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Multicultural Key Strategies Multicultural Skills Training Team
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Responding to Societal Structures and Values Multicultural Skills Training:
Operationalizing a Treatment, Training, and Research Model
SS1. Examining Social Oppression a. Literature: “The paramount tasks of psychology and psychiatry are to unravel the relation of the psyche to the social structure, to rehabilitate the alienated, and to help transform social structures that thwart human needs” (Bulhan, 1985, p. 195). b. Marker: IF clients exhibit internalized negative social values, THEN it is important to examine these influences on their perceptions of self and others. c. Consequence: IF clients examine social oppression, THEN they can acknowledge and cope with false beliefs (minority members are inferior to majority members; no cohesive bond can be formed between these groups). Self-distortion (race erasure, autocolonization, false consciousness, and rage). d. Example: “For the past year, you have kept this relationship a secret from your family and friends, saying you are afraid of what might happen. Maria, what frightens you about `coming out' to these individuals?” SS2. Considering Systems of Privilege a. Literature: “Privileges include seeing people of one's own race/ethnicity well-represented in film, TV, magazines, and other media; never being asked to speak `on behalf' of one's racial/ethnic group...” (Cardemil & Battle, 2003 p. 282). b. Marker: WHEN clients make negative statements about self and others, THEN it is useful to consider how experiences of privilege inform these attributions. c. Consequences: IF therapists help minority clients to consider systems of privilege, THEN clients can process feelings of shame, anger, and resentment feel validated; knowing that their experiences are neither being minimized nor denied foster self-empowerment while negotiating systems of privilege. IF therapists help majority clients to consider systems of privilege, THEN clients can process feelings of guilt, anger, and resentment challenge defense mechanisms that protect them from prejudice and discrimination foster self-empowerment as they challenge systems of privilege. d. Example: “Maria, what was going through your mind when the hospital staff refused your partner's request to visit you, while granting your parents' same request?” SS3. Examining Social Messages a. Literature: “Are members of a particular group depicted in a certain way with great frequency?” (Cortes, 2000 p. 154) b. Marker: IF clients report stereotypes, generalizations, labels, and depictions, THEN it is useful to examine the influences of social messages on their sense of self and others. c. Consequence: IF clients examine social messages, THEN they can challenge both their own and others' stereotypes, generalizations, labels, and depictions. d. Example: “Your friend's remark hurt you deeply. What was it about the comment, `you haven't met the right guy yet,' is most upsetting?” SS4. Exploring Moral, Ethical, and Spiritual Values a. Literature: "Culturally skilled counselors respect clients' religious and/or spiritual beliefs and values about physical and mental functioning...” (Sue, Arredondo, & McDavis, 1995, p. 635-636). b. Marker: IF clients express confusion or despair resulting from a lost sense of spirituality, a disconnection from a religious community, and moral and ethical dilemmas, THEN it is helpful to encourage clients' exploration of their spiritual, moral, and ethical value systems. c. Consequence: IF therapists encourage clients' exploration of moral, ethical, and spiritual value systems, THEN clients can foster internal and external resources for making healthy choices and meaning of their lives. d. Example: “You don't want your parents to know about your partner, saying they would consider your relationship sinful. And you? How do you perceive your relationship?” SS5. Facilitating Movement Toward Social Action a. Literature: “Once patients have acknowledged their anger, they must choose how to express and channel their energy appropriately” (Prochaska, Norcross & Sweeney, 1994, p. 424). “Psychological freedom is essentially unattainable given the status quo, and `fundamental social reconstruction' is necessary” (Carter and Quereshi, 1995 p. 256). b. Marker: IF clients seek to strengthen their ties to systems of social support, THEN it is helpful to facilitate clients' movement toward pro-social action. c. Consequence: IF therapists facilitate clients' movement toward pro-social action, THEN clients can develop social ties that support their growth and development, and foster self-empowerment as they work to address social inequalities. d. Example: “You are considering marching in this year's gay pride parade. This is an exciting development. I'd like to hear more.” SS6. Supporting Informed Choices a. Literature: “One of the most critical choices clients face is how to integrate their sense of self with their cultural group. Clients face choices regarding how much to integrate, how to accomplish integration, and how to achieve healthy relationships in the face of social and cultural expectations. Ethnic clients must learn to make conscious and deliberate...choices that are compatible with their own values and goals, not only those valued by dominant society” (Prochaska, Norcross & Sweeney, 1994, p. 424). b. Marker: IF clients struggle with the expectations of family, cultural community, and mainstream society, THEN it is important to support informed choices about which roles to embrace or discard. c. Consequences: IF therapists support informed choices, THEN clients can manage more effectively internal and external pressures and learn to make role choices that are congruent with their personal values. d. Example: “It sounds like you and your partner are considering a commitment ceremony, though your parents are against it. How does their opinion affect you?”
Copyright © 2004
Shelley Savage.
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