Transcript Cultural Factors - Troy University

Special Populations
WORKING WITH CLIENTS WHO ARE:
CULTURALLY AND LINGUISTICALLY DIVERSE
AND/ OR
HAVE
SPECIAL NEEDS
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Cultural Factors in Counseling
Children
CULTURAL AND LINGUISTIC
DIVERSITY
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Challenges
According to Baruth and Manning these are
challenges:
 Communication difficulties
 Misunderstanding the culture and the impact of
the culture on the process of counseling
 Mistaken assumptions about cultural assimilation
 Different social class values and orientations
 Stereotypical generalizations
 An assumption of cultural bias
 Inability to understand the worldview of the client
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Cautions
Pederson also includes:
 Diagnoses differ across cultures
 Cultural beliefs influence diagnosis and treatment
 Clients express symptoms differently across
cultures
 Diagnosis may vary according to categories found
most often in the majority population
 Most counselors are members of the majority
population, whereas most clients are members of
the minority
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Training to be Culturally Competent
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Increase awareness of culturally learned attitudes,
beliefs, and values.
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Knowledge of culturally relevant facts.
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Develop skills for interventions that are culturally
appropriate.
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Cultural Competence: Awareness
 Self
 Power distance
 Racism
 Uncertainty avoidance
 Sexism
 Activity
 Poverty
 Social relations
 Individual differences
 Motivation
 Other cultures
 Perceptions of world
 Diversity
 Perception of individual
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Cultural Competence: Knowledge
Knowledge: Cultural context of behavior
 Social class
 Gender
 Ethnicity
 Race
 Religion
 Language
 Age
 Exceptionalities
 Worldview
 Ethnic identity development
 Acculturation
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Common Factors of Effectiveness
 Positive, trusting, therapeutic relationship.
 Shared worldview or a common framework from
which the counselor and the client can work together.
 Client’s positive expectation that counseling will be
helpful.
 Rituals or interventions that are effective techniques
that both the counselor and the client believe will lead
to positive outcomes.
Fischer, Jome and Atkinson
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Cultural Competence: Skills
Must acknowledge the reality of the cultural
influences
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Recognize differences as differences, not as deficiencies
Avoid stereotyping and an ethnocentric perspective
Differences among cultures:
 Boundaries and physical space
 Emotional boundaries
 Kinship terms
 Hierarchy of needs
 Trust issues
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Kincade and Evans
Cultural Competence: Skills
Suggested Guidelines:
 Make no assumptions-gather information and reevaluate personal biases often;
 Learn about the client’s culture from sources other
than the client;
 Admit ignorance about the culture - be willing to ask
questions and to learn;
 Look for similarities in order to connect – find
common ground to share;
 Be sensitive to client expectations and needs –
together define counseling.
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Stressors for Children (Blum)
 Difficulties in combining roles and values of
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specific culture with dominant culture
Incorporation of roles and values of another
culture more quickly than other family members
that clash at home
Contention with limited opportunities
Adolescent identity
Verbal rejection
Discrimination
Physical attacks
Social isolation
Derisive labels
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African American Children
 Some African American children may have concerns related
to their failing to develop a strong cultural identity, being
subjected to racism, and contending with issues of
interpersonal relations, autonomy, academic performance
and future planning.
 Young African American males may be overwhelmed by their
world and by their survival behaviors, and may need help to
understand themselves better and to relate more effectively
with others.
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African American Children
Locke suggested that the counselor should encourage
young people to talk about themselves, their families
and their experiences; focus on strengths; ask about
social class status rather than making assumptions;
ask for descriptions of holiday celebrations, kinship
networks, and the role of religion in their lives; solicit
their concerns, and consider using music and dance as
areas of special interest.
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American Indian and Alaskan Native Children
Knowledge of and respect for the Native American
worldview is essential, with special attention given
to the social contexts and roles that helpers play,
because an individual’s problem is seen as a problem
of the community.
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American Indian and Alaskan Native
Children
Herring recommended that the counselor:
 Display sensitively and openly address issues of ethnic dissimilarity
 Take into consideration ethnic identity and the degree of acculturation
of the young person
 Consider having open-ended sessions free from time constraints
 Include family members and tribal elders or have sessions in the home
 Consider the use of art, dance, music, storytelling, story reading,
puppetry and games
 Include natural healing practices.
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Asian American Children
 Asian American represents a diverse set of
ethnic groups and counselors are cautioned to
avoid stereotypes.
 Several authors suggested that counselors
ascertain individual strengths and weaknesses
and determine the degree of acculturation.
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Asian American Children
Counselors should recognize:
 the difficulty in self-disclosure
 the meaning of restraint as an attribute of emotional
maturity
 individual’s problems may be seen as shaming the
family
 keep questions relevant to the problem
 avoid asking too many personal questions
 minimize confrontation
 keep the focus on present time and on resolutions
 work to gain an understanding of nonverbal
communication.
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Latino Children
 Varied English/Spanish language proficiency and
various levels of acculturation, urban and rural
lifestyles, and educational and economic
backgrounds are found in the Latino population.
 Latino young people experience more anxiety-related
and delinquency behaviors, depression and drug use,
and report more suicidal ideation and attempts than
other young people
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Latino Children
 Loyalty to the family, respect for authority figures,
adherence to gender roles, and the importance of
religion should be considered when working with
members of this group.
 Family counseling can be an effective tool.
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Multiracial Children
May be stressed trying to understand and adapt to
cultures of each parent
May have identity problems related to ambiguous
ethnicity
May encounter problems with family approval,
acceptance in the community, discrimination and
isolation
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Multiracial Children
Herring emphasized the importance of:
 A trusting relationship in counseling,
 Presenting problem may mask a deeper ethnic identity
concern,
 Will often identify with the minority culture
 Permitting children to ventilate their feelings about their
identity and its meaning in society
 Understanding the link between ethnic confusion
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Multiracial children conflicts
 Racial-ethnic identity
 Social marginality
 Sexuality
 Autonomy
 Educational and occupational aspirations
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Acculturation Questions
 How do you identify yourself?
 What does that word mean to you?
 How hard has it been to maintain your cultural
values?
 What is your primary language?
 Who are your friends?
 What holidays and traditions do you celebrate?
 What does your family expect of you?
 Who helps you at home?
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Chapter 20
Counseling with Children
HELPING THOSE WITH
SPECIAL NEEDS
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The Situation
 They are different from the norm
 Their problem is just as much society’s perception as
the limitation of the child
 Counseling is only partially about the special need
 It is more about dealing with society’s reaction to it
and the effects of those reactions on the child
 They are often treated poorly both at school and at
home
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History
Legislation that matters
Individual With Disabilities Act (IDEA) & No
Child Left Behind
Guarantees special education and related services to children
with disabilities
Americans With Disabilities Act
Prohibits Discrimination based solely on a disability in
employment, public services or accommodations
Rehabilitation Act of 1973
Prohibits discrimination based on a disability in programs
receiving federal financial assistance (SS 504)
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Categories of Exceptionalities
 Autism
 Orthopedic impairment
 Behaviorally-emotionally
 Other health impairment
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disabled
Deaf-blindness
Hearing impaired
Mentally disabled
Multiple disabilities
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 Specific learning
disability
 Speech or language
impairment
 Traumatic Brain Injury
 Visual impairment
Steps for identification
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Child is referred as needing services.
The child is evaluated.
A group considers the results and determines
eligibility.
If eligible, an individual educational plan (IEP) is
written for the child.
The IEP is put into place
Progress measured and reported.
IEP reviewed annually.
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Methods of Counseling
 Strategies should be incorporated into a positive,
accepting counseling relationship
 Need to have basic knowledge of the disabling
condition as well as the needs and characteristics of
the children
 Listen to them
 Help children see themselves as people who can and
do perform and accomplish goals
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Some General Questions
Have I helped:
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The child develop good relations with classmates
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The child learn to solve his own problems
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The child to feel better about himself
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Parents and teachers interact in ways that help the child
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The child with his self concept
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The child understand, through my behavior, that he is a
valuable human being
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Children With Emotional or
Behavioral Disorders
Definition: A condition exhibiting one or more of the
following characteristics over a long period of time
and to a marked degree that adversely affects a child’s
educational performance
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An inability to learn that cannot be explained by other factors
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Inability to form satisfactory interpersonal relationships
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Inappropriate displays of feelings or behaviors
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Pervasive unhappiness or depression
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A tendency to develop physical symptoms associated with
school problems
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Children With Emotional or Behavioral
Disorders
 Summary of tasks
 Relationship that includes well defined
responsibilities and limits
 Work to change the child’s image and expectations
 Individual and group counseling for feelings and
behaviors, teach social skills, improve academic
performance.
 Must place consistent limits and hold child
accountable
 Assist parents and teachers in how to structure the
child’s environment for consistency
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Child With a Learning Disability
 A group of disorders that make learning more
difficult than normal
 Causes: genetic, environmental, biological
 Basic definition: achievement is less than
measured potential or the child fails to learn
even when a research-based intervention is
used.
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Child With a Learning Disability
Counseling
 Recognize and reflect the child’s feelings
 The disability itself often causes social problems
 Requires training in social skills and self image
 Brief solution focused therapy
 Step 1: Build rapport, define specific problems
 Step2: Consider what hasn’t worked – look at
possible solutions
 Step 3: Help student decide on specific measurable
goal – “miracle question”
 Step 4: Help decide on specific task
 Step 5: Check back later
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Child With a Learning Disability
Education
 Changes to classroom procedures
 Teach child organizational skills
 Teach about considering consequences
 Teach social skills
 Help child overcome sense of failure
 Promote positive attitude toward learning
 Complete diagnostic evaluation and education plan
 Counseling
 Individual
 Group
 Family
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ADHD/ADD
 Three types
 Predominately inattentive type
 Predominately hyperactive/impulsive type
 Combined type
 Symptoms
 Present before age 7
 Persists for more than 6 months
 Present in multiple settings
 Inconsistent with child’s developmental level
 Clearly impairs functioning
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ADHD/ADD
 Treatment
 Multidisciplinary, multi-treatment model
 Medication alone not recommended but common
 Suggestions for counselors
Behavior modification
 Cognitive restructuring
 Case management
 Parent support groups
 CHADD (http://www.chadd.org)
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Mental Retardation
Definition:
Mental retardation is a disability characterized by
significant limitations both in intellectual
functioning and in adaptive behavior as expressed in
conceptual, social, and practical adaptive skills. This
disability originates before age 18.
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Mental Retardation
Note: each case is so unique it is difficult to
provide general information
 Subtypes:
Intermittent: needs occasional help
 Limited: Need consistent and sometimes intensive
support
 Extensive: Needs regular involvement and long term
support
 Pervasive: constant high intensity support services
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Mental Retardation (Cont.)
 After diagnosis study four areas
 Intellectual and adaptive skills
 Psychological and emotional concerns
 Physical functioning and health
 Current environment and optimal environment
 Counseling goals
 Provide survival skills
 Train parents and educators on how to train the child
 Case management: ensure the child is getting the services
to which they are entitled
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Physical Disability
 Disabilities vary widely in extent:
 Diabetes, Cystic Fibrosis, Pregnancy
 Often comorbid problems
 The child has much negative association with self
 Teachers need help on how to accommodate
 Need to work with involved agencies
 Working with the child
 Teach to appreciate strengths
 Teach self-advocacy
 Arrange for mentors/friends
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General Ideas
Summary of tasks
Recognize the child as a person
 Understand the exceptionality
 Counsel for self esteem; self acceptance
 Coordinate services
 Help significant others reach understanding
 Assist in development of life, personal, social skills
 Encourage recreational skills
 Counseling with parents
 Work with referral agencies
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Counseling With Parents of Exceptional
Children
 Very little research in this area
 Parents suffer range of emotions at not getting
the child they wanted
 Parents may over protect or under protect
 Parents may sacrifice their lives to their child
 Parents may need to work through guilt
(which is sometimes justified)
Something done while pregnant (FAS)
 Punishment for sins
 What will neighbors think/say
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Counseling with Parents of Exceptional Children
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Counseling tasks
Help parents with education
 Help through unproductive feelings
 Connect to resources
 Help set realistic expectations
 Help them realize child’s uniqueness
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NICHCY (www.nichcy.org)
Parent support groups
 Maybe family therapy
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