multicultural interventions

Multicultural InterventionsMulticultural Interventions

ConsultationAnd

Counseling

ConsultationAnd

Counseling

InterventionsInterventions

Indirect Individual Consultation Group/ Classroom Consultation Systems Consultation

Direct: Individual Counseling Group Counseling Family Counseling

Indirect Individual Consultation Group/ Classroom Consultation Systems Consultation

Direct: Individual Counseling Group Counseling Family Counseling

ConsultationConsultation

Voluntary problem-solving process that can be initiated and terminated by either the consultant or consultee. The purpose of assisting consultees is to develop attitudes and skills to function more effectively with individuals, groups, or organizations over which they have responsibility.

Voluntary problem-solving process that can be initiated and terminated by either the consultant or consultee. The purpose of assisting consultees is to develop attitudes and skills to function more effectively with individuals, groups, or organizations over which they have responsibility.

Duncan, 1995

Individual ConsultationIndividual Consultation

Consultant

Individual ChildClient

ConsulteeConsultant

Individual ChildClient

Consultee


You can be consulting with multiple people concerning a single child.

Each person working as consultant/ consultee is an expert in his/ her own knowledge base.

In the school, the consultee is usually a teacher or a parent.

You can be consulting with multiple people concerning a single child.

Each person working as consultant/ consultee is an expert in his/ her own knowledge base.

In the school, the consultee is usually a teacher or a parent.


Typical problems: Child is experiencing academic difficulties. Child is experiencing social/emotional/behavioral

problems.

Common solutions: SST/CST/SIPT works with teacher Teacher is given additional skills to help the child. Parent is given additional skills to help the child. Parent/ teacher work together to help the child.

Typical problems: Child is experiencing academic difficulties. Child is experiencing social/emotional/behavioral

problems.

Common solutions: SST/CST/SIPT works with teacher Teacher is given additional skills to help the child. Parent is given additional skills to help the child. Parent/ teacher work together to help the child.

Group ConsultationGroup Consultation

Consultant

Group/ ClassClient

ConsulteeConsultant

Group/ ClassClient

Consultee


You can consult with multiple people concerning a single group.

Each person working as consultant/ consultee is an expert in his/her own knowledge base.

In the school, the consultee is usually a teacher for an entire classroom or a counselor for a group counseling session.

You can consult with multiple people concerning a single group.


In the school, the consultee is usually a teacher for an entire classroom or a counselor for a group counseling session.


Typical problems: Group of children throughout the school in different

classrooms experiencing the same problems. Entire classroom of children are experiencing the

same problems. Common solutions:

Observe and evaluate the current methods/ techniques used.

Research the best types of programs to deal with this specific problem.

Share the results of the research and observations with your consultee.

Work together to come up with solutions.

Typical problems: Group of children throughout the school in different

classrooms experiencing the same problems. Entire classroom of children are experiencing the

same problems. Common solutions:

Observe and evaluate the current methods/ techniques used.

Research the best types of programs to deal with this specific problem.

Share the results of the research and observations with your consultee.

Work together to come up with solutions.

Systems ConsultationSystems Consultation

Consultant

School/ DistrictClient

ConsulteeConsultant

School/ DistrictClient

Consultee


You can consult with multiple people concerning a single system. The larger the organization that you work with, the more people involved.


In the school, the consultee is usually a principal for an entire school or a superintendent or school board for an entire district.

You can consult with multiple people concerning a single system. The larger the organization that you work with, the more people involved.


In the school, the consultee is usually a principal for an entire school or a superintendent or school board for an entire district.


Typical problems: School is experiencing bullying problems. Student academics are low throughout the county. District SPED has overrepresentation of diverse students.

Common solutions: Consultant works with a committee to develop action

plan. Consultant researches effective techniques for bully-

prevention programs and teaches them to the school. Consultant works with district to help make curriculum,

special program, or textbook decisions. Consultant works with lawyers and/ or state DOE to

ensure that the district complies with requirements.

Typical problems: School is experiencing bullying problems. Student academics are low throughout the county. District SPED has overrepresentation of diverse students.

Common solutions: Consultant works with a committee to develop action

plan. Consultant researches effective techniques for bully-

prevention programs and teaches them to the school. Consultant works with district to help make curriculum,

special program, or textbook decisions. Consultant works with lawyers and/ or state DOE to

ensure that the district complies with requirements.

Steps to Consultation w/ Diverse Consultee (Gibbs,

1980)

Steps to Consultation w/ Diverse Consultee (Gibbs,

1980) 1. Appraisal: Consultee determines the

trustworthiness of the consultant. 2. Investigation: Challenge the consultant to

determine if they qualified to work with them. 3. Involvement:Consultee will open up if they

trust you to develop a relationship. 4. Commitment: Consultee commits to

consultant but not process. 5. Engagement: Commit to the process if

they believe in interpersonal skills of consultant.

1. Appraisal: Consultee determines the trustworthiness of the consultant.

2. Investigation: Challenge the consultant to determine if they qualified to work with them.

3. Involvement:Consultee will open up if they trust you to develop a relationship.

4. Commitment: Consultee commits to consultant but not process.

5. Engagement: Commit to the process if they believe in interpersonal skills of consultant.

Consultee is DiverseExample: Duncan (1995)

Consultee is DiverseExample: Duncan (1995)

5th grade Afr. Amer. Teacher requests consult re: misbehavior in class.

Teacher did not respond to notes. Teacher did not have time to meet or seem

open to meeting. Consultant began to eat lunch each day w/

teacher and her friends. No discussion of class took place for 5 days. Teacher asks again to meet w/ consultant Teacher and consultant get work done.

5th grade Afr. Amer. Teacher requests consult re: misbehavior in class.

Teacher did not respond to notes. Teacher did not have time to meet or seem

open to meeting. Consultant began to eat lunch each day w/

teacher and her friends. No discussion of class took place for 5 days. Teacher asks again to meet w/ consultant Teacher and consultant get work done.

Points to Consider:Client is Diverse

Points to Consider:Client is Diverse

1. Must identify consultant’s knowledge of cultural sensitivity.

2. Must aid consultee in developing cultural sensitivity and knowledge about different cultural groups.

3. Must aid consultee in developing understanding of system in which client works and lives.

4. Work with teacher to improve development of curriculum and multicultural education.

1. Must identify consultant’s knowledge of cultural sensitivity.

2. Must aid consultee in developing cultural sensitivity and knowledge about different cultural groups.

3. Must aid consultee in developing understanding of system in which client works and lives.

4. Work with teacher to improve development of curriculum and multicultural education.

Duncan, 1995)

Group ProjectGroup Project

Scenario: Hispanic female teacher has problems working with Arabic male child. She feels that he is not listening to her or respecting her.

Questions: What issues do you need to consider

about the consultee? What issues do you need to consider

about the client?

Scenario: Hispanic female teacher has problems working with Arabic male child. She feels that he is not listening to her or respecting her.

Questions: What issues do you need to consider

about the consultee? What issues do you need to consider

about the client?

Cultural competenceCultural competence

Cultural awareness and beliefs: Provider’s sensitivity to her or his personal values and biases and how these may influence perceptions of the client, client’s problem, and the counseling relationship.

Cultural knowledge: Counselor’s knowledge of the client’s culture, worldview, and expectations for the counseling relationship.

Cultural skills: Counselor’s ability to intervene in a manner that is culturally sensitive and relevant.

Cultural awareness and beliefs: Provider’s sensitivity to her or his personal values and biases and how these may influence perceptions of the client, client’s problem, and the counseling relationship.

Cultural knowledge: Counselor’s knowledge of the client’s culture, worldview, and expectations for the counseling relationship.

Cultural skills: Counselor’s ability to intervene in a manner that is culturally sensitive and relevant.

D. W. Sue, Ivey, and Pedersen (1996)

Improving Cultural Competence

Improving Cultural Competence

Self-awareness and stimulus value Assessment of client Pre-therapy intervention Hypothesizing and testing hypotheses Attending to credibility and giving Understanding the nature of discomfort and resistance Understanding clients’ perspective Strategy or plan for intervention Assessment of session Willingness to consult

Self-awareness and stimulus value Assessment of client Pre-therapy intervention Hypothesizing and testing hypotheses Attending to credibility and giving Understanding the nature of discomfort and resistance Understanding clients’ perspective Strategy or plan for intervention Assessment of session Willingness to consult

Sue, 2006

Breakdown: Improving Cultural Competence


Self-awareness: know your own bias and the impact of this on therapy.

Assessment of client: Understand the system and knowledge of the client

Pre-therapy: Make client aware of what therapy is and what will happen.

Self-awareness: know your own bias and the impact of this on therapy.

Assessment of client: Understand the system and knowledge of the client

Pre-therapy: Make client aware of what therapy is and what will happen.

Hypothesizing: What are the problems?

Credibility and giving: Client must believe in the treatment.

Discomfort/ Resistance: Therapists feelings of why is this not working?

Client’ Perspective: Know your client

Hypothesizing: What are the problems?

Credibility and giving: Client must believe in the treatment.

Discomfort/ Resistance: Therapists feelings of why is this not working?

Client’ Perspective: Know your client



Strategy or plan for intervention: Plan sessions based on knowledge of therapy and culture.

Assessment of session: How did that go? What now?

Willingness to consult: Know when you don’t know enough to go it alone.

Strategy or plan for intervention: Plan sessions based on knowledge of therapy and culture.

Assessment of session: How did that go? What now?

Willingness to consult: Know when you don’t know enough to go it alone.

Issues of Counseling for Multicultural Clients

Issues of Counseling for Multicultural Clients

Major stressors: poverty, acculturation and racial discrimination.

Diverse clients terminate counseling sooner.

Given this, many brief therapies may be preferred.

Example of one brief therapy that works well in schools is Solution Focused Therapy.

Major stressors: poverty, acculturation and racial discrimination.

Diverse clients terminate counseling sooner.

Given this, many brief therapies may be preferred.

Example of one brief therapy that works well in schools is Solution Focused Therapy.

Individual CounselingIndividual Counseling

Client

Therapist

Client

Therapist

Individual CounselingIndividual Counseling

Potential Treatments: Psychoeducational Counseling:

provide information for students on how to acculturate.

Cognitive-Behavioral: help w/ anxiety and depression associated with stress.

Solution-focused: help w/ the specific issue that is challenging the student.

Potential Treatments: Psychoeducational Counseling:

provide information for students on how to acculturate.

Cognitive-Behavioral: help w/ anxiety and depression associated with stress.

Solution-focused: help w/ the specific issue that is challenging the student.

Group CounselingGroup Counseling

PeerClient

PeerClient

PeerClient

PeerClient

PeerClient

PeerClient

PeerClient

Therapist

PeerClient

PeerClient

PeerClient

PeerClient

PeerClient

PeerClient

PeerClient

Therapist


Groups should consist of peers who are experiencing similar problems.

Potential Treatments: Psychoeducational Counseling: provide

information to the group of peers. Social skills training: improve social

interactions Empathy training: decrease violence

Groups should consist of peers who are experiencing similar problems.


information to the group of peers. Social skills training: improve social

interactions Empathy training: decrease violence


ChildClient

ChildClient

MotherClient

ChildClient

ChildClient

FatherClient

Therapist

ChildClient

ChildClient

MotherClient

ChildClient

ChildClient

FatherClient

TherapistHow might this change based on our discussions offamily styles within poverty?

Family CounselingFamily Counseling

Note: Increase in diversity often leads to decrease in parent participation.


information for parents. Solution-focused counseling: help the

family with the specific issue. Narrative counseling: help families

develop and tell their “stories.”

Note: Increase in diversity often leads to decrease in parent participation.


information for parents. Solution-focused counseling: help the

family with the specific issue. Narrative counseling: help families

develop and tell their “stories.”

Group ProjectGroup Project

African American 12-year-old male with impulsivity problems.

Parents want family and individual therapy with medication?

What are some issues for both therapy and regular medication maintenance?

African American 12-year-old male with impulsivity problems.

Parents want family and individual therapy with medication?

What are some issues for both therapy and regular medication maintenance?

multicultural interventions

Documents

consultant consultee

entire school

single child

school board

bullying problems

single group

entire district

group of children