MIDTERM Flashcards
Typical needs/ motivations of helpers
need for self help
the need to make an impact: need to know you are making a difference in someone’s daily existence.
the need to reciprocate: desire to emulate role model - may play role in desire to be helper.
the need to care for others: “natural helper”
the need to be needed: may stem from interest in dealing with impact of own struggles.
the need for recognition and status: hopes of acquiring certain degree of status.
the need for self help: if you don’t heal yourself, youre not on the right path to heal others
the need to provide answers: provide direction and assist in clients discovering their own course of action.
the need for control: remember it can be helpful to reflect on what outcomes might be if you gave more control to those you encounter.
assets and liabilities in helpers
personal issues and psychological histories
assets: caring, communication, ethic/ religious background
liabilities: addiction, insecurities, incarcerated
exposing vs imposing values
exposing values: open up and let it be seen, to speak up and tell people what your values are. EXAMPLE: if you are pregnant and tell your parents you dont want an abortion. you are exposing your values to them
imposing values: make people do things your way, only your way is the right way, forcing someone to do it your way. EXAMPLE: teenager gets preganant and wants an abortion but parents say “as long as you live under my house” and you makes you carry it to term. they are imposing their values onto the teenager
ethical bracketing
intentional setting aside of counselors personal values to provide ethical and appropriate counseling to all clients
Gay, Lesbian and Bisexual issues
helpers need to examine their own attitudes, biases, and assumptions about specific sexual orientation. identify and examine any myths and misconceptions helpers might hold and understand how their values and possible biases regarding sexual orientation are likely to affect their work
family issues
helpers who intentionally or unintentionally impose their values on a couple or family can do much harm. helpers may take sides with one member of the family against another, they may impose their values on family members
gender-role identity issues
helpers can practice more ethically if they are aware of the history and impact of gender stereotyping as it is reflected in the socialization process in families, including their own. the way people perceive gender has much to do to with their cultural background
religious and spiritual values
these values should be viewed as a potential resource in the helping relationship rather than something to be ignored. counselors cannot ignore a clients spiritual and religious perspective if they want to practice in a culturally competent and ethical manner
abortion values
from a legal perspective, mental health professionals are expected to exercise reasonable care and if thye dont do so clients can take legal action against them for negligences
sexuality values
a study showed that when helpers and patients values conflict, they are able to avoid imposing their personal values
family of origin issues
genogram can help people relate more effectively to themes they encounter
Clinicians who have resolved negative family experiences - better able to assist those who have issues in common.
Ericksons developmental stages (early adulthood)
ages 20-35, after we master the adolescent conflicts over identity
intimacy vs isolation: ability to form intimate relationships depends on having a clear sense of self. the failure to achieve intimacy often results in feelings of isolation from others and a sense of alienation
principle of enterprise is a ket characteristic (to find a home, partner, and career)
major aim is being able to engage in intimate relationships and find satisfying work
autonomy (mature self governance) is a key developmental task
transference/ countertransference
transference: (client transfers to therapist)- roots in clients unresolved personal conflicts with significant others, because unresolved concerns conflict may perceive the helping professional in a distorted way, brining up past relationships into present relationship with counselor
countertransference: (therapist transfers to client)- emotional- behavioral relations toward a client that originate from some part of helpers life
Guidelines for practice with persons with disabilities
operate on the assumption that people are capable
critically evaluate the assumption that the problem with the disability lies with the person and the individuals with disabilities must be changed before they can function adequately in society
recognize that people with disabilities often face discrimination and oppression
empower persons with disabilities with interventions based on the assumption that these individuals have the right to control their own lives
use people- first language (a client with autism, not the autistic client)
ethical dimensions in multicultural practice
counselors must address diversity in a way that is both culturally responsive and ethically responsible
counselors who are unaware of cultural dynamics and their impacts on client behavior are at risk of practicing unethically
its a continuing process to become an ethical and effective helper in a multicultural society
helpers must be aware of their own assumptions, biases and values about human behavior and their own worldview
helpers need to become increasingly aware of the cultural values, biases and assumptions of diverse groups in our society and come to an understanding of the worldview of culturally different clients in nonjudgemental ways
helpers begin to develop culturally appropriate, relevant, and sensitive strategies for intervening with individuals and with systems
multiculturalism
puts the focus on ethnicity, race and culture
EX: many people in canada are bilingual
cultural tunnel vision
limited cultural experiences, some see it as their role to transmit their values to their clients
EX: African American clients may not be receptive to talk “therapy” because of their values and experiences
culturally encapsulated counselor
counselors who define reality according to one set of cultural assumptions and fail to evaluate other viewpoints, tend to ignore evidence that challenges to their own assumptions
EX: if your client is a catholic teen and she talks about abstinence.. coming from a catholic point of view on premarital sex, you need to be aware that its appropriate for her to save herself for marriage and if you lack this knowledge then this becomes an issue because she may think its okay to lose herself
cultural mentoring
involves an ongoing relationship with someone of a different race, ethnicity, cultural background, ets
EX: helping a client who it homosexual
stereotyping
involves assuming that the behavior of an individual will reflect or be typical of that or most members of his cultural group
EX: Asians are bad drivers so you assume all asians are to be bad drivers
modern racism
often subtle, indirect, and unintentional, which allows people to remain oblivious to its existence
EX: black athletes are seen as naturally athletic while white athletes are not
transference
client transfers to the therapist
EX: client becomes overly compliant with therapist because therapist reminds the client of an old friend
countertransference
therapist transfers to the client
EX: your client reminds you of someone you had strong feelings for
heterosexism
value system that can undermine the healthy functioning of the sexual orientations, gender identities, and behaviors of LGBT individuals
EX: a woman being with a man (norm) vs a man being with a man (going against norm)
racism
a system of advantage based on race
EX: white privilege
prejudice
a preconceived judgement or opinion, often based on limited information
black racial identity stages
preencounter, encounter, immersion/emersion, internalization, internalization- committment
preencounter
The individual seeks to assimilate and be accepted by Whites.
De-emphasizes racial group membership.
”White is right” and “Black is Wrong”
Absorbed many values and beliefs of the dominant group.
encounter
Experience an event that forces an individual to acknowledge awareness.
Realizes not viewed as an equal.
Forced to focus on identity as a member of racial group.
immersion/emersion
Desire to surround oneself with visible symbols of one’s racial identity.
Seek out opportunity to explore history and culture.
Avoidance of symbols of Whiteness.
internalization
Willingness to establish meaningful relationships with Whites.
Ready to build partnerships with other underrepresented groups.
Secure in one’s own sense of racial identity.
internalization- commitment
Personal sense of Blackness” into a plan of action or a general sense of commitment.
Discovering the universe of ideas, cultures and experiences beyond one’s own race.
white racial identity stages
contact, disintegration, reintegration, psuedo-independent, immersion/emersion, autonomy
contact
Oblivious to racism and lacks an understanding of racism.
Have minimal experiences with Black people and may profess to be color-blind.
Racial and cultural differences considered unimportant and these individuals seldom perceive themselves as “dominant” group members, or as having biases and prejudices.
disintegration
Believing one is non-racist, but yet not wanting one’s son/daughter to marry a minority group member
Believing that “all men are created as equal”, but yet treating Black’s as second class citizens.
Not acknowledging that oppression exists while witnessing it.
Becomes increasingly conscious of Whiteness and may experience dissonance and conflict in choosing between own-group loyalty and humanism.
reintegration
Initial resolution of dissonance often moves in the direction of the dominant ideology associated with race and one’s own socio-racial group identity.
Tendency is to idealize one’s socio-racial group and to be intolerant of other minority groups.
Strong conscious belief in White racial superiority, and racial/ethnic minorities are blamed for their own problems.
psuedo- independent
Painful or insightful encounter or event, which jars the person from Reintegration status.
The person begins to attempt an understanding of racial, cultural, and sexual orientation differences and may reach out to interact with minority group members.
The choice of minority individuals, however, is based on how “similar” they are to him or her, and the primary mechanism used to understand racial issues is intellectual and conceptual
immersion/emersion
Becomes focused on what it means to be White.
Searches for an understanding of the personal meaning of racism and the ways by which one benefits from White privilege.
Increasing willingness to truly confront one’s own biases, to redefine Whiteness, and to become more activistic in directly combating racism and oppression.
autonomy
Increasing awareness of one’s own Whiteness, reduced feelings of guilt, acceptance of one’s own role in perpetuating racism.
Renewed determination to abandon White entitlement leads to an autonomy status.
The person is knowledgeable about racial, ethnic and cultural differences, values the diversity, and is no longer fearful, intimidated, or uncomfortable with the experiential reality of race. Development of a non-racist White identity becomes increasingly strong.
White Racial Identity Development model
White people experience the racial identity of “white” on a daily basis through white privilege and white supremacy, whether or not they are active supporters of these positions.
White identity cannot be renounced, eliminated, or destroyed- it is part of how people of European descent have been socialized in the U.S. and how they live in the U.S. day to day.
White people move in the world in both racist and anti-racist ways. However, white people’s racism and anti-racism is not always conscious or intentional.
In order for white people to be allies in ending the white supremacist system, the lived racial identity of white people must become associated with anti-racism and must be constantly conscious and intentional.
Radical white identity is the recognition that white identity can be an actively anti-racist identity.
