Counseling African-Americans: Problems And Solutions

Running head: COUNSELING AFRICAN-AMERICANS

Counseling African-Americans: Issues/Problems/Solutions

Introduction Although African-Americans families have come a long way when it comes to professional counseling, the many issues that the families face when seeking professional assistance are more culturally based. Culture can be defined as the attitudes, habits, norms, beliefs, customs, rituals, styles, and artifacts that express a group’s adaptation to its environment (McAuliffe, 2008). It is the many ways that are shared by group members and passed on over time. All aspects of our lives, from attitudes toward health and sexuality to everyday communication styles, are affected by culture. Our expectations about
relationships, career aspirations, and self-esteem are also affected by culture. Subjective expressions of culture such as attitudes, habits, norms, and beliefs are especially for counseling. Whether one wants to acknowledge it or not, culture has a very stronghold on our daily decisions. It is culture that tells a client what to be ashamed of, unaware of, proud of, and what to aspire to. Culture also determines whom and how to love and whom and how to disdain. It is beneficial for both the counselors and clients in knowing their cultural assumptions and manners. In order for counseling to be effective when dealing with minorities, especially African-Americans, the counselor must be culturally alert. Culturally alert counseling is simply being consistently ready to identify cultural dimensions of clients’ and counselors’ lives and integrate culture into counseling sessions. One must intentionally adapt ways to help clients (1) understand their socially constructed worldviews through culture, (2) appreciate various cultures, (3) to make choices about adherence to cultural norms, and (4) to recognize and respond to external bias relating to their cultural group membership (McAuliffe, 2008.)
Unlike other immigrant groups, most African Americans were brought to this country in bondage and were cut off from their ethnic groups, beliefs, traditions of family life, and cultural heritage. However, to understand African American families, it is important to note that despite being cut off from Africa, most draw from their West African roots and American roots. Therefore, within the African American family, cultural and historical contexts often serve as a close connection to the past, to the course of social change within the family system, and to the ecological systems in our society (Chavis, 2004).
Although African-Americans and European Americans share many of the same values and norms, it must be noted that African Americans are a diverse group of people that varies by social class, religion, education, and biculturality. The counselor must make it of utmost importance to see each client as an individual and must keep the following factors in mind:
Spirituality and religion are highly important and integral for most African
Americans.

Family is often broadly defined as extended networks of family members and friends.

Communication is often expressive, highly animated, and creative.

Language is sometimes the dialect variously called African American
Vernacular English or Black English, and is a means of bonding with other African Americans.

Discrimination is a societal reality for many African Americans (McAuliffe, 2008).

Counselors will find that most counseling methods and techniques used when counseling European Americans will also be effective in counseling African Americans. Even though this holds true in most cases, there are four guidelines that all counselors should consider when counseling clients that are African American. They are:
Acknowledge societal bias, sometimes by introducing the issue and inquiring about the client’s understanding of prejudice.

Include family and ancestors as sources of pride and support.

Advocate for the client and the group by supporting and empowering the client. For example, encourage networking with supportive others and taking affirmative actions.

and, if the counselor is not African American, proactively build trust in intentional ways. For example, be genuine and broach the cultural differences in the room (McAuliffe, 2008).
In order to for a counselor to be effective in counseling African Americans, one must understand the importance of the effect family and religion has in the African American community and the misconceptions that still prevent African Americans to participate in counseling. One of the largest influence, if not the largest, on African-American culture is religion.
The successful counselor must understand its power. Religious institutions have been a forceful presence in traditional African American communities. Weaver, Koenig, and Larson (1997) highlighted research indicating the importance of the church in the lives of many African
Americans, especially older adults.
A national study of 581 African American senior citizens concluded that 95% of these individuals believed they were largely religious. In another study, daily prayer was practiced by
94% of the respondents (Taylor & Chatters, 1991). Church services, one 's religious orientation, pastoral counseling, and community outreach are areas that have all been demonstrated to contribute significantly to the psychological well-being of African Americans
(Helms & Cook, 1999). Important themes in counseling can be found in African Americans’ religious institutions. Religious institutions are considered social phenomena that are defined by varied belief and practice systems, membership requirements, and organizational details
(Miller & Thoresen, 2003). These institutions holistically address all facets of an individual, including the individual 's rational, creative, emotional, and spiritual sides (Felder, 1987). These institutions often clear up questions about an individual’s existence, his or her rightful place in life, and the way in which a person interprets his or her relationship with God. The need for a spiritual connection, for most African Americans, has its origins from African traditions and principles. Religion and spirituality help many African Americans draw strength to overcome various forms of adversity, such as poverty, illness, rejection, prejudice, and racism. Another source of influence is the African American family. Family strengths are often linked to cultural traditions and is seen as an asset. African American family strengths as defined by Hill are “those traits that facilitate the ability of the family to meet the needs of its members and the demands made upon it by systems outside the family unit". Incorporating African
American family strengths is a strategy and a technique that counselors can use to work more effectively and adaptively with African American families (Chavis, 2004). The traditional social network of the African American family is based on an extended kin network. This network includes not only the nuclear family, but grandparents, aunts, uncles, cousins, and other persons who may not be blood relatives.
In order for the African American family to thrive, it must rely heavily on its strengths for survival, maintenance, and advancement of family network, family dynamics, and family functioning. Recognizing and making use of the family strengths of African American families has the potential to help counselors understand and solve many of the problems that the families face. It should be noted that statistics shows more and more African American households are being head by single women. Even though this trend may not be positive in the long run,
African American families have rearranged themselves to meet the challenges that exist with mothers raising children alone, in a Eurocentric world. The bonds that exist are strong, especially between the daughter and mother.
In the African American family, females have very high coping skills. The belief that they have to be strong, despite life’s pitfalls, runs rampant throughout the culture. According to one study, African-American females display higher self-confidence, lower levels of substance abuse, and more positive body images than do White female adolescents” (Sue & Sue, 2008). One tool that has been used to help counselors understand the family context, to trace behavior and problems of family members, and to identify patterns and issues within
African American families, is the genogram. The genogram is a graphic representation of family members and their relationships over at least three generations. Even though understanding dysfunctional patterns is essential to treatment, identifying strengths is also key to directing interventions. Genograms provides the mechanism to identifying strengths and resources of individuals and families within a life cycle framework. Genograms provide an outstanding mechanism to encourage insight and awareness by focusing on strengths, beliefs, and traditions in families (Chavis, 2004). An example of a genogram is depicted
below.

Some reasons why more African Americans do not seek counseling deals with myths and images. African American men are strong and noble individuals. One may be seen as being “weak” and not being able to support the family or “crazy” when seeking counseling. Often
African Americans feel a sense of shame. It is also seen as being expensive. Oftentimes, African
Americans are taught to keep family business to themselves. African Americans have always relied on a network of kinships, friendships, relatives, and neighbors for help, as well as counseling and guidance; with very little reliance upon community agencies (McAdoo, 1977).
The church and the extended family have always been important factors to consider when working with an African American family. This is seemingly true because of such factors as discrimination and racism, which caused them to rely on a kin network rather than to trust outsiders. Counselors are usually considered outside this network and are, therefore, considered a threat to the confidential nature of their personal thoughts, feelings, and troubles. When help is needed, most African American families tend to seek the counsel of their religious leader.
What is real and issues that must be addressed are that first generation graduates in
African American families are facing new social and cultural challenging situation. African
Americans often have a family history of economic challenges or come from poverty and find it hard to deal with affluence. Some African Americans have gone through so much racism that it is becoming more difficult to cope. Many African Americans have not been able to afford counseling, and thus, have not grown accustomed to being able to utilize it. Many African Americans consider counseling to be a luxury, and have more concrete issues such as food, clothing, and shelter as major concerns. “While the white family may utilize a community institution, blacks turn to their own family or extended family in times of crisis”, according to McAdoo. In the United States, we also find that bureaucracies (governmental agencies) in the past have had a very racist way of prying into the affairs of African American families while providing services. So, the family has developed distrust for agencies, feeling that the counselor is just another person prying into their business. Another issue is that African Americans are generally forced to come in for counseling by one institution or another—therefore they resist. A family that is more aware of the purpose of counseling and comes on their own will likely be more motivated to come for the treatment sessions. A case conceptualization consists of three components: a diagnostic formulation, a clinical formulation, and a treatment formulation (Sperry, Blackwell, Gudeman, &
Faulkner, 1992). I would use case conceptualization in counseling African Americans because it is especially useful to emphasize the unique context and the needs and resources that the individual, couple, or family brings to treatment.
Case Scenario:
Malik Wright is a twelfth grade student at Central High School located in an urban city. He lives in a community that is on the lower-socioeconomic scale. He was one older brother and a younger sister. His dad is a truck driver and his mom is an administrative assistant for the municipal court. He has issues with the other young males in his community because of his interest in school and poetry. He has to also overcome issues at home because his dad thinks he is “soft”. He likes sports but not football or basketball. He enjoys tennis and soccer. Most of the other males are interested only in selling drugs and are high school drop outs. They often try to get him to join in their illegal activity and even wants him to join a gang. Malik does not see this as his fate and has other plans for his life. His family attends church services on a regular basis and Malik is in the mime ministry. He also helps with the male mentoring program (a “Rites of Passage” program) and is close to the minister. His mother is supportive of him but is not much help when his dad gets on his case.
He has often thought about speaking with the minister at his church but knows that information had leaked out about some other members who were in counseling and could not take that chance.
He even asked his mother about the family getting help. She was open to the suggestion but knows that her husband would not be a willing participant. Malik just wants his last year at home to be a more peaceful one and would really like to talk with someone to help deal with the boys in the neighborhood and his father. He fills out a form in the school’s counseling office to receive assistance. The school counselor talks briefly with Malik and since he is afraid of what the other students might say if he is seen on a regular basis consulting with the school counselor, he agrees to see a family therapist, off site. In an agreement with a local group of family therapists, services are free for students and their families. Although it may seem, on the surface, that Malik has very little to worry about and may not possibly need to seek the services of a counselor, the alternative of not doing so would be tragic.
By high school as many as 40%–60% of students become chronically disengaged from school
(Klem & Connell, 2004). Furthermore, approximately 30% of high school students engage in multiple high-risk behaviors such as substance use, sex, violence, depression, attempted suicide that interfere with school performance and jeopardize their potential for life success
(Eaton et al., 2008). When Malik comes to the first counseling session, I would have him to fill out the basic forms, including a consent form. Due to the sensitivity of this case, as a therapist, it is my duty to gather as much information about Malik and his family as possible, but at the same time make him feel comfortable in sharing the information. It is important for counselors to understand that some clients may not be willing to discuss personal issues until a relationship of trust has been developed.
Sometimes, it is easier for clients to write about themselves and their families, especially during the initial session. On a case-by-case basis, I would have the client to answer some of the
Questions listed below from the Family Integrated Genogram also known as the FIG
(Chavis and Waites, 2004).
Interview Questions for African American Families
What is the structure of your family?
Who lives in your household?
Who do you include in your extended family network?
What are the roles of adult members?
How are elders and children viewed in your family?
What role do elders play in your family?
Who are considered the recognized leaders in your family?
Who are the family members you admire? Please explain.
How is caregiving to elders handled in your family?
How are children cared for in your family?
How would you describe your family 's and extended family 's sense of unity?
How would you describe your family 's sense of "home"?
Where do your family members reside geographically?
How do you and your family members communicate with each other?
How are thoughts and feelings expressed?
What happened during time of crisis?
How would you describe intergenerational relationships in your family, extended family?
What were significant transitions and/or critical life events in the history of your family, extended family?
What events or situations have been stressful for you and your family?
When these events take place how do you or family member respond?
How do you and family members seek help and support?
Where and to whom do you turn for support?
What social supports are available to you?
What is the meaning of spirituality and religion for each member of your family going back three or more generations?
How do different family members express religious and spiritual beliefs?
How significant and important is prayer in your family and extended family?
What is the level of involvement in organized religious institutions, i.e.
church?
What role does spirituality or religion play in the everyday lives of family members?
What are some of your family strengths and resources?
What makes you feel proud about your family strengths?
How have these strengths been passed on to you and others in your family?
What are your family 's resources?
What are resources or supports available in your community?
How do you and your family use these resources?
The answer to these questions are very important in developing a treatment plan. It gives the therapist background information and is the history of the client. Because of the stigma associated with African Americans who seek counseling services, I think it is important to share with African American clients, information that supports their decision to participate in counseling.
To gauge the successfulness in counseling, attainable and achievable goals much be set. These goals must be ones that the therapist and the client has developed and can agree upon. Malik and I will then explore what the outcome of the sessions should be. To deal with some of the issues he is having with the neighborhood males, I would ask him to explore the possibility of assisting other students, especially the ones who have not been nice to him, by signing up to help tutor them. Just like “it takes a village to raise a child”, I feel that any trained professional who comes in contact with a client should use his or her expertise to assist the client. Counseling should be a joint effort when possible. Malik and I could approach the school counselor to assist in developing group counseling sessions, with the male student body. The focus would be to share issues and to also help with any bullying issues.
After gathering information about Malik and his family, he would be asked to express himself, using outlets he is comfortable with. He has a high interest in poetry. I would ask him to write a poem or letter to each of his family members, especially starting with his dad about his feelings and why he has sought counseling services. It would be helpful for Malik if his other family members would join him in counseling. Giving Malik brochures, pamphlets, and other resources about the benefits of counseling to share with his family may make it easier for them to make the decision to come on board. Even of none of them decide to do so, it is important to continue the sessions with Malik and to make him understand the goals that has been set forth can still be achieved.
The assessment piece is one of the most important parts of the counseling process. After all, if there is no improvement in the client’s life, then all has been for naught. Success in counseling is sometimes hard to measure. The following questionnaires are good tools to use in the assessment process:

SESSION TOPIC
Session Topic: ___________________________________________________
Very great great some little none
5 4 3 2 1

The session topic was clearly and explicitly 5 4 3 2 1 explained near the beginning of the session
Session topic was accurately and completely presented? 5 4 3 2 1
Materials (e.g., video, handouts, etc.) for the topic 5 4 3 2 1 were made available and used properly
Percent of sessions devoted explicitly to the topic _____
How might the topic presentation be improved? ____________________________________

ISSUES FROM GROUP PROCESS
Three Main Issues that emerged from the group process:
Characterize the nature of the issues (What broader themes did they point to?):
To what extent did the leader turn each of these issues into some discussion?
Very great great some little none NA
5 4 3 2 1 9

Issue #1 5 4 3 2 1 9
Issue #2 5 4 3 2 1 9
Issue #3 5 4 3 2 1 9
Percent of session devoted to discussion of issues: ____
Comments (strengths and weakness): ____________________________________________

GROUP LEADER Excellent Very-good Good Fair Poor Mixed NA 5 4 3 2 1 0 9

Leader Style Clear and organized presentation 5 4 3 2 1 0 9
Enthusiastic and energetic style 5 4 3 2 1 0 9
Confronts rationalizations/blaming 5 4 3 2 1 0 9
Sensitive and caring response to men 5 4 3 2 1 0 9
Preparation
Prepared outline of curriculum topic, 5 4 3 2 1 0 9 and activities for the session (i.e., a lesson plan)
Sets up chairs in circle without table and 5 4 3 2 1 0 9 positions rules and other aids
Starts on time with no interference 5 4 3 2 1 0 9 from money and attendance problems
Closes with ritual and affirmation that engages 5 4 3 2 1 0 9 the men
Group Procedure
Implements group protocol (e.g., opening, check-in, 5 4 3 2 1 0 9 objectives) Enforces and affirms group rules 5 4 3 2 1 0 9
(e.g., no side conversations, speak from “I”, etc.)
Relates emerging topics to African American 5 4 3 2 1 0 9 experience Links group information to real life situations 5 4 3 2 1 0 9

Group Interaction

Encourages a balanced participation 5 4 3 2 1 0 9
(e.g., dominating speakers stopped, others invited to speak)
Redirects conflicts, resistance, or issues to the 5 4 3 2 1 0 9 participants for a response
Identifies and summarizes main learning points 5 4 3 2 1 0 9 of group discussion

Acts a model or guide, rather than an enforcer. 5 4 3 2 1 0 9
Comments (strengths & weaknesses): __________________________________________

PARTICIPATION

Very great great some little none NA
5 4 3 2 1 9

Client in the group spoke more than once 5 4 3 2 1 9 during the session

Client in the group disclosed personal information and 5 4 3 2 1 9 experience (beyond abusive act)

Client in the group asked questions about the topic or 5 4 3 2 1 9 issues (not out of spite or deflection)

Client in the group interacted with one another during 5 4 3 2 1 9 the session

OVERALL RATINGS Excellent very-good good fair poor 5 4 3 2 1
Presentation 5 4 3 2 1 Issue identification/discussion 5 4 3 2 1
Group leader abilities 5 4 3 2 1 Participation 5 4 3 2 1
Comments on ratings: ___________________________________________________________
COMPARISON (answer below)
How does this session compare to the most recent session of the opposite approach (i that you observed?

How was this session similar (put under a heading “SIMILARITIES”), and how was it different (put under a heading “DIFFERENCES”)?

RATINGS OF COUNSELING
ID#: __________
Interview Date: ____________ Initials: _______
Name: ___________________________________________________

PROGRAM COMPLETION
1. Did you complete the program? ____ 0) No ____ 1) Yes 1a. How many session did you attend? _____
1b. If NO: why didn’t you complete the program?
____ 1) cost
____ 2) not need it anymore
____ 3) didn’t help /didn’t apply to me
____ 4) transportation/location to far
____ 5) didn’t like the counselor
____ 6) other: _________________________________________________
____ 7) other: _________________________________________________
____ 99) don’t know
1c. If YES: Some people don’t finish the program. Why did you stay in and complete it?
____ 1) court made me
____ 2) didn’t what to go to jail
____ 3) keep my partner
____ 4) for the sake of the kids
____ 5) wanted to learn something
____ 6) help me make some changes in myself
____ 7) liked the counselor
____ 8) other: __________________________________________________
____ 9) other: __________________________________________________
____ 99) don’t know

PROGRAM LIKES/DISLIKES

2. What did you like best about the program group sessions?
____ 0) nothing
____ 1) curriculum (things taught/learned)
____ 2) topics/discussion
____ 3) counselor/group leader
____ 4) other men
____ 5) how it helped me
____ 6) other: __________________________________________________
____ 7) other: __________________________________________________
____ 99) don’t know

3. What did you like least about the program sessions?
____ 0) nothing
____ 1) cost
____ 2) location
____ 3) curriculum/topics
____ 4) counselor
____ 5) other people
____ 6) didn’t help me/didn’t need it
____ 7) other: __________________________________________________
____ 8) other: __________________________________________________
____ 99) don’t know
4. What would you most like to see changed or improved?
5. How helpful would you rate the program overall?
____ 1) great extent/very helpful
____ 2) some extent/somewhat helpful
____ 3) uncertain/don’t know
____ 4) little extent/a little helpful
____ 5) no extent/not helpful
____ 6) other: __________________________________________________

PROGRAM IMPACT
6. What idea, topic, saying, or skill do you remember most from the program?
7. Do you think differently or do things differently now as a result of the program? If so, what?
8. How much did the program change or affect you (positively), if at all?
____ 1) great extent
____ 2) some extent
____ 3) uncertain/don’t know
____ 4) little extent
____ 5) no extent
____ 6) other: __________________________________________________
CURRICULUM/CONTENT
9. Did you feel you were able to bring up personal problems, opinions, or issues? If so, how much? ____ 1) great extent
____ 2) some extent
____ 3) uncertain/don’t know
____ 4) little extent
____ 5) no extent
____ 6) other: __________________________________________________

10. To what extent did the group sessions specifically address special issues that AfricanAmerican face?
____ 1) great extent
____ 2) some extent
____ 3) uncertain/don’t know
____ 4) little extent
____ 5) no extent
____ 6) other: __________________________________________________
11. Did they do this enough, not enough, or too much?
____ 1) too much
____ 2) enough
____ 3) not enough
____ 99) don’t know
12. If issues of African-American were addressed, what were a few of the main African
American topics that you can recall?
13. What additional issues or topics should they address in the groups?
14. How helpful was the curriculum or content (topics or subjects)?
____ 1) great extent/very helpful
____ 2) some extent/somewhat helpful
____ 3) uncertain/don’t know
____ 4) little extent/a little helpful
____ 5) no extent/not helpful
____ 6) other: __________________________________________________

COUNSELOR
15. What did you like best about the counselor?
16. What did you like the least about the counselor?
17. How effective was the counselor or group leader?
____ 1) great extent/very effective
____ 2) some extent/somewhat effective
____ 3) uncertain/don’t know
____ 4) little extent/a little effective
____ 5) no extent/not effective
____ 6) other: __________________________________________________

DISCUSSION
18. What did you think about the amount of discussion by or from the group members? Was it
(read list):
____ 1) too much
____ 2) about right
____ 3) not enough
____ 99) don’t know
19. How helpful were the comments or discussion from other men?
____ 1) great extent/very helpful
____ 2) some extent/somewhat helpful
____ 3) uncertain/don’t know
____ 4) little extent/a little helpful
____ 5) no extent/not helpful
____ 6) other: __________________________________________________
OVERALL
(NOTE: Please determine which question #20 needs to be asked and ONLY ask that question.
Example: CF or AA group would be asked only question A, Mixed would be asked only question B.)
20. A). If you were in a group with all African-American, would you have rather been in a mixed group of people?
____ 1) yes
____ 2) unsure/don’t care
____ 3) no
____ 4) other: __________________________________________________
20. B). If you were in a racially mixed group of people, would you have rather been in a group with all African-Americans?
____ 1) yes
____ 2) unsure/don’t care
____ 3) no
____ 4) other: __________________________________________________

21. Do you have any other comments or suggestions?
This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice.

Even though more African Americans are seeking the services of professional services, they are still a ways off from catching up with their European American counterparts. One way to help bridge the gap, is for counseling professionals to launch a massive and aggressive marketing campaign touting the need for counseling in the African American community and its many, many benefits. This can be done in the same fashion as was done in educating African Americans about diabetes, stroke, and HIV/Aids testing. Celebrity endorsements would play a huge role in the success of such a campaign. Medical doctors often volunteer their time and resources to patients who are on lower socioeconomic levels. Some therapist and counselors also volunteer but it is not done enough. Providing services on a pro bono basis would deeply impact the number of African Americans who voluntarily seek counseling. It would give them an opportunity to “test it out” with nothing to lose.
Governmental agencies could also assist in increasing the number of African Americans voluntarily seeking counseling service by providing a more friendly and humane environment for those who are seeking their services. Many African Americans feel that governmental social service agencies are too noisy and require too much information. When it comes to counseling, they have become very skeptical.
It would also be helpful if these agencies would refer clients for counseling in a proactive fashion instead of reactive after some tragic event has taken place. This way, the counselor would not be seen as someone who is just trying to pick their brain and report “bad stuff back to the man”.

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