For class 2: Multicultural issues in counseling and Human Resources

Venesa W

RE: Unit 2.1 DB: Social Justice Counseling

This writer believes that without knowledge of race, culture and ethnicity individuals would unknowingly engage in cultural oppression. If therapist have not received the proper training in order to address oppression or to help them prepare for challenges related from dialogues of racism or social inequality, therapist would be more at risk for martializing clients (Sue, et al, 2019). It is vital that individuals obtain proper training to provide services to vulnerable populations and populations that have been mistreated to avoid further damage (Sue et. al,2019).  For a counselor to have a healthy therapeutic bond it is important to be culturally diverse and having experience with working with diverse clients which can vary from culture, race, and gender (Sue et. al, 2019). Counselors that are diverse can have an impact on their clients and can effectively advocate for their needs (Sue et. al,2019).  Oppression can occur knowingly and unknowingly, therefore it is important for counselors to be culturally competent and being aware of the history that clients may have gone through, which will prevent further damage to hurt the therapeutic relationship (Sue et. al, 2019 ). 

This writer has always attempted to intervene in cases of social injustice, however upon reflection this writer remembers a period of social inequality, and she failed to intervene. This writer remembers in her professional life while working for a previous employer her boss at the time treated an employee very unfairly.  The employee was an assistant manager and she applied for a manager position, and in conversation this writer’s boss stated no she would not make a good manager because her English was not clearly understood. This writer thought to herself that this young lady had all the characteristics of being a good manager and she did speak English.  This writer did not advocate for the young lady because she feared her boss, this writer notices that every time someone went against his thoughts, he would give them a hard time.  In the future, if this were to arise again, I would advocate for someone despite how it maybe reciprocated. If any issues occur while advocating for a person this writer would reach out to HR. 

Reference

Sue, D.W., Sue., Neville, H. A., & Smith L. (2019). Counseling the culturally diverse. Jon Wiley & Sons. 

Elyse M

RE: Unit 2.1 DB: Social Justice Counseling

Social conditioning has remained a maintaining factor in the perpetuation of racism and oppressiveness. As Sue and colleagues (2019) describe, “without awareness and knowledge of race, culture, and ethnicity, counselors and other helping professionals could unwittingly engage in cultural oppression” (Sue, Sue, Neville, & Smith, 2019). Essentially this quote is highlighting the importance of actively working toward combating racist beliefs and actions. The quote means that if one does not make themselves knowledgeable about other cultures, they may unconsciously hold certain biases which then affects how they behave toward others. After reading the quote, this writer agrees that knowledge and awareness are critical to making positive changes regarding personal beliefs and potential prejudices. In order to self-change, one has to become nonracist but to help society change, one has to become actively antiracist by becoming an advocate and actively intervening when injustice is evident (Sue et al., 2019). To become antiracist, having knowledge about others and oneself is absolutely necessary. Awareness can include exploring personal implicit bias, thought patterns, values, and beliefs which can all effect whether person is acts oppressively or not toward others. Ultimately, this writer intends on continuing to develop self-awareness through mindfulness and intends on gaining knowledge through interactions and communication with others.

Social justice topics have the power to evoke powerful emotions and can make some people uncomfortable due to these emotions. As a result of feeling unpleasant, people have a tendency to avoid honest multicultural dialogues which can then hider the learning process (Sue et al., 2019). Even so, learning to work through these “uncomfortable” conversations with others is what contributes heavily to growth and progress. This writer feels as though it can be difficult to address microaggressions due to the fact that the actions may not be direct or overt. Microaggressions can be brief and commonplace and they communicate negative racial slights and insults toward people of color (Sue et al., 2007). This writer had worked in a residential program in which the client population primarily consisted of youth of color. As the residential was located in a predominantly white rural town, when taking clients into the community, it became apparent that people acted differently toward the youth. For example, in a grocery store, people may move aisles or clients would be watched closely by store staff. This writer began to realize, its difficult to intervene because even though it was apparent that behaviors shifted, the people perpetrating such aggressions could claim otherwise.

References

Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: implications for clinical practice. American psychologist, 62(4), 271.

Sue, D.W., Sue, D., Neville, H.A., & Smith, L. (2019). Counseling the culturally diverse. John Wiley & Sons.

Sherline F

RE: Unit 2.2 DB: Case Study

In Case Study B, Juan was discriminated by his school principal when his parents ask to speak to their priest for verification of attending back to school and their request was denied.  The Martinez familyh had the right to choose their own counselor that they felt would represent them, spoke their language, identify with their culture, look like them and would understand them and their belief system. ” Latina/o/x are given encounters a wide array of barrierd that impact their willingness and ability to access youth mental health services.  Common barriers to youth mental health services among Latina /O/X families include transportation, income, health insurance coverage, lanuage barriers, difficulty scheduling appointments, fear of discrimination (ie race/ethnicity), deportation and shame or embarrassment associated with mental health stigma. (Bridges et al 2012, Kapkie and Gerdes 2016, Kataoka et al  2022, Scheppers et al 2006).

This writer would have also addressed  the matter  of Juan being the translator for his parents during these sessions.  This is very in appropriate as the counselor has no way of knowing if the information the youth is providing to the parents is accurate or ccorrectg and not being misinterpreted.  The Counselor should make sure that theree is a professional transelor presended during the session whether in preson or via phone or now via telehealth in available.  If this services was not possible, the counselor responsibilitym is to cancel and reschedule the appointment to make sure this is arrange.  As well as offer the family to invite  their priest that previously invited  as their support system. 

References

Abbey, J. D., & Meloy, M. G. (2017). Attention by design: Using attention checks to detect inattentive responded  and improve data quality. Journal of Operations Management, 53, 63–70. https://doi. org/10.1016/j.jom.2017.06.001 

Psychometric Evaluation of a Barriers to Mental Health Treatment Questionnaire for Latina/o/x Caregivers of Children and Adolescent

s10566-021-09656-8.pdf (springer.com)

Venesa W

RE: Unit 2.2 DB: Case Study

Juan is a 16-year-old student that was recently suspended from school because he was in a physical altercation with another student. The outcome of this is, Juan must attend counseling before he can return to school. Juan and his parents are Latinx and his mother does not speak English while his dad speaks a little English. 

Juan was stereotyped and discriminated against because a student told him “he should go mow the grass and called him a “wet back” and assumed he was not legal. The counselor also displayed lack of cultural sensitivity due to him not being patient enough to wait until Juan translated for his parents. This writer also thought it was rude and it displayed lack of culture sensitivity (Sue et. al,2019). The counselor to stated, “maybe rescheduling with someone more like you”. Juan’s and his family’s experience can harm the clinical assessment because of how they were treated they many do not feel comfortable speaking about family history and things that they need assistance with because they do not feel comfortable. Establishing a therapeutic relationship is very vital for building rapport for counselors (Sue et. al, 2019).  

This writer as a future counselor would have emphasized with Juan and his family for what they have been through. This writer would then ask if they would like an interpreter, prefer Juan to interpret, or give them an option of a Latinx speaking clinician. This will also allow them to view that this writer cares and would want them to get the necessary help that is needed. After Juan being upset about feeling like nobody understands. This writer would explain to him that I have researched about the Lantinx culture and that I am open to learn more about the culture. This writer would also try to discuss some traditions that they may have for Juan and his family to feel comfortable, and it will help to establish rapport. As a counselor I would also ask Juan if he would feel more comfortable with a Lantinx counselor, and I would be able to provide him with a referral. 

Reference

Sue, D.W., Sue., Neville, H. A., & Smith L. (2019). Counseling the culturally diverse. Jon Wiley & Sons.