Mental Health Counselor: A Case Study In Cultural Identity
Case Study in Cultural Identity
Walden Student
Walden University
Case Study in Cultural Identity
Mental health counselor at some point in counseling will address complexities in determining some identity of clients. Racial identity and consideration is “paramount” to the mental health of any client (Sue & Sue, 2008). Counselor’s must recognize cultural perspectives; understanding how clients see the world, and function as products of their environments. Navigating through complexities of identity will be dependent upon the therapist ability to understand how clients respond to the race of the counselor; which will depend on his or her racial identity development (Sue & Sue, 2008). Keeping in mind that the evolution of counseling …show more content…
digressed from Western European ideologies, in which its theories reflect groups of study and research (Sue & Sue, 2008). This ideological perspective creates problems in cross cultural counseling. A developed theory such as the ADDRESSING Framework introduced by Pamela Hays supports a more diverse population of groups that are main focuses of study (Hays, 2008). According to Hays, the ADRESSING Framework model can encourage counselors to examine their prejudices, biasness, and effects of oppression on clients; the expression of group affiliation and the determination of persons that have been misrepresented by the dominant culture (Hays, 2008). For our specific case study we explored aspects of our interviewee’s cultural identity; focusing on nine main cultural influences which are addressed below.
Interviewee Profile
The interviewee for this case study is a 32 year old, Caucasian; male who is married in a heterosexual marriage. He identifies as middle class, owning his home and maintaining full-time dependable employment. He identifies as a practicing Catholic in which religion is salient in various elements of his family life. Our interviewee, most interestingly expressed a deep appreciation for his early childhood upbringing. Early socialization contributed to his success as a productive law abiding citizen; in which he feels a moral and ethical duty to his fellow man and woman.
ADDRESSING Framework/Model
|Age |32 years of age born in 1981, in Fresno California. |
|Disabilities |No visible signs of disabilities mentioned; is in stable and excellent visible health. |
|Religion |Raised as a Catholic and still practices Catholicism. |
|Ethnic & Racial Identity |White, European American with English and German ancestry. |
|Social Class |Owning and Middle class (with access to higher education). |
|Sex Orientation |Heterosexual. |
|Indigenous Heritage |Non-native. |
|National Origin |U.S. born. American citizen. |
|Gender |Male |
Interview
Sue and Sue (2008) encourage the significance of examining multicultural identity from three perspectives, seeking to conceptualize the complexity of understanding global approaches to counseling. Aspects of identity associated with our interviewee included the following: impacts of race/culture on worldviews, socio-economic affiliations, and religious identity. The following questions were presented:
• If you can please list any aspects of your identity you feel most comfortable sharing. • Based on theses following aspects, which is the most important or salient to your identity and why? • What identity is the second most important to you and why? • Which identity do you focus less on thinking about and considering? • What important teachings did you receive on aspects about your identity during your early childhood/teenage years and as an adult? • How differently do you consider yourself or identity when considering individuals who share your same identity? Our interviewee indentified race/culture as most salient aspect of his development. The second most salient aspect of his identity was religion and his spiritual belief systems. Our interviewee explained that he seldom focuses on socio-economic status but enjoys the comfortable lifestyle. When contemplating race and status our interviewee acknowledged how his “race” and “white skin” affords him a sense of privilege and rights; other cultural groups are often denied. Much of his early childhood and adolescent years involved strict discipline and religious teachings; which influenced much of his identity and worldviews.
Interviewee’s Worldview
Age
Mental health professionals are encouraged to place values on increasing their understanding in cross cultural counseling, personal knowledge and awareness in; cultural sensitivity and cultural empathy (Chung & Bemak, 2002). Age was not an important factor in the interviewee’s worldview; but just a process of life we all participate in. Our interviewee tended not to over compensate on aspects of age, but focused on development and maturity as a product of one’s environment and socialization.
Disability
Our interviewee appeared to be in excellent visible health and condition. He claims to have no mental or psychological disabilities as well. Monday through Friday he trains at the local George Brown’s Fitness center, and follows a strict diet routine. On occasions he participates in cross fit competitions and enjoys water sports and skiing.
Religion
Interestingly, in examining our interviewee’s responses; a significant aspect of his identity is based on his religious affiliation as a Catholic. His embeddedness in Catholicism impacts his theological base and life decisions. Much of his moral and ethical beliefs evolved from his early theological teachings and guidance. Within the home environment he was taught to respect and honor all races and cultures. He mentioned that his parents modeled acceptance, cultural sensitivity and cultural competency; encouraging a strong sense of self determination and respect. He regularly attends mass and weekend services and enjoys fellowshipping with members also in the community. His aspiration is to become the best Saint he can be modeling the same qualities to his children.
Ethnic and Racial Identity In high school our interviewee began to recognize the benefits of being White; that stemmed from his privileged status and middle class upbringing; this notion of superiority most common for European Americans (Hays, 2008; Stewart & Bennett, 2006). He mentioned that his high school was predominantly White and there were only a handful of African American students that attended. Our interviewee claimed to have witnessed discrimination and prejudices towards African American students. These experiences shaped his worldviews, which he developed a sense of care and concern for African Americans and minorities. Helms reasoned that the development of a healthy White ethnic identity requires progressing through two phases: (a) abandonment of racism and (b) defining a non-racist White identity (Helms, 1990). On several occasions our interviewee recalls befriending minority students who were loners and bullied in high school.
Social Class Our interviewee recognizes his access to opportunity, resources, power and educational quality on the basis of his middle class affiliations (Kraus, Piff, Mendoza-Denton, Rheinschmidt, & Keltner, 2012). He explained that social class is not a major aspect in his identity and that people often dilute their perceptions and worldviews on the basis of wealth (Sue & Sue, 2008). Being raised in a mainly conservative environment influences his perceptions of how worldviews and attitudes impact in-group and out-group affiliations in his community (Sue & Sue, 2008). As a home owner he feels blessed and lucky, but non-dogmatically understands the biasness and prejudices that still impact persons of other culture and classes. Sue and Sue (2013) describe these characteristics as, “a) understanding the self as a racial/cultural being, b) being aware of sociopolitical influences regarding racism, c) appreciating racial/cultural diversity, and d) becoming more committed toward eradicating oppression” (p. 335).
Sexual Orientation and Heritage As a Caucasian heterosexual male he is proud of his identity and German ancestry. Although, he mentioned he has not actually researched or explored his German roots he still feels some type of cultural connection. Being married to a Latina woman has deepened his interest in learning about his own ancestry and traditional customs. Within his ecosystem his parents played a pivotal role in his knowledge and beliefs about groups considered non-white. From a cultural and ethical perspective in the home he was taught to respect and honor all ethnicities.
Summation of Interview According, to the Descriptive Model of White racial identity, Sue and Sue (2013) contend seven processes a White indivudal will experience which are the following: 1) the naiveté phase, 2) the conformity phase, 3) the dissonance phase, 4) the resistance and immersion phase, 4) the introspective phase, 5) the integrative awareness phase, and 7) the commitment to antiracist action phase.
As I considered aspects of Sue and Sue (2013) Descriptive Model with our interviewee I observed and conceptualized several processes of his development. Going into the interview I did contemplate conceived notions on the basis of his middle class and White identity. After learning more about aspects of his identity and what was more salient in respect to his identity; I clearly had to re-evaluate my preconceived notions. Sue and Sue (2013) here substantiate individuals are usually, “like a fish in water, [having] difficulty seeing or are unable to see the invisible veil of cultural assumptions, biases, and prejudices that guide their perceptions and actions” (Sue & Sue, 2013, p. 332). I did find inconsistencies with my own perceptions; in contention to what I have been learning throughout the course. When I began the interview I thought our interviewee would just be an average “White guy” who loves to surf and water ski. As I learned more about his childhood experiences and encounters with racism, aspects of his identity became more transparent to me. I begin to overlook the usual stereotypes on the basis of his cultural affiliations and focused more on salient issues involving his spiritual identity and cultural
sensitivity.
Implications for Future Assessments Sue and Sue (2013) suggest that in order for counselors to truly be supportive with clients; they must research cultural histories and common characteristics of multicultural clients. Racial identity and consideration is “paramount” to the mental health of any client (Sue & Sue, 2008). Counselor’s must recognize cultural perspectives; understanding how clients see the world, and function as products of their environments. Navigating through complexity issues will be dependent upon the therapist ability to understand how clients respond to the race of the counselor; which will depend on his or her racial identity development (Sue & Sue, 2008).
Keeping this in mind I will utilize the ADDRESSING Framework introduced by Pamela Hays which addresses diverse populations of study (Hays, 2008). As a counselor I will examine my own prejudices, biasness, and effects of oppression on clients. As we explore cultural identity; focusing on nine main cultural influences; I will be open to cultural sensitivity and cultural empathy of our clients. Most importantly, I will acknowledge any inconsistency and seek to encourage a deeper commitment for growth and development.
Helms, J. E. (1990). Black and White racial identity: Theory, research, and practice. Westport, CT: Greenwood Press.
Kraus, M. W., Piff, P. K., Mendoza-Denton, R., Rheinschmidt, M. L., & Keltner, D. (2012). Social class, solipsism, and contextualism: How the rich are different from the poor. Psychological Review, 119(3), 546-572.
Sue, D.W., & Sue, D. (2013). Counseling the culturally diverse: Theory and practice (6th ed.). Hoboken, NJ: John Wiley & Sons
References
Hays, P. A. (2008). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy. (2nd ed.). Washington, DC: American Psychological Association.
Laureate Education, Inc. (Executive Producer). (2007). Multicultural counseling [Course media]. Baltimore, MD: Author.
Obst, P., & Stafurik, J. (2010). Online we are all able bodied: Online psychological sense of community and social support found through membership of disability-specific websites promotes well-being for people living with a physical disability. Journal of Community & Applied Social Psychology, 20(6), 525-531.
Rao, S., & Petroff, J. (2011). 'He is more like us, looking for a person to date and eventually share his life with ': Perspectives of undergraduate students on being a member of a 'circle of support. Disability & Society, 26(4), 463-475.
Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice. (5th ed.). New York, NY: John Wiley & Sons.
Walden Student
Walden University
Case Study in Cultural Identity
Mental health counselor at some point in counseling will address complexities in determining some identity of clients. Racial identity and consideration is “paramount” to the mental health of any client (Sue & Sue, 2008). Counselor’s must recognize cultural perspectives; understanding how clients see the world, and function as products of their environments. Navigating through complexities of identity will be dependent upon the therapist ability to understand how clients respond to the race of the counselor; which will depend on his or her racial identity development (Sue & Sue, 2008). Keeping in mind that the evolution of counseling …show more content…
digressed from Western European ideologies, in which its theories reflect groups of study and research (Sue & Sue, 2008). This ideological perspective creates problems in cross cultural counseling. A developed theory such as the ADDRESSING Framework introduced by Pamela Hays supports a more diverse population of groups that are main focuses of study (Hays, 2008). According to Hays, the ADRESSING Framework model can encourage counselors to examine their prejudices, biasness, and effects of oppression on clients; the expression of group affiliation and the determination of persons that have been misrepresented by the dominant culture (Hays, 2008). For our specific case study we explored aspects of our interviewee’s cultural identity; focusing on nine main cultural influences which are addressed below.
Interviewee Profile
The interviewee for this case study is a 32 year old, Caucasian; male who is married in a heterosexual marriage. He identifies as middle class, owning his home and maintaining full-time dependable employment. He identifies as a practicing Catholic in which religion is salient in various elements of his family life. Our interviewee, most interestingly expressed a deep appreciation for his early childhood upbringing. Early socialization contributed to his success as a productive law abiding citizen; in which he feels a moral and ethical duty to his fellow man and woman.
ADDRESSING Framework/Model
|Age |32 years of age born in 1981, in Fresno California. |
|Disabilities |No visible signs of disabilities mentioned; is in stable and excellent visible health. |
|Religion |Raised as a Catholic and still practices Catholicism. |
|Ethnic & Racial Identity |White, European American with English and German ancestry. |
|Social Class |Owning and Middle class (with access to higher education). |
|Sex Orientation |Heterosexual. |
|Indigenous Heritage |Non-native. |
|National Origin |U.S. born. American citizen. |
|Gender |Male |
Interview
Sue and Sue (2008) encourage the significance of examining multicultural identity from three perspectives, seeking to conceptualize the complexity of understanding global approaches to counseling. Aspects of identity associated with our interviewee included the following: impacts of race/culture on worldviews, socio-economic affiliations, and religious identity. The following questions were presented:
• If you can please list any aspects of your identity you feel most comfortable sharing. • Based on theses following aspects, which is the most important or salient to your identity and why? • What identity is the second most important to you and why? • Which identity do you focus less on thinking about and considering? • What important teachings did you receive on aspects about your identity during your early childhood/teenage years and as an adult? • How differently do you consider yourself or identity when considering individuals who share your same identity? Our interviewee indentified race/culture as most salient aspect of his development. The second most salient aspect of his identity was religion and his spiritual belief systems. Our interviewee explained that he seldom focuses on socio-economic status but enjoys the comfortable lifestyle. When contemplating race and status our interviewee acknowledged how his “race” and “white skin” affords him a sense of privilege and rights; other cultural groups are often denied. Much of his early childhood and adolescent years involved strict discipline and religious teachings; which influenced much of his identity and worldviews.
Interviewee’s Worldview
Age
Mental health professionals are encouraged to place values on increasing their understanding in cross cultural counseling, personal knowledge and awareness in; cultural sensitivity and cultural empathy (Chung & Bemak, 2002). Age was not an important factor in the interviewee’s worldview; but just a process of life we all participate in. Our interviewee tended not to over compensate on aspects of age, but focused on development and maturity as a product of one’s environment and socialization.
Disability
Our interviewee appeared to be in excellent visible health and condition. He claims to have no mental or psychological disabilities as well. Monday through Friday he trains at the local George Brown’s Fitness center, and follows a strict diet routine. On occasions he participates in cross fit competitions and enjoys water sports and skiing.
Religion
Interestingly, in examining our interviewee’s responses; a significant aspect of his identity is based on his religious affiliation as a Catholic. His embeddedness in Catholicism impacts his theological base and life decisions. Much of his moral and ethical beliefs evolved from his early theological teachings and guidance. Within the home environment he was taught to respect and honor all races and cultures. He mentioned that his parents modeled acceptance, cultural sensitivity and cultural competency; encouraging a strong sense of self determination and respect. He regularly attends mass and weekend services and enjoys fellowshipping with members also in the community. His aspiration is to become the best Saint he can be modeling the same qualities to his children.
Ethnic and Racial Identity In high school our interviewee began to recognize the benefits of being White; that stemmed from his privileged status and middle class upbringing; this notion of superiority most common for European Americans (Hays, 2008; Stewart & Bennett, 2006). He mentioned that his high school was predominantly White and there were only a handful of African American students that attended. Our interviewee claimed to have witnessed discrimination and prejudices towards African American students. These experiences shaped his worldviews, which he developed a sense of care and concern for African Americans and minorities. Helms reasoned that the development of a healthy White ethnic identity requires progressing through two phases: (a) abandonment of racism and (b) defining a non-racist White identity (Helms, 1990). On several occasions our interviewee recalls befriending minority students who were loners and bullied in high school.
Social Class Our interviewee recognizes his access to opportunity, resources, power and educational quality on the basis of his middle class affiliations (Kraus, Piff, Mendoza-Denton, Rheinschmidt, & Keltner, 2012). He explained that social class is not a major aspect in his identity and that people often dilute their perceptions and worldviews on the basis of wealth (Sue & Sue, 2008). Being raised in a mainly conservative environment influences his perceptions of how worldviews and attitudes impact in-group and out-group affiliations in his community (Sue & Sue, 2008). As a home owner he feels blessed and lucky, but non-dogmatically understands the biasness and prejudices that still impact persons of other culture and classes. Sue and Sue (2013) describe these characteristics as, “a) understanding the self as a racial/cultural being, b) being aware of sociopolitical influences regarding racism, c) appreciating racial/cultural diversity, and d) becoming more committed toward eradicating oppression” (p. 335).
Sexual Orientation and Heritage As a Caucasian heterosexual male he is proud of his identity and German ancestry. Although, he mentioned he has not actually researched or explored his German roots he still feels some type of cultural connection. Being married to a Latina woman has deepened his interest in learning about his own ancestry and traditional customs. Within his ecosystem his parents played a pivotal role in his knowledge and beliefs about groups considered non-white. From a cultural and ethical perspective in the home he was taught to respect and honor all ethnicities.
Summation of Interview According, to the Descriptive Model of White racial identity, Sue and Sue (2013) contend seven processes a White indivudal will experience which are the following: 1) the naiveté phase, 2) the conformity phase, 3) the dissonance phase, 4) the resistance and immersion phase, 4) the introspective phase, 5) the integrative awareness phase, and 7) the commitment to antiracist action phase.
As I considered aspects of Sue and Sue (2013) Descriptive Model with our interviewee I observed and conceptualized several processes of his development. Going into the interview I did contemplate conceived notions on the basis of his middle class and White identity. After learning more about aspects of his identity and what was more salient in respect to his identity; I clearly had to re-evaluate my preconceived notions. Sue and Sue (2013) here substantiate individuals are usually, “like a fish in water, [having] difficulty seeing or are unable to see the invisible veil of cultural assumptions, biases, and prejudices that guide their perceptions and actions” (Sue & Sue, 2013, p. 332). I did find inconsistencies with my own perceptions; in contention to what I have been learning throughout the course. When I began the interview I thought our interviewee would just be an average “White guy” who loves to surf and water ski. As I learned more about his childhood experiences and encounters with racism, aspects of his identity became more transparent to me. I begin to overlook the usual stereotypes on the basis of his cultural affiliations and focused more on salient issues involving his spiritual identity and cultural
sensitivity.
Implications for Future Assessments Sue and Sue (2013) suggest that in order for counselors to truly be supportive with clients; they must research cultural histories and common characteristics of multicultural clients. Racial identity and consideration is “paramount” to the mental health of any client (Sue & Sue, 2008). Counselor’s must recognize cultural perspectives; understanding how clients see the world, and function as products of their environments. Navigating through complexity issues will be dependent upon the therapist ability to understand how clients respond to the race of the counselor; which will depend on his or her racial identity development (Sue & Sue, 2008).
Keeping this in mind I will utilize the ADDRESSING Framework introduced by Pamela Hays which addresses diverse populations of study (Hays, 2008). As a counselor I will examine my own prejudices, biasness, and effects of oppression on clients. As we explore cultural identity; focusing on nine main cultural influences; I will be open to cultural sensitivity and cultural empathy of our clients. Most importantly, I will acknowledge any inconsistency and seek to encourage a deeper commitment for growth and development.
Helms, J. E. (1990). Black and White racial identity: Theory, research, and practice. Westport, CT: Greenwood Press.
Kraus, M. W., Piff, P. K., Mendoza-Denton, R., Rheinschmidt, M. L., & Keltner, D. (2012). Social class, solipsism, and contextualism: How the rich are different from the poor. Psychological Review, 119(3), 546-572.
Sue, D.W., & Sue, D. (2013). Counseling the culturally diverse: Theory and practice (6th ed.). Hoboken, NJ: John Wiley & Sons
References
Hays, P. A. (2008). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy. (2nd ed.). Washington, DC: American Psychological Association.
Laureate Education, Inc. (Executive Producer). (2007). Multicultural counseling [Course media]. Baltimore, MD: Author.
Obst, P., & Stafurik, J. (2010). Online we are all able bodied: Online psychological sense of community and social support found through membership of disability-specific websites promotes well-being for people living with a physical disability. Journal of Community & Applied Social Psychology, 20(6), 525-531.
Rao, S., & Petroff, J. (2011). 'He is more like us, looking for a person to date and eventually share his life with ': Perspectives of undergraduate students on being a member of a 'circle of support. Disability & Society, 26(4), 463-475.
Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice. (5th ed.). New York, NY: John Wiley & Sons.