Ethics and Multiculturalism Flashcards
(Carlisle et al., 2017)
Carlisle, R. M., Hays, D. G., Pribesh, S. L., & Wood, C. T. (2017). Educational Technology and Distance Supervision in Counselor Education. Counselor Education and Supervision, 56, 33–49. https://doi-org.unco.idm.oclc.org/10.1002/ceas.12058
Online CACREP programs increased from 7 to 24 in 5 years (2009??, as cited in Coker and Schooley, 2009)
Benefits of distance supervision: flexibility and increased access
Limitations: confidentiality and security
Consider HIPAA, FERPA, and ACA ethics
Recommends consulting with IT and legal regarding compliance for supervision.
CACREP indicates that it is the program’s responsibility to provide compliant technology.
Most platforms being used were not HIPAA compliant, and thus precautions need to be used with ct info
Create list of compliant programs to “mitigate the mystery”
Training- being aware of guidelines and how (if) software meets those requirements
(Lumadue & Duffey, 1999)
Lumadue, C. A., & Duffey, T. H. (1999). The Role of Graduate Programs as Gatekeepers: A Model for Evaluating Student Counselor Competence. Counselor Education and Supervision, 39(2), 101–109. https://doi.org/10.1002/j.1556-6978.1999.tb01221.x
Due process is key in litigation of dismissal from programs, but courts often side with universities
Two major models for UC Denver and UNC- outline characteristics of counselors that will be assessed, and then the formation of a faculty review committee
New model also implements transparency by including evaluation in admissions packet and in each course syllabi. Characteristics also made more behavioral in nature to make expectations more clear and concrete
(Bogo et al., 2007)
Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When Values Collide: Field Instructors’ Experiences of Providing Feedback and Evaluating Competence. The Clinical Supervisor, 26(1–2), 99–117. https://doi.org/10.1300/J001v26n01_08
- social work specific
- supervisors are placed as gatekeepers and expected to hold students accountable to normative standards
- this can be in direct conflict with SW’s professional values creating a paradox
- primary responsibility for providing corrective feedback falls to field instructors
- later id problematic students were older, male, lower GPA, and more social service experience
- move toward objective assessment, but remains inherently complex due to nature of skills assessed and relationships with supervisees
- criticism helpful when part of a trusting relationship, balanced with positive comments
- supervisors dislike evaluation due to reinforced power differential
- utilized grounded theory, combining qual data from 4 studies
- commitment to nonjudgmental stance and strengths focus, prefer to give bhx specific corrective feedback
- set the tone for feedback from the beginning
- resentful of gatekeeping being placed on field supervisors and not being caught earlier
- has an impact on the supervisor’s sense of self
- equity issues- those who have abuse hx are more likely to be problematic, balancing competency and acceptance of individual differences
- advocate for more eyes on students to provide evaluation, and reduced burden on field instructors
(Dressel et al., 2007)
Dressel, J. L., Consoli, A. J., Kim, B. S. K., & Atkinson, D. R. (2007). Successful and Unsuccessful Multicultural Supervisory Behaviors: A Delphi Poll. Journal of Multicultural Counseling and Development, 35(1), 51–64. https://doi.org/10.1002/j.2161-1912.2007.tb00049.x
Utilized experienced supervisors for successful and unsuccessful multicultural supervisor bhx- 35 behavioral statements for successful supervision, 27 of these were specific to racial/cultural aspects of supervision
Top items in successful: creating safe environment for discussion of multicultural issues; developing own self-awareness of multicultural competency; communicating acceptance/respect for supervisees cultural perspectives; openness, genuineness, nonjudgmental stance
33 unsuccessful bhx, 9 were general statements (not specific to multicultural supervision) but 3 of these were in the top 10 bhx that characterized unsuccessful supervision (failing to establish working alliance/safe environment; not recognizing power of supervisor role; rigid or dogmatic points of view)
Some overlap with common factors (Wampold); follows Sue’s model of multicultural competence including attitudes/beliefs, knowledge, and skills across 3 domains- awareness of own assumptions, biases, etc; understand worldview of client; develop appropriate interventions
(EG) American Counseling Association. (2014). ACA Code of Ethics. ACA. https://www.counseling.org/Resources/aca-code-of-ethics.pdf
(American Counseling Association, 2014)
*** Section F. Supervision, Training, and Teaching
Section F Supervision, Training and Teaching
Intro - spvr, teachers foster meaningful rela, maintain appropriate boundaries, theoretical and pedagogical foundations for work and have knowldge of spv models; aim to fair and accurate in assessmt.
F.1.a. Client Welfare - monitor services provided - meet regularly.
F.1.b. Counselor Credentials - work with spv to communicate qualifications to ct
F.1.c. Informed Consent and Ct. Rights - make spv aware of ct. rights, privacy and confidentiality, who has access to info in disclosure.
F. 2. Counselor Supervision Competence
F.2.a. Supervisor Prep - spvr need special training
F.2.b. Multicultural Issues/Diversity in Sup - spvr are aware of and adress diversity issues in rela.
F.2.c. Online Sup - comptent in use of technologies, protect info transmitted
F.3 Supervisory Rela.
F.3.a. Extending Conventional Sup Rela - spvr consider risks and take precautions.
F.3.b. sex interation with current spv is prohbitied
F.3.c. Sex Harrassemnt - don’t
F.3.d. Friends or family - don’t
F.4. Supervisor Responsibilities
F.4.a. Informed consent for supervision - inform spv of polic, proced, due process, issues unique to dist sup.
F.4.b Emergencies and Absence - proc for absences
F.4.c. Standards for Spv - make them aware
F.4.d. Termination of sup rela. - right to terminate with adequate notice. refer to approp sup’s.
F.5. Spv Responsibilities
F.6.a. Counseing Supervision eval, remd, endors
F.6.a Evaluation - onging and formal periodically
F.6.b. Gatekeeping and Remediation - help secure remedial asst and recommend dismisal.
F.6.c. Counseling for Spv - refer for counseling
F.6.d. Endorsements - end when qualified.
(EG) ACES Best Practices in Clinical Supervision Taskforce. (2011, April 22). Best practices in clinical supervision. ACES. https://acesonline.net/wp-content/uploads/2018/11/ACES-Best-Practices-in-Clinical-Supervision-2011.pdf
(ACES Best Practices in Clinical Supervision Taskforce, 2011)
** best practices in 12 areas are outlined.
- Initiating Supervision
- Goal-setting
- Giving Feedback
- Conducting Supervision
- Supervisory Relationship
- Diversity and Advocacy Considerations
a. all suprvision is multicultural supervision
i.in intial session spvr introduces issues of pwer and priv.
ii. spvr inc sultural advocacy competences in contract.
iiii.Spvr attends to full range of cultural factors
iv.spvr uses cult sensitvie interventions
v. spvr is aware of priv and oppr and how they affect clinical rela’s
vi. spvr helps spv broach diff topics
vii. spvr engages in onging assessment of my mulitcultrial skill
b. spvr encourages spv to infuse diversity and advo consideration in work with ct - Ethical Considerations
a Spvr conveys codes
i. provides professional disclosure statement
ii. parameters of confidentiality
iii. infuses ethical discussions in mtgs
iv. requires spv to address ethics as part of doc and trmt planning
v. spvr guides ethical thinking
vi. spvr provides spv with due process polic and proc
vii. spvr is knowledgeable about prevalent ethical violations
viii. maintain liability
ix. spv avoids behaviors that lead to direct liability
FAILURE TO MEET
NEGLECTING IMP CLIENT INFO
ASSIGNING WRONG CT
VICARIOUS LIABILITY
x. reports ethical breachs to constituents
b. spvr monitors my competence
c. understands ct welfare is highest priority
d. Spvr does not engage in inapporpriate rela with spv
e. provides ongoing performance assessment - Documentation
- Evaluation
- Supervision Format
- Supervisor
- Supervision Preparation
(EG) Hays, D.G & Chang, C.Y. (2003). White privilege, oppression and racial identity development: Implications for supervision. Counselor Education and Supervision, 43(2), 134-145. https://doi.org/10.1002/j.1556-6978.2003.tb01837.x
(Hays & Chang, 2003)
*** Multicultural competence in Supervision
Race of majority of counselors is white
CES are gatekeepers to profession and must address racial issues
White privilege- the belief that only ones own standards and opinions are accurate
and that these standards and opinions are defined and supported by whites in a way to continually reinforce social distancing between groups
Thereby allowing whites to dominate, control access to and escape challenges faced by ethnic minorities
Belief- allocation of resources is a superiority of whites
Race- classification tool created by whites to protect privilege. Physical differences serve as a tool to make inferences about human diversity and advance the interests of those in power
Oppression- abuse of power by which dominant group holds an attitude or belief that is reinforced by society and maintained by a power imbalance
Necessary that supervisor:
understand, define and explain constructs of race and oppression intertwine with privilege.
Demonstrate impact of these on the counseling relationship and personal development
Address racial identity development made sup process more effective
Assess own level of racial identity development and that of supervisee
Focus on self-awareness. Can ask spv to explore their experience with whiteness-what does being white mean to you? What values and tradition do you associate with your white heritage? How might your racial heritage affect work with minority clients
Focus on group dynamics- how group is similar or diff from each other - creates openness and potential to learn from peers
Create a safe environment to eliminate barriers to such discussions:
Supervisors to be honest about their heritage and how that influences work with ct and spv - share stories
Journaling, use of critical incidents, sharing of stories, reading and writing assignments, structured emmersion experiences, role plays and empty chair,
Importance- failure to address racial identity dev can perpetuate stereotypes, misdiagnosis, racially biased counter transference. It can also compromise sup trust and working alliance.
(Ratts et al., 2016)
Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., & McCullough, J. R. (2016). Multicultural and Social Justice Counseling Competencies: Guidelines for the Counseling Profession. Journal of Multicultural Counseling and Development, 44(1), 28–48. https://doi.org/10.1002/jmcd.12035
The quadrant of privileged and marginalized counselor and client
Layers that lead to multicultural competence: counselor self-awareness, client worldview, counseling relationship, and counseling and advocacy interventions
ASKA: attitudes and beliefs, knowledge, skills, and action
outlines competencies in the 4 quadrants on the 4 developmental levels (ASKA)
Hays, D.G & Chang, C.Y. (2003). White privilege, oppression and racial identity development: Implications for supervision. Counselor Education and Supervision, 43(2), 134-145. https://doi.org/10.1002/j.1556-6978.2003.tb01837.x
(Hays & Chang, 2003)
Students are not being taught about the systems in place influence individual differences today.
White privilege is hierarchical in nature, and complex (can be oppressed and oppressor simultaneously). Leads to Whites not even identifying themselves as racial beings.
Whites approach racism with detachment because they don’t see themselves as perpetuating racism.
Little research in counseling- some white counselor trainees deny the existence of white privilege, social work trainees found racism too big to address
Guilt is a primary emotion experienced by Whites, can be used as resistance or acceptance in racial identity development
Outlined Helms White racial identity development model - supports addressing this in training including being more effective in cross-cultural interactions, influence ct’s commitment relationship building. In supervision, increases trainee’s multicultural competency.
Supervisor assess own racial identity development, assess supervisee’s development, facilitate exploration of racial id development, focusing on self-awareness for supervisee
Many strategies including journaling, critical incident reflection, dyad conversations, structured immersion experiences, role play, empty chair between privileged and oppressed.
Day-Vines, N. L., Cluxton-Keller, F., Agorsor, C., & Gubara, S. (2021). Strategies for Broaching the Subjects of Race, Ethnicity, and Culture. 99, 10.
(Day-Vines et al, 2021)
Builds off MSJCC (Ratts et al 2015) and provides strategies for broaching
Broaching is the counselor’s effort to discuss racial, ethnic, and cultural issues that are relevant to presenting concerns
Because of power differentials, it is vital that the counselor initiate discussions of REC concerns
Associated with better outcomes (more likely to come back, deeper disclosure, greater satisfaction)
MSJCC are aspirational but not defined specific skills.
Reference Day-Vines 2013 work regarding broaching continuum: avoidant, continuing-incongruent, integrated-congruent, and infusing
From Day-Vines 2020 presents outline of multidimensional model of broaching behavior
- four domains: intracounseling, intra-indvidual, intra-racial, ethnic and cultural, and inter-racial ethnic and cultural
Intracounseling- explore interpersonal dynamics in counselor client dyad, explore reactions given shared and different identity elements, divest of expert status, strengthen therapeutic alliance
- nondefensive posture, candor, use of cultural immediacy (self-involved discussion about relationship)
Intraindividual- counselor’s ability to process varied social identities and power in the client’s experience (intersectionality), helps client explore client’s oppressed and privileged identities
- work to explore multiple identities and how they intersect and interact
IntraREC- within-group concerns that affect the relationship between clients and those who share same REC
- ex: colorism, validating ct’s experience of hurt where ever it comes from
Inter-REC- ways in which racism, discrimination, and oppression affect the client
- structural competency- ability to name specific sociopolitical forces at play for an individual, not all forms of privilege are equal
4 stages of broaching
Stage 1: Joining- rapport-building, client-centered, use client’s language, validate feelings, affirm ct meanings to experiences, verbalize ct strengths and resources
Stage 2: Assessment- includes six considerations
- multicultural case conceptualization- identify cultural concerns and incorporate into treatment planning
- racial identity- assess counselor and client racial identity for comfort level with having REC discussions
- intersectional identities- consider other identity dimensions operate in tandem and in lieu of racial identity functioning
- assess ct’s readiness to receive broaching event, may not always be appropriate to utilize broaching
- therapeutic alliance- assess strenght of alliance, interplay between counselor and client, assess cultural humility for counselor and counselor comfort
- counselor self-efficacy- ineffective broaching can be damaging to counseling process
- multicultural case conceptualization- identify cultural concerns and incorporate into treatment planning
Stage 3: Preparation- builds on assessment to prepare for broaching in 3 steps
- set intention- not of obligation, rationale behind broaching
- formulate broaching statement integrating assessment pieces and ct’s language
- label specific form of oppression in collaboration with client, meaning is coconstructed
Stage 4: delivery- 5 steps
- communicates broaching statement
- silence for reflection
- client shares their thoughts and feelings
- counselor uses ct’s response to discuss any sociopolitical concerns in the current sessions
- gather more information about REC concerns through immersion and literature
Foster, V. A., & McAdams, C. R. (2009). A Framework for Creating a Climate of Transparency for Professional Performance Assessment: Fostering Student Investment in Gatekeeping. Counselor Education and Supervision, 48(4), 271–284. https://doi.org/10.1002/j.1556-6978.2009.tb00080.x
(Foster & McAdams, 2009)
gatekeeping is necessary, part of professional competencies
framework to promote openness and transparency
nearly 90% of programs have dismissed at least one student in the last 5 years
entire educational community is impacted by student dismissal
students felt resentment toward impaired colleagues due to lost opportunities and extra work
personal performance review process
transparency nurtured throng ongoing dialogue
performance criteria need to be published, but do not alone create transparency
Shared vision is necessary regarding the counseling profession, and student’s role in that vision
top-down communication is necessary- policies, procedures, orientation, etc
bottom-up communication (from students to faculty) informs faculty about student needs, values, perceptions and opinions
- needs to be elicited at regular intervals
- students need to trust their input is welcomed, respected, and valued
Develop fair and accessible expectations and procedures
- remedial rather than punitive in nature
- readily available in multiple forms of communication to students
provide regular opportunities for discousre
- in orientation, regularly in courses, in academic advising, clinical supervision (most common)
emphasize comittment to assistance and remediation
- comfort to students who may report peers
- student trust is necessary
Goal is to foster student investment in gatekeeping process
In courses work to interpret the concept of professional identity and personal and interpersonal fitness for practice of counseling
Ivers et al., 2017
Ivers, N. N., Rogers, J. L., Borders, L. D., & Turner, A. (2017). Using interpersonal process recall in clinical supervision to enhance supervisees’ multicultural awareness. The Clinical Supervisor, 36(2), 282–303. https://doi.org/10.1080/07325223.2017.1320253
Multicultural training in traditional sense is inadaquate for developing multicultrual awareness
goal in supervision is to increase multicultural awareness. Move from limited awareness to recognition of differences , and then more integrated multicultural identity
supervisory working alliance is necessary; supervisors are multiculturally competent, and address multicultural issues frequently in supervision
Can use critical events model to emphasize specific markers in development. or in heuristic model, supervisees focus on their own development along with supervisors to determine when to address culturally relevant issues
use of narratives, analagies, and stories to enhance multicultural understanding
Kagan’s IPR can be used for multicultural awareness specifically
IPR reviews tapes together, pausing at specific points, nonjudgmental inquiry to ask supervisee to re-experience thoughts/feelings. Used to increase awareness of covert thoughts, practice expressing in here and now, where counselors fail to deal with interpersonal messages, increase involvement using immediacy
IPR multicultral focus with recommended question in areas of cognition, affective, bodily sensations, images, expectation, mutual perceptions, associations, unstated agendas, ending
ex: how do you believe ct felt about discussing race/ethnicity? What were you feeling when ct expressed x? Did you consider sharing with ct? Did you want your ct to percieve you in any particular way at that point? What were your intentions in giving that response? What would you do differently?
Hardy & Bobes, 2016
Hardy, K. V., & Bobes, T. (Eds.). (2016). Culturally sensitive supervision and training: Diverse perspectives and practical applications (1 Edition). Routledge.
VCR approach- validate challenge request
make explicit conversations of power/privilege, turn missteps into steady steps, both-and thinking
difference between safety and comfort, especially for those in privileged positions
social location discussions
Experiential exercises: cultural interview; cultural storytelling, ehtical struggle in religious differences (group)
(Hardy & Laszloffy, 1995)
Hardy, K. V., & Laszloffy, T. A. (1995). THE CULTURAL GENOGRAM: KEY TO TRAINING CULTURALLY COMPETENT FAMILY THERAPISTS. Journal of Marital and Family Therapy, 21(3), 227–237. https://doi.org/10.1111/j.1752-0606.1995.tb00158.x
exercise for trainees
(a) illustrating and clarifying the influence that culture has on the family system; (b) assisting trainees in identifying the groups which contribute to the formation of their cultural identity; (c) encouraging candid discussions
that reveal and challenge culturally based assumptions and stereotypes; (d) assisting trainees in discovering their culturally based emotional triggers (i.e., unresolved culturally based conflicts); and (e) assisting trainees in exploring how their unique cultural identities may impact their therapeutic style and effectiveness.
prepare for using genogram by identifying cultures, organizing principles, and pride/shame issues
use symbols assigned by trainee for any pride/shame issues, visually depict intercultural marriages or shifts in cultural identifiers
Questions to consider for discussion: Under what conditions did family enter US (other than NA)? Group’s experience with oppression? Dominant relgions, how manifested? Gender roles? Predjudice/stereotypes group have about itself, about other groups, do others have about them? Pride/shame issues, how is mental health conceptualized? Intergenerational differences
Have trainees write a synthesis paper
An effective facilitator (a) clarifies the goals of the exercise and evaluates trainees’ attainment of the goals; (b) determines what factors impeded or stimulated trainees’ abilities to accomplish their goals; (c) demonstrates sensitivity to and respect for differences and the numerous ways in which differences are manifested, for example, how trainees learn and process information; (d) takes an active role in creating a milieu that promotes emotional safety and risk taking; (e) encourages trainees to challenge respectfully racial, ethnic, and ultimately cultural stereotypes and biases; and (f) demonstrates a tolerance for and an ability to manage escalating levels of anxiety, anger, and fear.
biases- assumes trainees know about their family’s history, marriage, family traced via 2 branch mehtod
(Kress & Protivnak, 2009)
Kress, V. E., & Protivnak, J. J. (2009). Professional development plans to remedy problematic counseling student behaviors. Counselor Education and Supervision, 48(3), 154–166. https://doi-org.unco.idm.oclc.org/10.1002/j.1556-6978.2009.tb00071.x
Includes a sample PDP; discussion of using the word problematic instead of incompetent or impaired
Remediation plans should include faculty expectations, behaviors, tasks by student and faculty, and consequences for not complying
Process should - systematic process to notify and document; plans to address deficiencies; suggested procedure to resolve issues.
Developing a PDP- identify problem bhx with examples of unacceptable and acceptable bhx; establish remediation activities (personal counseling, write a paper, meeting with faculty, reflective journal, etc.); integrate formative feedback throughout the process; determine individuals’ involvement (site supervisor, academic advisor, etc.); sign document; establish timelines; appeals process; provision for immediate dismissal
