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Case Analysis: Vu’s Story
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Final Project I: Case of Vu
Sarah Andras
SNHU
COU 520 Diversity in Counseling
Dr. Pierce
Case Analysis: Vu’s Story
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Vu’s Story: I Am an American
I. Background
Vu grew up in a small town in Vietnam called Nha Trang during the era of the Vietnam
War. He was not aware of the hardships that his family faced while his father fought against the
Communists with the American soldiers. As far as education, Vu was taught how to read, but
reading for leisure was not accepted which shaped Vu’s perception of reading. However, he did
not spend all his time in the classroom as he often skipped school. When he was seven, Vu was
taken out of his classroom by his sisters to head back home so his family could discuss moving
to America. That night, Vu and his father rode down to a bus station where his father promised
him that he would be back, but Vu’s father did not make it back to Vu. The bus drove down to a
beach where Vu’s trauma began [ CITATION Sch08 \l 1033 ].
Vu left the bus with every one else and began looking for his father, but could not find
him, so he began to get anxious and scared especially when some men grabbed Vu and walked
toward the water with him. The men then sat Vu in a basket and waded with him to a large boat
that was waiting further in the water. When the men and Vu reached the boat, some people on
board grabbed Vu and pulled him on deck. Vu’s anxiety grew more as he resumed his search for
his father. He overheard some people whispering that maybe Vu’s father was grabbed by some
Communists which turned his anxiety to feelings of abandonment and hysteria. He continued to
search for his father and became more and more scared around the people whom he did not know
or recognize, especially since he did not have his father to comfort him [ CITATION Sch08 \l
1033 ].
As the days came and went, Vu realized his father never got on the boat, but his fears
began to settle as he began to feel comfortable around those who were once strangers. Being on
Case Analysis: Vu’s Story
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the boat brought on its own traumatic experiences, Vu witnessed people fighting over food
rations, thunderstorms that would break off parts of the boat, and death. One incident that Vu will
never forget is when a little baby had died, and the parents had to throw their baby’s body into
the ocean. Vu’s anxiety grew again as thoughts flooded his mind of “what if…” and other
catastrophizing thoughts. Vu’s boat had met pirates the closer they came to shore that almost
killed Vu and everyone on board had a fishing boat not intercepted and convinced them not to
trust the pirates. They then made camp on the land where the natives provided clothes, food,
water, and a place to stay. The next morning, a U.S Navy ship showed up next to the boat Vu and
the others were traveling on and took Vu and the others to Manila then to a refugee camp in
Palawan where Vu stayed for two years [ CITATION Sch08 \l 1033 ].
Vu was photographed and interviewed while at this camp where his political refugee
identity was validated then he was sent to live with a family that claimed to know his father, but
Vu came to know that this was a lie. During these two years, Vu missed his family and wondered
to himself if he was “sent away” because he was unloved or a bad kid. He reflected on all the bad
choices he made leading up to this point, all the while being a seven-year-old kid without the
comfort and love from his family. Vu eventually was placed with a caring family where he made
friends, until he left for America. Vu had found out the family he was placed with was only
caring for VU to gain more food rations, and they tried to convince Vu to allow them to travel to
America with him. However, Vu did not fall for their antics [ CITATION Sch08 \l 1033 ].
While in America, Vu found a family where he wished to be adopted and share their last
name. When he aske his social worker to make this happen, his original social worker explained
that Vu’s family wanted to reunite with him. This confused Vu and his foster family explained
that they wanted to adopt him but could not adopt him due to the Geneva Accord. Due to the
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Case Analysis: Vu’s Story
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language barrier, Vu’s foster family found him a Vietnamese social worker that reminded Vu of
his birth family and the importance of keeping ahold of his culture. This social worker told Vu
how his father was indeed caught trying to escape and was sent to prison, a.k.a “reeducation
camp, and took his family’s home from them. This began Vu’s birth mother to request money
non-stop from Vu and his foster family. She also tried to convince Vu to quit school at the age of
10 to get a job and send more money to his birth family like other “good” Vietnamese children
who live in America. This caused Vu’s social worker to reach out to his birth mother to explain
that education is crucial for a young boy and children this age are not permitted to work
[ CITATION Sch08 \l 1033 ].
Throughout his life, Vu’s foster family encouraged him to be the best he can be and push
himself to achieve but did not place demands on him that his Vietnamese culture would have. He
struggled with schoolwork and learning a new language as well as new customs. However, Vu
grew resilience and strength to overcome these obstacles in his life. Due to the kindness Vu
received through his friends, community, and foster family, he gave back the kindness by
volunteering for his town’s annual clean up and worked at a nursing home. He also worked with
special ed students through high school who helped him reflect on how fortunate his life turned
out to be. Vu was finally adopted by his foster family in 2003 per his choice and request
[ CITATION Sch08 \l 1033 ].
Observations
The reason for Vu seeking counseling is unknown and it appears that he is seeking to tell
his life story, so one could think this is a form of counseling for Vu.
This could be for wanting
validation while also navigating his emotions and thoughts about his past and cultural identity.
While residing in Vietnam, Vu followed the culture and customs of his country Vietnam.
Case Analysis: Vu’s Story
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However, one custom he struggled to uphold is the value of education. Vu often skipped school
while in his hometown, but that later changed when he attended school in America. Vu’s
otherness was shown when his birth mother often requested that he quit his education to get a job
so he could send money to her and his siblings back in Vietnam. He did not want to give up his
education which brought on internal conflict of wanting to be a “good Vietnamese son,” as his
mother would say, and wanting to stay in school.
Vu’s otherness can be seen as he attended his American schools because kids would
often ask if he was adopted since he was living with an American foster family. He wished he
would be adopted by the Tyler family, and he wanted to be “Americanized,” so he assimilated
into the American culture and customs with the help of his friends and foster family. Within his
foster family, Vu ‘s otherness can be seen as he made mention that at the dinner table, meals
were ate in silence in his Vietnamese culture, but the American culture encourages mealtime to
be used for conversations. Another way Vu’s otherness can be seen is when he explained that in
the Vietnamese culture, children were taught to observe quietly and were physically punished if
needed. Vu also mentioned that in the Vietnamese culture, and other Asian cultures, eye-contact
was frowned upon. Children are taught to look down when speaking to an adult whereas in the
American culture, eye-contact with someone you are talking to is encouraged.
Even though his foster mom had him attend events that evolved around the Vietnamese
culture, Vu felt like an outsider. He believed that he was more American than he was Vietnamese,
and he refused to identify as anything that did not relate to being an American. Given how his
otherness and the care he received from his foster family has influenced his willingness to
assimilate into the American culture, one can assume that Vu also wanted to distance himself
from his own culture due to the traumatic experiences he endured. It is apparent that he holds
Case Analysis: Vu’s Story
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some resentment toward his Vietnamese culture when he explains the differences between that
and the American culture.
Institutional and Social Barriers to Accessing Professional Counseling
Before being placed in his now adoptive family, Vu’s Vietnamese culture created barriers
for seeking professional counseling help. First thing to understand is, the Asian culture views
mental health problems as taboo and the person suffering with mental illness are possessed by
demons. This is no different to the culture that Vu grew up in, he was taught the importance of
family, education, and respect/honor. The Vietnamese culture teaches that mental health is a
misfortune that should be suppressed and denied, and the Vietnam War brought in distrust and
paranoia within the culture. Therefore, counselors, especially before and during the Vietnam War,
within the Vietnamese communities are scarce to none.
II. Analysis
Objective and Unbiased
Given how his culture views mental health, I would take the time to research this before
meeting with Vu. I would also reflect on any concerns or thoughts that may impede the
counseling sessions then take the appropriate measures to work through them. I would consult
with a colleague or supervisor, should the need arise, to ensure I do not engage in stereotyping or
microaggressions. I can relate to the American culture that Vu eventually grew up in, but I would
commend Vu for seeking counseling even though his Vietnamese culture views it in a negative
light. I would remain objective and unbiased through understanding that everyone comes from
different lifestyles, cultures, beliefs, etc, and it is important that I do not project my own beliefs
or opinions onto Vu.
Social and Institutional Barriers Impeding Access to Professional Counseling
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Case Analysis: Vu’s Story
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Since Vu has not identified any barriers to seeking out professional counseling, I would
not address this in his sessions. If he opens the door on the topic, then I would discuss it with him
during that time. I would do so depending on how the topic is brought up. If, let’s say, he
mentioned that his Vietnamese culture impeded his access to professional counseling, I would
ask questions to gain an understanding of these barriers. I would ask him how his culture is
creating a barrier to accessing counseling, or how society he resides in is creating those barriers.
Multicultural Counseling Competencies
“The intersection of all dimensions of diversity, including race, ethnicity, gender, sexual
identity, social class, ability, age, and nationality is critical to the practice of effective
multicultural counseling,” [ CITATION Dua16 \l 1033 ].
Considerations to make while I work with Vu are found within the ACA Code of Ethics.
The ACA Code A.2.c “Developmental and Cultural Sensitivity” states, “Counselors
communicate information in ways that are both developmentally and culturally appropriate.
Counselors use clear and understandable language when discussing issues related to informed
consent. When clients have difficulty understanding the language that counselors use, counselors
provide necessary services (e.g., arranging for a qualified interpreter or translator) to ensure
comprehension by clients. In collaboration with clients, counselors consider cultural implications
of informed consent procedures and, where possible, counselors adjust their practices
accordingly,” [ CITATION ACA14 \l 1033 ]. ACA Code A.4.b “Personal Values” is also relevant
because, as it states, “Counselors are aware of—and avoid imposing—their own values,
attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and
research participants and seek training in areas in which they are at risk of imposing their values
Case Analysis: Vu’s Story
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onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are
discriminatory in nature,” [ CITATION ACA14 \l 1033 ].
The American Counseling Association’s Multicultural and Social Justice Counseling
Competencies explains that counselors who are privileged and marginalized take into
consideration how the client’s experiences with various aspects (power, privilege, oppression,
worldviews, beliefs, etc.) can influence the counseling relationship [ CITATION Rat15 \l 1033 ].
“International issues in the behaviors and experiences of all citizens and immigrants of the
United States warrant our full attention and consideration,” [ CITATION Dua16 \l 1033 ].With
that said, I would validate Vu’s experiences within those aspects and ensuring I remain
multicultural competent to meet his needs within the counseling relationship.
Other Considerations
“There is much that we as educators and practitioners have chosen not learn about those
whom we serve, even though understanding the culture and history of Asian, African, Latino and
Native American people is essential to helping them,” [ CITATION Jer \l 1033 ].
Even though
Vu has acclimated himself into the culture and customs of being an American, I must still be self-
aware of not imposing my own beliefs, values, and thoughts on to Vu during his sessions. I can
do this by self-reflecting at each step of becoming a multicultural counselor and accept that
everyone has different views and experiences, and that how I view the world and my culture is
not the same as someone else’s views.
Case Analysis: Vu’s Story
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References
ACA Code of Ethics. (2014). Alexandria, Virginia: American Counseling Association .
Duan, C., & Brown, C. (2016).
Becoming a Multiculturally Competent Counselor.
Thousand
Oaks: SAGE.
Hanley, J. (n.d.).
Beyond the Tip of the Iceberg: Five stages Toward Cultural Competence.
Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., & McCullough, J. R. (2015).
Multicultural and Social Justice Counseling Competencies.
Schwarzbaum, S. E., & Thomas, A. J. (2008).
Dimensions of Multicultural COunseling: A Life
Story Approach.
Thousand Oaks: SAGE Publications Inc.
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