Introduction
In today’s multicultural world, providing effective multicultural therapy is crucial in counseling psychology. Ethical concerns in intercultural therapy are becoming important nowadays. This is because counselors may need to learn how to adapt their approach to clients based on their cultural background. Counselors need to be equipped with the necessary skills and instruments to provide counseling according to standards with a culturally and geographically diverse population. Minorities are expected to become the largest demographic group in the United States by the year 2050 (U.S. Census Bureau, 2010). Given this pattern, it is more important for counselors to have cultural competence to serve clients from a wide range of cultural origins. This article will present a complete assessment of the literature on multicultural counseling competency, discussing what has been published on the issue, the writers’ underlying assumptions and theoretical viewpoints, the ethical frameworks employed, and any discrepancies in findings or questions addressed. The paper will also investigate real-world applications of the content, using a case study to show how theoretical frameworks and empirical findings might be put into practice. To be more specific, this reflective essay uses the following question as a framework for analyzing multicultural counseling competency as a matter of ethical concern in the counseling profession. Exactly how can intercultural competency raise ethical concerns in the field of counseling?
The Literature Review
Multicultural counseling competency has been the subject of substantial research in counseling psychology. The literature on intercultural counseling ability represents many different schools of thought. The multicultural counseling competencies developed by Sue et al. (1982) are frequently regarded as a paradigm for this type of expertise. There are three tiers of knowledge and ability outlined in this approach. Acknowledging one’s cultural biases and prejudices and learning how cultural differences affect the counselor-client dynamic are essential components of cultural awareness. Acquiring this knowledge requires familiarity with the norms and traditions of a wide range of clientele. Competence entails being able to put this information to use in culturally competent counseling approaches and methods.
Cultural humility, or the recognition of one’s ignorance and the pursuit of mutual understanding and growth with clients from different cultural backgrounds, is emphasized by several models of multicultural counseling competency (Hook et al., 2013). For marginalized clients, several writers emphasize the need to discuss themes of power and oppression in the therapy relationship (Constantine & Sue, 2007). Understanding how culture affects the experience of mental health and sickness is emphasized in the literature on multicultural counseling competency. Counseling interventions, for instance, might be affected by clients’ cultural ideas regarding the origins and treatments of mental health disorders (Kirmayer et al., 2011). Access to and utilization of mental health care may also be influenced by cultural variables such as language challenges, immigration status, and prejudice (González & Lopez, 2013).
The literature on multicultural counseling competency stresses the need for counselors to learn about their clients’ cultural traits and values. Counselors who take the time to learn about their clients’ cultures are better equipped to deliver successful counseling services to people from all walks of life. The Miville-Guzman Universality-Diversity Scale was developed by some of the pioneers in intercultural counseling and proposes that multicultural counseling competence includes both cross-cultural and culturally specific abilities (Miville et al., 1999). Empathy, respect, and friendliness are universal talents, whereas familiarity with local customs and values are examples of culturally specialized ones.
The tripartite paradigm of multicultural counseling competency emphasizes self-awareness, content understanding, and practical application (Sue et al., 1992). The counselor’s awareness of his or her cultural biases and prejudices, knowledge of the client’s cultural background, and skills in applying this knowledge to develop interventions and strategies are all components of cultural competence. Multicultural counseling skills have been studied from a number of theoretical vantage points. For example, social identity theory (Tajfel & Turner, 1986) posits that individuals’ sense of self is shaped by their identification with particular social groupings. Intersectionality is a theoretical framework emphasizing the ties between various identity categories, such as race, gender, and class (Crenshaw, 1991).
There is widespread agreement that counselors need multicultural counseling competency to effectively serve their increasingly varied clientele, but there is far less agreement on acquiring such competence. Others say multicultural counseling competency may be taught through formal training and education (Arredondo et al., 1996). Others insist that it can only be attained through personal and experienced learning. Multicultural counseling skills are also affected by ethical principles. For instance, the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct (APA, 2017) emphasizes not discriminating based on race, ethnicity, or religion and treating everyone with respect and dignity. The usefulness of cultural immersion experiences, the necessity of cultural humility as opposed to cultural competence, and the obstacles to incorporating cultural concerns into evidence-based therapies are all topics that have led to conflicting results and issues in the literature (Hall et al., 2015).
Bidell (2014) found that over 40% of counselors are told explicitly or implicitly that they should not bring up religious or spiritual topics in therapy. This may suggest that counselor training does not address religious and spiritual concerns or that it does so only slightly. The guidance of information on how to address these problems in counseling is an essential part of this. Most people’s lives would fall apart without participation in religious or spiritual activities (Ratts et al., 2016), making it critical that multicultural counselors consider this. Since a client’s problem may be related to the client’s religion or spiritual convictions, clients with a specific political stance may be hesitant to bring such to psychiatric practitioners. Multicultural therapy, on the other hand, is expected to effect a therapeutic shift in the client. Through therapy, therapeutic transformation is facilitated when the client’s religious beliefs are front and center.
Professional Application
Counseling psychologists may take a lot of useful lessons from the research presented here. To begin, it stresses the significance of enhancing intercultural counseling skills to effectively serve a varied clientele. Second, it offers a number of theoretical frameworks and examples to use in honing this skill. Third, it emphasizes the value of introspection and lifelong education in overcoming prejudice and preconception.
Multicultural counseling skills may be demonstrated in action through a case study. Think about a therapist who has to deal with a client who comes from a foreign culture. Counselor has to recognize their own prejudices and shortcomings before they can help their clients. The counselor has to learn about the client’s culture in order to better grasp the client’s values, beliefs, and social conventions. This can be accomplished by formal training, education, and participation in cultural immersion programs. The counselor will be more equipped to design culturally competent treatments and strategies with this information in hand. The counselor may want to think about the significance of prayer and other religious activities in the life of a Muslim client who is suffering from anxiety, for instance. Together, the counselor and client can explore options like mindfulness meditation and reciting scripture that is consistent with the client’s religious views and values. Recent occurrences have also shown how important it is for counselors to have intercultural competency. The recent racial injustices in the United States are only one illustration of why cultural sensitivity and competency are so vital in many fields, including counseling psychology. Counselors need to be able to communicate and collaborate well with clients of many racial and cultural origins.
Conclusion
In conclusion, in today’s multiethnic world, multicultural counseling competency is an essential part of the field of counseling psychology. Several methods and theoretical views on how to cultivate this skill are provided in the existing literature. Ethical systems emphasize not just not discriminating on the basis of race, nationality, or religion but also valuing the inherent value and dignity of every individual. The development of multicultural counseling competency and incorporation of cultural issues into evidence-based therapies is complicated by contrasting findings and questions in the research.
Counselors need intercultural counseling competency to effectively serve an increasingly varied clientele. To create treatments and techniques that are culturally sensitive and suitable, counselors need to be self-aware and learn about the client’s cultural background. Recent events have shown the need for multicultural counseling skills in resolving problems of racial and ethnic discrimination.
Counseling psychologists need to keep learning and growing their intercultural counseling skills via courses and practicums as well as by exposure to other cultures. The best methods for acquiring multicultural counseling competency and incorporating cultural factors into evidence-based therapies are also in need of further investigation. Ultimately, counselors may better support clients from a variety of cultural backgrounds and contribute to a fairer and more equitable society if they acquire this competency.
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