working with clients who are: culturally and linguistically diverse and/ or have special needs...

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


Cultural Factors in Counseling Children

Challenges


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


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


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


SelfRacismSexismPovertyIndividual differencesOther culturesDiversity

Power distanceUncertainty

avoidanceActivitySocial relationsMotivationPerceptions of worldPerception of

individual

Cultural Competence: Knowledge


Knowledge: Cultural context of behaviorSocial classGenderEthnicityRaceReligionLanguageAgeExceptionalitiesWorldviewEthnic identity developmentAcculturation

Common Factors of Effectiveness


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


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


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)


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


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


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


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


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


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


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


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


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


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


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


Racial-ethnic identitySocial marginalitySexualityAutonomyEducational and occupational aspirations

Acculturation Questions


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


Chapter 20

Counseling with Children

The Situation


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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.)


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


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


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


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


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

working with clients who are: culturally and linguistically diverse and/ or have special needs...

Documents

cultural competence

client slide

cultural factors

knowledge copyright

skills copyright

cultural influences

challenges copyright

awareness copyright