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WORKING WITH CLIENTS WHO ARE:CULTURALLY AND LINGUISTICALLY DIVERSE
AND/ ORHAVE
SPECIAL NEEDS
Special Populations
Copyright 2011 Brooks/Cole, a division of Thomson Learning
CULTURAL AND LINGUISTIC DIVERSITY
Copyright 2011 Brooks/Cole, a division of Thomson Learning
Cultural Factors in Counseling Children
Challenges
Copyright 2011 Brooks/Cole, a division of Thomson Learning
According to Baruth and Manning these are challenges:
Communication difficultiesMisunderstanding the culture and the impact
of the culture on the process of counselingMistaken assumptions about cultural
assimilationDifferent social class values and orientationsStereotypical generalizationsAn assumption of cultural biasInability to understand the worldview of the
client
Cautions
Copyright 2011 Brooks/Cole, a division of Thomson Learning
Pederson also includes:Diagnoses differ across culturesCultural beliefs influence diagnosis and
treatmentClients express symptoms differently across
culturesDiagnosis may vary according to categories
found most often in the majority populationMost counselors are members of the
majority population, whereas most clients are members of the minority
Training to be Culturally Competent
Copyright 2011 Brooks/Cole, a division of Thomson Learning
Increase awareness of culturally learned attitudes, beliefs, and values.
Knowledge of culturally relevant facts.
Develop skills for interventions that are culturally appropriate.
Cultural Competence: Awareness
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SelfRacismSexismPovertyIndividual differencesOther culturesDiversity
Power distanceUncertainty
avoidanceActivitySocial relationsMotivationPerceptions of worldPerception of
individual
Cultural Competence: Knowledge
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Knowledge: Cultural context of behaviorSocial classGenderEthnicityRaceReligionLanguageAgeExceptionalitiesWorldviewEthnic identity developmentAcculturation
Common Factors of Effectiveness
Copyright 2011 Brooks/Cole, a division of Thomson Learning
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
Cultural Competence: Skills
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Must acknowledge the reality of the cultural influences Recognize differences as differences, not as deficiencies Avoid stereotyping and an ethnocentric perspective
Differences among cultures:Boundaries and physical spaceEmotional boundariesKinship termsHierarchy of needsTrust issues Kincade and Evans
Cultural Competence: Skills
Copyright 2011 Brooks/Cole, a division of Thomson Learning
Suggested Guidelines:Make no assumptions-gather information and
re-evaluate 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.
Stressors for Children (Blum)
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Difficulties in combining roles and values of 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 identityVerbal rejectionDiscriminationPhysical attacksSocial isolationDerisive labels
African American Children
Copyright 2011 Brooks/Cole, a division of Thomson Learning
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.
African American Children
Copyright 2011 Brooks/Cole, a division of Thomson Learning
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.
American Indian and Alaskan Native Children
Copyright 2011 Brooks/Cole, a division of Thomson Learning
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.
American Indian and Alaskan Native Children
Copyright 2011 Brooks/Cole, a division of Thomson Learning
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.
Asian American Children
Copyright 2011 Brooks/Cole, a division of Thomson Learning
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.
Asian American Children
Copyright 2011 Brooks/Cole, a division of Thomson Learning
Counselors should recognize:the difficulty in self-disclosure the meaning of restraint as an attribute of
emotional maturityindividual’s problems may be seen as shaming
the familykeep questions relevant to the problemavoid asking too many personal questionsminimize confrontationkeep the focus on present time and on
resolutionswork to gain an understanding of nonverbal
communication.
Latino Children
Copyright 2011 Brooks/Cole, a division of Thomson Learning
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
Latino Children
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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.
Multiracial Children
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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
Multiracial Children
Copyright 2011 Brooks/Cole, a division of Thomson Learning
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 culturePermitting children to ventilate their feelings
about their identity and its meaning in societyUnderstanding the link between ethnic confusion
Multiracial children conflicts
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Racial-ethnic identitySocial marginalitySexualityAutonomyEducational and occupational aspirations
Acculturation Questions
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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?
HELPING THOSE WITH SPECIAL NEEDS
Copyright 2011 Brooks/Cole, a division of Thomson Learning
Chapter 20
Counseling with Children
The Situation
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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
History
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Legislation that mattersIndividual With Disabilities Act (IDEA) & No Child Left BehindGuarantees special education and related services to children with disabilities
Americans With Disabilities ActProhibits Discrimination based solely on a disability in
employment, public services or accommodations
Rehabilitation Act of 1973Prohibits discrimination based on a disability in
programs receiving federal financial assistance (SS 504)
Categories of Exceptionalities
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AutismBehaviorally-
emotionally disabledDeaf-blindnessHearing impairedMentally disabledMultiple disabilities
Orthopedic impairment
Other health impairment
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.
Methods of Counseling
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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
Some General Questions
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Have I helped:
The child develop good relations with classmates
The child learn to solve his own problems
The child to feel better about himself
Parents and teachers interact in ways that help the child
The child with his self concept
The child understand, through my behavior, that he is a valuable human being
Children With Emotional or Behavioral Disorders
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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 An inability to learn that cannot be explained by other
factors
Inability to form satisfactory interpersonal relationships
Inappropriate displays of feelings or behaviors
Pervasive unhappiness or depression
A tendency to develop physical symptoms associated with school problems
Children With Emotional or Behavioral Disorders
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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
Child With a Learning Disability
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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.
Child With a Learning DisabilityCounseling
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Recognize and reflect the child’s feelingsThe disability itself often causes social problemsRequires training in social skills and self imageBrief 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
Child With a Learning DisabilityEducation
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Changes to classroom proceduresTeach child organizational skillsTeach about considering consequencesTeach social skillsHelp child overcome sense of failurePromote positive attitude toward learningComplete diagnostic evaluation and education planCounseling
Individual Group Family
ADHD/ADD
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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
ADHD/ADD
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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)
Mental Retardation
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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.
Mental Retardation
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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
Mental Retardation (Cont.)
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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
Physical Disability
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Disabilities vary widely in extent: Diabetes, Cystic Fibrosis, Pregnancy
Often comorbid problemsThe child has much negative association
with selfTeachers need help on how to accommodateNeed to work with involved agenciesWorking with the child
Teach to appreciate strengths Teach self-advocacy Arrange for mentors/friends
General Ideas
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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
Counseling With Parents of Exceptional Children
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Very little research in this areaParents suffer range of emotions at not
getting the child they wantedParents may over protect or under protectParents may sacrifice their lives to their
childParents may need to work through guilt
(which is sometimes justified) Something done while pregnant (FAS) Punishment for sins What will neighbors think/say
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
NICHCY (www.nichcy.org) Parent support groups Maybe family therapy