personal beliefs, values, and attitudes of a culturally diverse population

(b) Knowledge: understanding and knowledge of the
worldviews and cultural contexts of culturally diverse individuals
and groups

(c) Skills: An ability to determine and use culturally appropriate intervention strategies when working with different groups in our
society.

30
Q

MSJCC’s Quadrants, Competencies and Domains (class 2)

A

Quadrants: Privileged Client, Privileged Counselor, Marginalized Client, Marginalized Counselor

Competencies: Attitudes & Beliefs; Knowledge, Skills, and Actions.

Domains: Counseling interventions, counseling relationship, client worldviews, and counselor self-awareness

31
Q

The Pathologies of Persons of Color (Class 4)

A

 The Genetically Deficient Model: Scientific Racism

 The Culturally Deficient Model: Cultural deprivation

 The Culturally Diverse Model

32
Q

Social Justice Principles (class 4)

A

 Principle 1: A Failure to Develop a Balanced Perspective Between Person and System Focus can Result in False Attribution of the Problem

 Principle 2: A Failure to Develop a Balanced Perspective Between Person and System Focus Can Result in an Ineffective and Inaccurate Treatment Plan

 Principle 3: When the Client is an Organization or a Larger System and Not an individual, a Major Paradigm Shift is Required to Attain a True Understanding of
Problem and Solution Identification.

 Principle 4: Organizations are Microcosms of the Wider Society from Which They Originate; As a Result, They are Likely to be Reflections of the Monocultural Values and Practices of the Larger Culture.

 Principle 5: Organizations are Powerful Entities that Inevitably Resist Change and Possess Many Ways to Force Compliance Among Workers

 Principle 6: When Multicultural Organizational Development is Required Alternative Helping Roles that Emphasize Systems Intervention and Advocacy Skills Must be Part of the Repertoire of the Mental Health Professional

 Principle 7: Although Remediation Will Always Be Needed, Prevention is Better

33
Q

Social Justice Counseling/Therapy (class 4)

A

 To produce conditions that allow for equal access
and opportunity;

 To reduce or eliminate disparities in education,
health care, employment, and other areas that
lower the quality of life for affected populations;

 To encourage mental health professionals to
consider micro, meso and macro levels in the
assessment, diagnosis, and treatment of clients and
client systems; and

 To broaden the role of the helping professional to
include not only counselor/therapist but also
advocate, consultant, psychoeducator, change
agent, community worker

34
Q

White fragility (class 4)

A

Responses triggered by racial stress, which can
result from interruptions to what is racially familiar
(DiAngelo, 2011).

35
Q

Ethnocentric Monoculturalism (class 4)

A

A belief in the superiority of the dominant group, belief in the inferiority of others, and power to impose standards
 Manifestations in institutions

36
Q

Locus of control (class 4)

A

A construct developed by Rotter to describe
the extent to which an individual believes
that life events are under his or her own
control (internal locus of control) or under
the control of external forces (external locus
of control)

37
Q

Microaggressions (class 4)

A

Brief, every day exchanges that send denigrating messages to a target group, such as people of
color, religious minorities, women, people with disabilities,
and LGBTQ individuals

38
Q

Microassaults (class 4)

A

Blatant verbal, nonverbal or environmental

attack intended to convey discriminatory and biased sentiments.

39
Q

Microinsult ( (class 4)

A

Unintentional behaviors or verbal comments that
convey rudeness or insensitivity or demean a person’s racial heritage/identity, religion, ability or sexual orientation identity.

40
Q

Microindividualism (class 4)

A

Verbal comments or behaviors that exclude,

negate, or dismiss the psychological thoughts, feelings, or experiential reality of a target group.

41
Q

Proxemics (class 5)

A

The study of special relations in human
behavior. Refers to personal space in
interpersonal relations, as well as the spatial
relations in social structure such as home,
work, etc. which promote specific types of
interaction

42
Q

Social Distance (class 5)

A

The personal or social space that is
appropriate in a given group or society. For
example, some cultures encourage physical
contact while others are uncomfortable with
intimate contact and prefer physical distance.

43
Q

Cultural Encapsulation (class 5)

A

Refers to the tendency of counselors to
interpret everyone’s reality through their
own cultural assumptions and stereotypes.

44
Q 
Culturally Adapted Empirically Supported
Treatment (EST) -  (class 5)
A

Includes:

  • Matching the language and ethnic background of the client and the therapist
  • Incorporating cultural values in the specific treatment strategies
  • Utilizing cultural sayings of metaphors in treatment
  • Considering the impact of environmental variable, such as acculturation conflicts, discrimination and income status.
45
Q

Relational Cultural Theory (RCT) - (class 5)

A

Emerged from the notion that traditional models of human development and psychotherapy do not accurately address the relational experiences of women and people from devalued cultural groups. Based on the assumption that the experiences of isolation, shame, humiliation, oppression, marginalization and microaggressions are relational violations and traumas that are at the core of human suffering and threaten the survival of humankind. Encourages counselors to think beyond symptom reduction and remedial helping
interventions.

46
Q

Broaching Styles (class 5)

A
  1. Avoidant,
  2. Isolating
  3. Continuing/Incongruent
  4. Integrated/Congruent
  5. Infusing
47
Q

Racial/Cultural Identity

Development Model

A

5 stages that people experience as they attempt to understand themselves in terms of their own culture, the dominant culture.

The five stages are: 
conformity, 
dissonance, 
resistance and immersion, 
introspection, and
 integrative awareness.
48
Q 
Racial/Cultural Identity
Development Model (class 6)
A

5 stages that people experience as they attempt to understand themselves in terms of their own culture, the dominant culture.

The five stages are: 
conformity, 
dissonance, 
resistance and immersion, 
introspection, and
 integrative awareness.
49
Q

White Racial Identity Development Model (class 6)

A

involves 2 phases:

  1. abandoning racism (Statuses 1-3) and
  2. developing a nonracist white identity (statuses 4-6).

The model involves six statuses (stages):

  1. contact,
  2. disintegration,
  3. reintegration,
  4. pseudo-independence,
  5. immersion-emersion, and
  6. autonomy.
50
Q

Conformity (class 6)

A

A change in behavior or attitude as the result of

indirect pressure.

51
Q

Victim Blaming (class 6)

A

Notion that a person is responsible, at least to some

extent, for being harmed, disadvantaged,

52
Q 
Three Assumptions Related to the
Principles of Indigenous Healing (class 6)
A
  1. Holistic outlook, interconnectedness, and harmony
  2. Belief in metaphysical levels of existence
  3. Acceptance of spirituality in life and the cosmos
53
Q

REC Identity Attitudes Model (class 6)

A

Acknowledge within-group differences among differences amongst racial, ethnic, and cultural groups; Treating REC groups as monolithic has led to therapeutic problems. An example is Dr. Cross’ model of psychological nigrescence
.

54
Q

Race salience (class 6)

A

The degree to which race is an important integral part of a person’s approach to
life.

55
Q

Racial/Cultural IdentityDevelopment (R/CID) Model (class 6)

A
  1. Conformity Status
  2. Dissonance Status
  3. Resistance and Immersion Status
  4. Introspection Status
  5. Integrative Awareness Status

CON 5360: Multiculturalism (3 decks)

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