Midterm Essay Exam

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MIDTERM ESSAY EXAM 1 Midterm Essay Exam Brittany Spann Department of Psychology, Houston Baptist University COUNS 5317: Multicultural Counseling Dr. JoAnna Diaz April 16, 2023

MIDTERM ESSAY EXAM 2 Midterm Essay Exam The Importance of Racial/Cultural Identity to Multicultural Counseling A client’s racial identity is an important dimension that greatly affects the counseling relationship, specifically the relationship between the counselor and the client (Middleton et al., 2011). A client’s individual racial identity can create boundaries and resistance to counseling that requires the mental health practitioner to have cultural competence and cultural humility to overcome and develop the needed report with their client to provide effective counseling (Sue et al., 2019). Multicultural counseling is defined as “a helping role and a process that uses modalities and defines goals consistent with the life experiences and cultural values of diverse clients (Sue et al., 2019).” There are three major areas that the mental health practitioner must address to effectively provide multicultural counseling (Middleton et al., 2011). The first is awareness, which is the practitioner’s ability to examine personal biases and stereotypes and an awareness of how the practitioner’s preconceptions may negatively impair effective service delivery (Middleton et al., 2011). The second is knowledge, which defines the practitioner’s understanding of their own worldview, the historical and current sociopolitical influences that may impact their client, and the specific knowledge of the cultural groups they serve (Middleton et al., 2011). The third area is skills, which provides relation to interventions and strategies that are helpful in working with specific racial and cultural groups (Middleton et al., 2011). “Clients of color go through a developmental process in which they become aware of their 'differentness'. It is during this process that they achieve an awakening related to their race/ethnicity or their racial awakening (Sue et al., 2019).” The impact of racial and cultural

MIDTERM ESSAY EXAM 3 identity and resulting racial awakening is so dynamic in multicultural counseling the REC (racial, ethnic, cultural) method was developed to address the challenges of a non-minority counselor when providing services to clients of color or minority cultural groups. REC methodology also provided guidance to provide individualized care for their clients by moving away from monolithic beliefs. That is, it provided the opportunity to identify “within‐ group differences among the distinct REC groups (Sue et al., 2019).” “Treating REC groups as monolithic has led to numerous therapeutic problems, including early termination from counseling/therapy (Owen et al., 2017 as cited in Sue et al., 2019).” The high failure‐to‐return rate of clients from REC groups has a direct correlation to the mental health professional's inability to assess their cultural and racial identities accurately (Ivey, D'Andrea, & Ivey, 2011as cited in Sue et al., 2019). Another important dimension of REC methodology is the practitioner’s acknowledgment of sociopolitical influences in shaping the client’s identity. These sociopolitical influences are directly related to the client’s racial and cultural identity. Race and cultural identity not only affect the minority racial and cultural groups but also the counselor who may be of the majority or white American cultural background. There is also the aspect of the development of White Identity. Research into the development of White racial identity resulted in the development of Hardiman’s White Racial Identity Development Model which identifies five White developmental stages: naiveté; the lack of social consciousness, acceptance, resistance, redefinition, and internalization.” The naiveté stage (lack of social consciousness) is characteristic of early childhood, when we are born into the world innocent, open, and unaware of racism and the importance of race. The acceptance stage is marked by a conscious belief in the democratic ideal—that everyone has an equal opportunity to succeed in a free society and that those who fail bear all the responsibility for their own failure. Victim

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MIDTERM ESSAY EXAM 4 blaming is strong, as the existence of oppression, discrimination, and racism is denied. Hardiman believes that although the naiveté stage is brief in duration, the acceptance stage can last a lifetime. In the resistance stage, the individual begins to challenge assumptions of White superiority and the denial of racism and discrimination. The White person's denial system begins to crumble as the result of a monumental event or a series of events that not only challenge but also shatter his or her denial system. The person becomes conscious of being White, is aware that he or she harbors racist attitudes, and begins to see the pervasiveness of oppression in our society. Feelings of anger, pain, hurt, rage, and frustration are present. In the redefinition stage, asking the painful question of who one is in relation to one's racial heritage, honestly confronting one's biases and prejudices, and accepting responsibility for one's Whiteness are the culminating characteristics. New ways of defining one's social group and one's membership in that group become important. The internalization stage is the result of forming a new social and personal identity. With the greater comfort in understanding oneself and the development of a nonracist White identity comes a commitment to social action. The individual accepts responsibility for effecting personal and social change, without always relying on persons of color to lead the way(Sue et al., 2019).” In contrast, the Helms White Racial Identity Model offers two phases that must be completed to develop a healthy white racial identity; “(a) abandonment of racism and (b) defining a nonracist White identity (Helms, 2015 as cited in Sue et al., 2019).” There are six racial identity statuses that are distributed equally in the two phases: contact, disintegration, reintegration, pseudo‐independence, immersion/emersion, and autonomy. The Helms White Racial Identity Model is more widely researched, cited, and critiqued than the Hardiman Model. Both Model offer stages of development for White Racial Identity which lead to the development

MIDTERM ESSAY EXAM 5 of the descriptive model of White Racial Identity. The Descriptive Model of White Racial Identity provides seven stages: “(a) naiveté, (b) conformity, (c) dissonance, (d) resistance and immersion, (e) introspective, (f) integrative awareness, and (g) commitment to antiracist action (Sue et al., 2019).” Along with developing white racial identity, there is also a need for the practitioner to become nonracist. Becoming “nonracist means engaging in soul searching, individual change, and working on the self; becoming antiracist, however, means taking personal action to end external racism that exists systemically and in the actions of others. Five basic principles are provided to facilitate racial/cultural awareness: learn (a) from the groups you hope to understand, (b) from healthy and strong people of the culture, (c) from experiential reality, (d) from constant vigilance of fears and biases, and (e) from being committed to anti‐bias action (Sue et al., 2019).” In conclusion, racial and cultural identity not only affects the client who receives multicultural counseling but also the practitioner who offers services to the client. The client’s and practitioner’s racial/cultural identities can create barriers that limit the effectiveness of the counseling. It is my opinion that the barriers and resulting positive resolution of those barriers rely heavily on the practitioner’s cultural awareness, cultural humility, and personal progress in the development of their own racial identity. The effectiveness of counseling is also largely dependent on the practitioner being able to identify the locus of the problem which can be largely dependent on racial, and/or cultural issues. This leads me to believe that racial/cultural identity is one of the most important influencing factors in multicultural counseling.

MIDTERM ESSAY EXAM 6 References Middleton, R. A., Ergüner-Tekinalp, B., Williams, N. F., Stadler, H. A., & Dow, J. E. (2011). Racial Identity Development and Multicultural Counseling Competencies of White Mental Health Practitioners. International Journal of Psychology and Psychological Therapy , 11 (2), 201-218. https://www.ijpsy.com/volumen11/num2/293/racial-identity- development-and-multicultural-EN.pdf Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the Culturally Diverse (8th ed.). Wiley Professional Development (P&T). https://bookshelf- activate.vitalsource.com/books/9781119448280

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