Multicultural Theories of Psychotherapy - COUN 835

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Feb 20, 2024

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Multicultural Theories of Psychotherapy Particularly relevant to my future career as a school counselor, I thought the idea of an ethnocultural assessment might be a tool I would like to utilize. Working with teenagers on their identity and allows the client / student to explore the multiple layers of their identity. “The domains of ethnocultural assessment include heritage, journey, self-adjustment, and relationships” (Wedding & Corsini, 2019, p.588). Such an exploration of self would be interesting and relevant for adolescents, but also insightful and clarifying to a school therapist who is trying to maximize opportunities for being culturally sensitive. Because “Multicultural theories of psychotherapy came to light out of the concerns of people of color, and they were later expanded to embrace diversity regarding gender, sexual orientation, class, religion spirituality, age, ability, and disability” (Wedding & Corsini, 2019, p.592). The ethnocultural assessment would have a great impact on the student as well as help them gain insight and information needed to help them navigate the precarious journey towards adulthood, as teenagers begin to comprehend the complex intersectionality of various influences associated with each element of their own identity. Given the academic context of my job working as a school therapist, asking clients / students to develop their cultural self-awareness by creating a cultural genogram would be useful tool. As the process of identifying themselves as part of a network Cultural genograms diagram the genealogical, developmental, historical, political, economical, sociological, ethnic, spiritual and religious, and racial influences in people’s lives. The cultural genogram places individuals within their communal contexts” (Wedding & Corsini, 2019, p.586). This is one practice I would add to my work to ensure you my culturally competent development because having clients / students visually manifest how they conceptualize connections between themselves and their world would be an excellent therapeutic and educational tool. It is the job of a multicultural clinician to let the client’s needs and context drive treatment and all therapeutic decisions and not the clinician’s values, context, biases, beliefs, or context. Neither the clinician nor the client can begin that journey until they can begin to untangle and delineate their lives in context. “Multicultural psychotherapies facilitate adaptation and growth because they address the management of diverse and complex environments. With their emphasis on context, multicultural theories enhance our ability to cope with change and thus foster transformation and evolution” (Wedding & Corsini, 2019, p.592). Understand their context helps teenagers to cultivate the tools within themselves necessary to navigate the world beyond high school, which is one of the primary goals of every educator. As a clinician, I think ethical bracketing is an important practice. To do so I must first be aware of my own cultural identify because “[c]ounselors bring their professional, personal, and cultural values into their relationships with clients and are not expected to be value-free in their counseling practice [but] they must avoid imposing those values and beliefs onto their clients” (Kocet & Herlihy, 2014, p.182). The metacognitive process of identifying how my own value systems and beliefs influence my interactions with each client / student is critical. Ethical bracketing is an important practice that will help foster trust in the client / clinician. It seems logical that “counselors [should] deliberately set aside or bracket their personal values to honor their professional obligations, [in order] to avoid imposing those values onto clients and contributes to empowering clients to achieve their therapeutic goals” (Kocet & Herlihy, 2014, p.182). Ethical bracketing can help clinicians from imposing their values or beliefs on clients and thus alienate them. Since all multiculturally competent counselors must be capable of cultural humility, which is respecting and norming the client’s perceptions, beliefs, experiences,

and values based on their various cultural identities. The clinician is able to model acceptance differing value systems and cultural backgrounds, thus empowering the client. Clients / students will feel more understood because as a therapist I will stive to validate their experiences, values, belief systems, and cultural norms. “Cultural humility of therapists (a) is considered very important to many socially marginalized clients, (b) correlates with a higher likelihood of continuing in treatment, (c) strongly relates to the strength of the therapeutic alliance, and (d) is related to perceived benefit and improvement in therapy” (Hook et al., 2016, as cited by Sue et all, 2022, p. 35). Treatment is negatively impacted if the client / student does not feel safe and accepted enough to create the foundation of trust on which the alliance between the school therapist and the student / client can be built. Through the recognition of the “intersection of identities and the dynamics of power, privilege, and oppression that influence the counseling relationship [I will develop] the different layers that lead to multicultural and social justice competence: (1) counselor self-awareness, (2) client worldview, (3) counseling relationship, and (4) counseling and advocacy interventions” (Ratts et al.). As a culturally sensitive therapist, I can demonstrate my awareness of cultural differences and respect for the client’s culture by centering the client’s identity. Through a client / clinician alliance, we can co-create goals congruent to the client / student’s various cultural identities. References Kocet, M. M., & Herlihy, B. J. (2014). Addressing value-based conflicts within the counseling relationship: A decision-making model. Journal of Counseling and Development, 92 (2), 180-186. https://doi.org/10.1002/j.1556-6676.2014.00146.x Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., & McCullough, J. (n.d.). Competencies: Multicultural and Social Justice Counseling Competencies (MSJCC) . Amcd. https://www.multiculturalcounselingdevelopment.org/competencies Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2022). Counseling the Culturally Diverse (9th ed.). Wiley Professional Development (P&T). https://bookshelf.textbooks.com/books/ 9781119861911 Wedding, D., & Corsini, R. J. (2018). Current Psychotherapies (11th ed.). Cengage Learning US. https://bookshelf.textbooks.com/books/9781337670555

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