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Book: Counseling the Culturally Diverse Eight edition
Chapter 18 page 364 - 376 Counseling Multiracial Population
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Table of Contents
Cover
Preface
CHANGES TO CCD
EFFICIENT UP‐TO‐DATE COVERAGE
PEDAGOGICAL STRENGTHS
APPRECIATION
REFERENCE
About the Authors
SECTION ONE: The Multiple Dimensions of Multicultural
Counseling and Therapy
PART I: The Affective and Conceptual Dimensions of
Multicultural Counseling and Therapy
1 Obstacles to Developing Cultural Competence and
Cultural Humility
REACTIONS TO READING COUNSELING THE
CULTURALLY DIVERSE
EMOTIONAL SELF‐REVELATIONS AND FEARS:
MAJORITY GROUP MEMBERS
EMOTIONAL INVALIDATION VERSUS
AFFIRMATION: MARGINALIZED GROUP
MEMBERS
RECOGNIZING AND UNDERSTANDING
RESISTANCE TO MULTICULTURAL TRAINING
CULTURAL COMPETENCE AND EMOTIONS
SUMMARY
GLOSSARY TERMS
REFERENCES
2 Multicultural Counseling and Therapy (MCT)
CULTURE‐UNIVERSAL (ETIC) VERSUS
CULTURE‐SPECIFIC (EMIC) FORMULATIONS
THE NATURE OF MULTICULTURAL
COUNSELING COMPETENCE
A TRIPARTITE FRAMEWORK FOR
UNDERSTANDING THE MULTIPLE
DIMENSIONS OF IDENTITY
INDIVIDUAL AND UNIVERSAL BIASES IN
PSYCHOLOGY AND MENTAL HEALTH
THE IMPACT OF GROUP IDENTITIES ON
COUNSELING AND PSYCHOTHERAPY
WHAT IS MULTICULTURAL COUNSELING AND
THERAPY (MCT)?
WHAT IS CULTURAL COMPETENCE?
SOCIAL JUSTICE AND CULTURAL
COMPETENCE
SUMMARY
GLOSSARY TERMS
REFERENCES
3 Multicultural Counseling Competence for Counselors
and Therapists of Marginalized Groups
INTERRACIAL AND INTERETHNIC BIASES
IMPACT ON INTERRACIAL COUNSELING
RELATIONSHIPS
STEREOTYPES HELD BY SOCIALLY
MARGINALIZED GROUP MEMBERS
THE WHO‐IS‐MORE‐OPPRESSED GAME
COUNSELORS FROM MARGINALIZED GROUPS
WORKING WITH MAJORITY AND OTHER
MARGINALIZED GROUP CLIENTS
THE POLITICS OF INTERETHNIC AND
INTERRACIAL BIAS AND DISCRIMINATION
THE HISTORICAL AND POLITICAL
RELATIONSHIPS BETWEEN GROUPS OF
COLOR
DIFFERENCES BETWEEN RACIAL/ETHNIC
GROUPS
COUNSELORS OF COLOR AND DYADIC
COMBINATIONS
SUMMARY
GLOSSARY TERMS
REFERENCES
PART II: The Impact and Social Justice Implications of
Counseling and Psychotherapy
4 The Political and Social Justice Implications of
Counseling and Psychotherapy
THE MENTAL HEALTH IMPACT OF
SOCIOPOLITICAL OPPRESSION
SOCIOPOLITICAL OPPRESSION AND THE
TRAINING OF COUNSELING/MENTAL
HEALTH PROFESSIONALS
DEFINITIONS OF MENTAL HEALTH
COUNSELING AND MENTAL HEALTH
LITERATURE
SOCIAL JUSTICE COUNSELING
SUMMARY
GLOSSARY TERMS
REFERENCES
5 The Impact of Systemic Oppression Within the
Counseling Process
LOCATING CLIENTS PROBLEMS ENTIRELY
INSIDE THE CLIENTS
CULTURALLY RELATED RESPONSES THAT
REPRODUCE STEREOTYPES
RESPONDING WHEN THE ISSUES ARE OUR
OWN: WHITE FRAGILITY
EFFECTS OF HISTORICAL AND CURRENT
OPPRESSION
COUNSELOR CREDIBILITY AND
ATTRACTIVENESS
FORMATION OF INDIVIDUAL AND SYSTEMIC
WORLDVIEWS
FORMATION OF WORLDVIEWS
SUMMARY
GLOSSARY TERMS
REFERENCES
6 Microaggressions in Counseling and Psychotherapy
CONTEMPORARY FORMS OF OPPRESSION
THE EVOLUTION OF THE “ISMS”:
MICROAGGRESSIONS
THE DYNAMICS AND DILEMMAS OF
MICROAGGRESSIONS
THERAPEUTIC IMPLICATIONS
MANIFESTATIONS OF MICROAGGRESSIONS
IN COUNSELING/THERAPY
THE PATH FORWARD
SUMMARY
GLOSSARY TERMS
REFERENCES
PART III: The Practice Dimensions of Multicultural
Counseling and Therapy
7 Multicultural Barriers and the Helping Professional
MY THERAPIST DIDNT UNDERSTAND
STANDARD CHARACTERISTICS OF
MAINSTREAM COUNSELING
CULTURE‐BOUND VALUES
CLASS‐BOUND VALUES
LANGUAGE BARRIERS
PATTERNS OF “AMERICAN” CULTURAL
ASSUMPTIONS AND MULTICULTURAL FAMILY
COUNSELING/THERAPY
OVERGENERALIZING AND STEREOTYPING
SUMMARY
GLOSSARY TERMS
REFERENCES
8 Communication Style and Its Impact on Counseling
and Psychotherapy
COMMUNICATION STYLES
SOCIOPOLITICAL FACETS OF NONVERBAL
COMMUNICATION
COUNSELING AND THERAPY AS
COMMUNICATION STYLE
SUMMARY
GLOSSARY TERMS
REFERENCES
9 Multicultural Evidence‐Based Practice (EBP)
EVIDENCE‐BASED PRACTICE (EBP) AND
MULTICULTURALISM
EVIDENCE‐BASED PRACTICE (EBP) AND
DIVERSITY ISSUES IN COUNSELING
SUMMARY
GLOSSARY TERMS
REFERENCES
10 Non‐Western Indigenous Methods of Healing
WORLDVIEWS AND CULTURAL SYNDROMES
THE PRINCIPLES OF INDIGENOUS HEALING
EXAMPLES OF INDIGENOUS HEALING
APPROACHES
DANGERS AND BENEFITS OF SPIRITUALITY
SUMMARY
GLOSSARY TERMS
REFERENCES
PART IV: Racial, Ethnic, Cultural (REC) Attitudes in
Multicultural Counseling and Therapy
11 Racial, Ethnic, Cultural (REC) Identity Attitudes in
People of Color
RACIAL AWAKENING
REC IDENTITY ATTITUDE MODELS
A GENERAL MODEL OF REC IDENTITY
COUNSELING IMPLICATIONS OF THE R/CID
MODEL
VALUE OF A GENERAL REC IDENTITY
FRAMEWORK
SUMMARY
GLOSSARY TERMS
REFERENCES
12 White Racial Identity Development
UNDERSTANDING THE DYNAMICS OF
WHITENESS
MODELS OF WHITE RACIAL IDENTITY
DEVELOPMENT
THE PROCESS OF WHITE RACIAL IDENTITY
DEVELOPMENT: A DESCRIPTIVE MODEL
DEVELOPING A NONRACIST AND ANTIRACIST
WHITE IDENTITY
SUMMARY
GLOSSARY TERMS
REFERENCES
SECTION TWO: Multicultural Counseling and Specific
Populations
PART V: Understanding Specific Populations
13 Culturally Competent Assessment
THERAPIST VARIABLES AFFECTING
DIAGNOSIS
CULTURAL COMPETENCE AND PREVENTING
DIAGNOSTIC ERRORS
CONTEXTUAL AND COLLABORATIVE
ASSESSMENT
INFUSING CULTURAL RELEVANCE INTO
STANDARD CLINICAL ASSESSMENTS
SUMMARY
GLOSSARY TERMS
REFERENCES
PART VI: Counseling and Therapy with Racial/Ethnic
Minority Group Populations
14 Counseling African Americans
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
15 Counseling American Indians/Native Americans and
Alaska Natives
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
16 Counseling Asian Americans and Pacific Islanders
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
17 Counseling Latinx Populations
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
18 Counseling Multiracial Populations
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
PART VII: Counseling and Special Circumstances Involving
Racial/Ethnic Populations
19 Counseling Arab Americans and Muslim Americans
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
20 Counseling Immigrants and Refugees
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
21 Counseling Jewish Americans
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
PART VIII: Counseling and Therapy with Other
Multicultural Populations
22 Counseling Individuals with Disabilities
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
23 Counseling LGBTQ Populations
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
24 Counseling Older Adults
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
25 Counseling Individuals Living in Poverty
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
26 Counseling Women
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
Glossary
Index
End User License Agreement
List of Tables
Chapter 3
TABLE 3.1 Ten Common Challenges Counselors of Color
Face When Working with Wh...
Chapter 6
TABLE 6.1 Examples of Microaggressions
TABLE 6.2 Examples of Microaggressions in Therapeutic
Practice
Chapter 7
TABLE 7.1 Components of White Culture: Values and
Beliefs
TABLE 7.2 Cultural Value Preferences of Middle‐Class
White EuroAmericans and Peop...
Chapter 8
TABLE 8.1 Communication Style Differences (Overt Activity
Dimension—Nonverbal/Ver...
Chapter 9
TABLE 9.1 Examples of Empirically Supported Treatments
(ESTs)
TABLE 9.2 Empirically Supported Relationship (ESR)
Variables
TABLE 9.3 Relational‐Style Counselor Preferences of Ethnic
Group Clients
Chapter 10
TABLE 10.1 Culture‐Bound Syndromes
Chapter 11
TABLE 11.1 The R/CID Model
Chapter 22
TABLE 22.1 Things to Remember When Interacting with
Individuals with Disabili...
List of Illustrations
Chapter 2
FIGURE 2.1 Tripartite Development of Personal Identity
Chapter 4
FIGURE 4.1 Levels of Counseling Interventions
Chapter 5
FIGURE 5.1 Graphic Representation of Worldviews
Chapter 9
FIGURE 9.1 Three Pillars of Evidence‐Based Practice (EBP)
Chapter 14
FIGURE 14.1 The Interaction of Four Sets of Factors in the
Jones Model
EIGHTH EDITION
Counseling the Culturally
Diverse
Theory and Practice
Derald Wing Sue | David Sue | Helen A. Neville | Laura Smith
This edition first published 2019.
© 2019 John Wiley & Sons, Inc.
Edition History
John Wiley and Sons, Inc. (7e, 2015)
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Library of Congress Cataloging in Publication Data
Names: Sue, Derald Wing, author.
Title: Counseling the culturally diverse : theory and practice / Derald Wing Sue [and three
others].
Description: Eighth edition. | Hoboken, NJ : John Wiley & Sons, Inc., 2019. | Includes
bibliographical references and index. |
Identifiers: LCCN 2018042673 (print) | LCCN 2018044428 (ebook) | ISBN 9781119448235
(Adobe PDF) | ISBN 9781119448280 (ePub) | ISBN 9781119448242 (paperback)
Subjects: LCSH: Cross‐cultural counseling.
Classification: LCC BF636.7.C76 (ebook) | LCC BF636.7.C76 S85 2019 (print) | DDC 158.3–
dc23
LC record available at https://lccn.loc.gov/2018042673
Cover Design: Wiley
Cover Image: © Anthony Carpinelli / EyeEm / Getty Images
Preface
For nearly four decades, Counseling the Culturally Diverse: Theory
and Practice (CCD) has been the cutting‐edge text in multicultural
counseling and mental health, used in an overwhelming majority of
graduate training programs in counseling and clinical psychology. It
now forms part of the multicultural knowledge base of licensing and
certification exams at both the masters and the doctoral levels. In
essence, it has become a “classic” in the field, and continues to lead
the profession in the research, theory, and practice of multicultural
counseling and therapy (MCT). CCD upholds the highest standards
of scholarship and is the most frequently cited text in multicultural
psychology and ethnic minority mental health.
With the addition of two new co‐authors, Dr. Helen Neville and Dr.
Laura Smith, to the eighth edition, instructors will note a fresh, new,
and exciting perspective to the content of CCD, and their scholarly
input guarantees it will continue to rank as the most up‐to‐date text
in the field. Both have been foremost leaders in multicultural
psychology, and their voices become obvious in this revised edition.
CHANGES TO CCD
Much new research has been conducted in multicultural counseling,
cultural competence, social justice advocacy, new roles of the helping
professional, White allyship, and culture‐specific interventions over
the past few years. In essence, the topical areas covered in each
chapter continue to be anchors for multicultural counseling
coverage. As a result, while the chapters remain similar, each has
undergone major revisions; some are quite extensive in the updating
of references, introduction of new research and concepts, and
discussion of future directions in counseling, therapy, and mental
health.
We maintain our two‐part division of the book, with 12 separate
chapters in Section One: The Multiple Dimensions of Multicultural
Counseling and Therapy, and 13 population‐specific chapters in
Section Two: Multicultural Counseling and Specific Populations. We
introduce Section Two by providing a chapter, “Culturally Competent
Assessment” (Chapter 13), that outlines the many variables that
influence assessment, diagnosis, and case conceptualization—which,
hopefully, guide the readers understanding of each specific
population presented. All have been thoroughly updated using
common topical headings (when possible) that allow better cross‐
comparisons between and among the groups.
EFFICIENT UP TO DATE COVERAGE
We have heard from textbook adopters that the breadth and depth of
coverage has made it very difficult for instructors and students to
digest the amount of material in a single course. Although reviewers
suggested that CCD be shortened, they did not recommend
eliminating topics, but rather condensing, summarizing,
streamlining, or eliminating certain subtopics. We have tried our
best to do so without violating the integrity of the content. Each of
the major chapters 1 through 12) has been shortened by an average of
10\%, but the special population chapters have maintained their
original length. This latter decision was based on our belief that
further shortening would result in the chapters having a “checklist”
quality. Further, we are also aware that most instructors do not
assign all special population chapters, but rather pick and choose the
ones most relevant to their classes.
Despite shortening major sections of the text, new advances and
important changes in multicultural counseling suggest additional
areas that need to be addressed. These include building on the
previous groundbreaking edition, which has become the most widely
used, frequently cited, and critically acclaimed multicultural text in
the mental health field, and updating concepts to be consistent with
Diagnostic and Statistical Manual of Mental Disorders (DSM 5)
categories and principles, the multicultural guidelines of the
American Psychological Association, the American Counseling
Associations (ACA) multicultural and social justice competencies,
and Council for Accreditation of Counseling & Related Educational
Programs (CACREP) standards.
We also include the most recent research and theoretical
formulations that introduce and analyze emerging important
multicultural topics. These include the concept of “cultural humility”
as a domain of cultural competence; the important roles of White
allies in the struggle for equal rights; the emerging call for social
justice counseling; the important concept of “minority stress” and its
implications in work with marginalized populations; greater focus on
developmental psychology that speaks to raising and educating
children about race, gender, and sexual orientation; reviewing and
introducing the most recent research on lesbian, gay, bisexual,
transgender, and queer (LGBTQ) issues; major research
developments in the manifestation, dynamics, and impact of
microaggressions; and many others.
PEDAGOGICAL STRENGTHS
One of the main goals of the eighth edition has been to better engage
students in the material and allow them to actually become active
participants in digesting multicultural counseling concepts. We have
increased our focus on pedagogy by providing instructors with
exercises and activities to facilitate experiential learning for students.
We open every chapter with broad chapter objectives, followed by
more specific—and oftentimes controversial—reflection and
discussion questions interspersed throughout, which allow for more
concentrated and detailed discussion by students on identifiable
topical areas.
Further, every chapter opens with a clinical vignette, longer
narrative, or situational example that previews the major concepts
and issues discussed within. Many of these are new and serve to
anchor the multicultural issues to follow. They add life and meaning
to the chapter concepts and research. The chapter focus questions
serve as prompts to address the opening “course objectives,” but
instructors and trainers can also use them as discussion questions
throughout the course or workshop. As in the previous edition, we
have retained the “Implications for Clinical Practice” and “Summary”
sections at the end of every chapter.
There are two other major resources available for instructor use:
1. A series of brief simulated multicultural counseling videos that
can be used in the classroom or viewed online. Each video
relates to issues presented in one of the first 13 chapters. They
are excellent training aids that allow students to witness
multicultural blunders by counselors, identify cultural and
sociopolitical themes in the counseling process, discuss and
analyze what can go wrong in a session, and suggest culturally
appropriate intervention strategies.
Following each video, Dr. Derald Wing Sue and Dr. Joel M.
Filmore discuss and analyze each session in the context of the
themes of the chapter. Instructors have many ways to use the
videos to stimulate classroom discussion and understanding.
2. In keeping with the importance of applying research and theory
to work with client and client systems, we encourage instructors
to use Case Studies in Multicultural Counseling and Therapy,
edited by Sue, Gallardo, and Neville (2014), alongside CCD.
APPRECIATION
There is an African American proverb that states, “We stand on the
head and shoulders of many who have gone on before us.” Certainly,
this book would not have been possible without their wisdom,
commitment, and sacrifice. We thank them for their inspiration,
courage, and dedication, and hope they will look down on us and be
pleased with our work. We would like to acknowledge all the
dedicated multicultural pioneers in the field who have journeyed
with us along the path of multiculturalism before it became
fashionable. We also wish to thank the staff of John Wiley & Sons for
the enormous time and effort they have placed in obtaining,
evaluating, and providing us with the necessary data and feedback to
produce this edition of CCD. Their help was no small undertaking,
and we feel fortunate in having Wiley as our publisher.
Working on this eighth edition continues to be a labor of love. It
would not have been possible, however, without the love and support
of our families, who provided the patience and nourishment that
sustained us throughout our work on the text. Derald Wing Sue
wishes to express his love for his wife, Paulina, his son, Derald Paul,
his daughter, Marissa Catherine, and his grandchildren, Caroline,
Juliette, and Niam. Helen A. Neville wishes to express her deepest
love and appreciation for her life partner, Sundiata K. Cha‐Jua, her
daughters, and the memory of her parents. Laura Smith expresses
love and appreciation for the support of her partner, Sean Kelleher,
as well as her extended family. David Sue wishes to express his love
and appreciation to his wife and children.
We hope that Counseling the Culturally Diverse: Theory and
Practice, eighth edition, will stand on “the truth” and continue to be
the standard bearer of multicultural counseling and therapy texts in
the field.
Derald Wing Sue
David Sue
Helen A. Neville
Laura Smith
REFERENCE
Sue, D. W., Gallardo, M., & Neville, H. (2014). Case studies in
multicultural counseling and therapy. Hoboken, NJ: Wiley.
About the Authors
Derald Wing Sue is Professor of Psychology and Education in the
Department of Counseling and Clinical Psychology at Teachers
College, Columbia University. He served as president of the Society
for the Psychological Study of Culture, Ethnicity and Race, the
Society of Counseling Psychology, and the Asian American
Psychological Association. Dr. Sue continues to be a consulting
editor for numerous publications. He is author of more than 160
publications, including 21 books, and is well known for his work on
racism/antiracism, cultural competence, multicultural counseling
and therapy, and social justice advocacy. Three of his books,
Counseling the Culturally Diverse: Theory and Practice,
Microaggressions in Everyday Life, and Overcoming our Racism:
The Journey to Liberation (John Wiley & Sons), are considered
classics in the field. Dr. Sues most recent research on racial, gender,
and sexual orientation microaggressions has provided a major
breakthrough in understanding how everyday slights, insults, and
invalidations toward marginalized groups create psychological harm
to their mental and physical health and create disparities for them in
education, employment, and health care. His most recent book, Race
Talk and the Conspiracy of Silence: Understanding and Facilitating
Difficult Dialogues on Race promises to add to the nationwide
debate on racial dialogues. A national survey has identified Derald
Wing Sue as “the most influential multicultural scholar in the United
States,” and his works are among the most frequently cited.
David Sue is Professor Emeritus of Psychology at Western
Washington University, where he has served as the director of both
the Psychology Counseling Clinic and the Mental Health Counseling
program. He is also an associate of the Center for Cross‐Cultural
Research at Western Washington University. He and his wife, Diane
M. Sue, have coauthored the books Foundations of Counseling and
Psychotherapy: Evidence Based Practices for a Diverse Society,
Understanding Abnormal Psychology (12th edition), and Essentials
of Abnormal Psychology (2nd edition). He is coauthor of Counseling
the Culturally Diverse: Theory and Practice. He received his PhD in
Clinical Psychology from Washington State University. His writing
and research interests revolve around multicultural issues in
individual and group counseling and the integration of multicultural
therapy with evidence‐based practice. He enjoys hiking,
snowshoeing, traveling, and spending time with his family.
Helen A. Neville is Professor of Educational Psychology and
African American Studies at the University of Illinois at Urbana‐
Champaign. Before coming to Illinois in 2001, she was on the faculty
in Psychology, Educational and Counseling Psychology, and Black
Studies at the University of Missouri‐Columbia, where she cofounded
and codirected the Center for Multicultural Research, Training, and
Consultation. Dr. Neville has held leadership positions on campus
and nationally. She was a Provost Fellow and participated in the
CIC/Big 10 Academic Alliance Academic Leadership Academy.
Currently, she serves as president for the Society for the
Psychological Study of Culture, Ethnicity, and Race (2018), which is
a division of the American Psychological Association (APA). She has
co‐edited five books and (co)authored nearly 90 journal articles and
book chapters in the areas of race, racism, racial identity, and
diversity issues related to well‐being. Dr. Neville has been recognized
for her research and mentoring efforts, including receiving the
Association of Black Psychologists Distinguished Psychologist of the
Year Award, the APA Minority Fellowship Award, Dalmas Taylor
Award for Outstanding Research Contribution, APA Graduate
Students Kenneth and Mamie Clark Award, the APA Division 45
Charles and Shirley Thomas Award for mentoring/contributions to
African American students/community, and the Winter Roundtable
Janet E. Helms Mentoring Award.
Laura Smith is Professor of Psychology and Education and
Director of Clinical Training in the Counseling Psychology Program
at Teachers College, Columbia University. Laura was formerly the
Training Director of Pace Universitys American Psychological
Association (APA)‐accredited predoctoral internship program and
later the founding Director of the Rosemary Furman Counseling
Center at Barnard College. She was subsequently Director of
Psychological Services at the West Farms Center in the Bronx, where
she provided services, training, and programming within a
multifaceted community‐based organization. Lauras research
interests include social inclusion/exclusion and emotional well‐
being, the influence of classism and racism in psychological theory
and practice, whiteness and white antiracism, and participatory
action research (PAR) in schools and communities. She is the author
of the book Psychology, Poverty, and the End of Social Exclusion
and the former Chair of the APA Committee on Socioeconomic
Status, and she was awarded the 2017 APA Distinguished Leadership
Award on behalf of that committee.
SECTION ONE
The Multiple Dimensions of
Multicultural Counseling and
Therapy
Becoming culturally competent in working with diverse populations
is a complex interaction of many dimensions that involve broad
theoretical, conceptual, research, and practice issues. This section is
divided into four parts (each part contains a number of chapters)
that describe, explain, and analyze necessary conditions that mental
health practitioners must address on issues related to multicultural
counseling and therapy, cultural competence, and sociopolitical
influences that cut across specific populations.
Part I: The Affective and Conceptual Dimensions of
Multicultural Counseling and Therapy
Part II: The Impact and Social Justice Implications of
Counseling and Psychotherapy
Part III: The Practice Dimensions of Multicultural Counseling
and Therapy
Part IV: Racial, Ethnic, Cultural (REC) Attitudes in
Multicultural Counseling and Therapy
1
PART I
The Affective and Conceptual
Dimensions of Multicultural
Counseling and Therapy
Chapter
1
Obstacles to Developing Cultural Competence and
Cultural Humility: Understanding Resistance to
Multicultural Training
Chapter
2
Multicultural Counseling and Therapy (MCT)
Chapter
3
Multicultural Counseling Competence for Counselors and
Therapists of Marginalized Groups
2
1
Obstacles to Developing Cultural
Competence and Cultural Humility:
Understanding Resistance to Multicultural
Training
3
Chapter Objectives
1. Acknowledge and understand personal resistance
to multicultural training.
2. Identify how emotional reactions to topics of
prejudice, discrimination, and oppression can act as
obstacles to developing cultural competence and
cultural humility.
3. Understand worldview differences between
majority and socially devalued group members in
U.S. society.
4. Make sense of why majority group members often
react differently from marginalized group members
when issues of racism, sexism, or heterosexism are
discussed.
5. Be cognizant of how worldviews may influence
the ability to understand, empathize, and work
effectively with diverse clients.
6. Realize that becoming an effective multicultural
counselor is a lifelong journey.
Reading and digesting the content of this book may prove difficult
and filled with powerful feelings for many of you. Students who have
taken a course on multicultural counseling and therapy (MCT) or
multicultural mental health issues have almost universally felt both
positive and negative feelings that affect their ability to learn about
diversity issues. It is important not to allow those emotions to go
unacknowledged, or to avoid exploring the psychological meanings
they may have for you. As you begin your journey to becoming a
culturally competent or culturally responsive counselor/mental
health professional, the road will be filled with obstacles to self‐
exploration, to understanding yourself as a racial/cultural being, and
to understanding the worldview of those who differ from you in race,
4
gender, ethnicity, sexual orientation, and other sociodemographic
characteristics.
The subject matter in this book and course requires you to explore
your biases and prejudices, a task that often evokes defensiveness
and resistance. It is important to recognize …
Table of Contents
Cover
Preface
CHANGES TO CCD
EFFICIENT UP‐TO‐DATE COVERAGE
PEDAGOGICAL STRENGTHS
APPRECIATION
REFERENCE
About the Authors
SECTION ONE: The Multiple Dimensions of Multicultural
Counseling and Therapy
PART I: The Affective and Conceptual Dimensions of
Multicultural Counseling and Therapy
1 Obstacles to Developing Cultural Competence and
Cultural Humility
REACTIONS TO READING COUNSELING THE
CULTURALLY DIVERSE
EMOTIONAL SELF‐REVELATIONS AND FEARS:
MAJORITY GROUP MEMBERS
EMOTIONAL INVALIDATION VERSUS
AFFIRMATION: MARGINALIZED GROUP
MEMBERS
RECOGNIZING AND UNDERSTANDING
RESISTANCE TO MULTICULTURAL TRAINING
CULTURAL COMPETENCE AND EMOTIONS
SUMMARY
GLOSSARY TERMS
REFERENCES
2 Multicultural Counseling and Therapy (MCT)
CULTURE‐UNIVERSAL (ETIC) VERSUS
CULTURE‐SPECIFIC (EMIC) FORMULATIONS
THE NATURE OF MULTICULTURAL
COUNSELING COMPETENCE
A TRIPARTITE FRAMEWORK FOR
UNDERSTANDING THE MULTIPLE
DIMENSIONS OF IDENTITY
INDIVIDUAL AND UNIVERSAL BIASES IN
PSYCHOLOGY AND MENTAL HEALTH
THE IMPACT OF GROUP IDENTITIES ON
COUNSELING AND PSYCHOTHERAPY
WHAT IS MULTICULTURAL COUNSELING AND
THERAPY (MCT)?
WHAT IS CULTURAL COMPETENCE?
SOCIAL JUSTICE AND CULTURAL
COMPETENCE
SUMMARY
GLOSSARY TERMS
REFERENCES
3 Multicultural Counseling Competence for Counselors
and Therapists of Marginalized Groups
INTERRACIAL AND INTERETHNIC BIASES
IMPACT ON INTERRACIAL COUNSELING
RELATIONSHIPS
STEREOTYPES HELD BY SOCIALLY
MARGINALIZED GROUP MEMBERS
THE WHO‐IS‐MORE‐OPPRESSED GAME
COUNSELORS FROM MARGINALIZED GROUPS
WORKING WITH MAJORITY AND OTHER
MARGINALIZED GROUP CLIENTS
THE POLITICS OF INTERETHNIC AND
INTERRACIAL BIAS AND DISCRIMINATION
THE HISTORICAL AND POLITICAL
RELATIONSHIPS BETWEEN GROUPS OF
COLOR
DIFFERENCES BETWEEN RACIAL/ETHNIC
GROUPS
COUNSELORS OF COLOR AND DYADIC
COMBINATIONS
SUMMARY
GLOSSARY TERMS
REFERENCES
PART II: The Impact and Social Justice Implications of
Counseling and Psychotherapy
4 The Political and Social Justice Implications of
Counseling and Psychotherapy
THE MENTAL HEALTH IMPACT OF
SOCIOPOLITICAL OPPRESSION
SOCIOPOLITICAL OPPRESSION AND THE
TRAINING OF COUNSELING/MENTAL
HEALTH PROFESSIONALS
DEFINITIONS OF MENTAL HEALTH
COUNSELING AND MENTAL HEALTH
LITERATURE
SOCIAL JUSTICE COUNSELING
SUMMARY
GLOSSARY TERMS
REFERENCES
5 The Impact of Systemic Oppression Within the
Counseling Process
LOCATING CLIENTS PROBLEMS ENTIRELY
INSIDE THE CLIENTS
CULTURALLY RELATED RESPONSES THAT
REPRODUCE STEREOTYPES
RESPONDING WHEN THE ISSUES ARE OUR
OWN: WHITE FRAGILITY
EFFECTS OF HISTORICAL AND CURRENT
OPPRESSION
COUNSELOR CREDIBILITY AND
ATTRACTIVENESS
FORMATION OF INDIVIDUAL AND SYSTEMIC
WORLDVIEWS
FORMATION OF WORLDVIEWS
SUMMARY
GLOSSARY TERMS
REFERENCES
6 Microaggressions in Counseling and Psychotherapy
CONTEMPORARY FORMS OF OPPRESSION
THE EVOLUTION OF THE “ISMS”:
MICROAGGRESSIONS
THE DYNAMICS AND DILEMMAS OF
MICROAGGRESSIONS
THERAPEUTIC IMPLICATIONS
MANIFESTATIONS OF MICROAGGRESSIONS
IN COUNSELING/THERAPY
THE PATH FORWARD
SUMMARY
GLOSSARY TERMS
REFERENCES
PART III: The Practice Dimensions of Multicultural
Counseling and Therapy
7 Multicultural Barriers and the Helping Professional
MY THERAPIST DIDNT UNDERSTAND
STANDARD CHARACTERISTICS OF
MAINSTREAM COUNSELING
CULTURE‐BOUND VALUES
CLASS‐BOUND VALUES
LANGUAGE BARRIERS
PATTERNS OF “AMERICAN” CULTURAL
ASSUMPTIONS AND MULTICULTURAL FAMILY
COUNSELING/THERAPY
OVERGENERALIZING AND STEREOTYPING
SUMMARY
GLOSSARY TERMS
REFERENCES
8 Communication Style and Its Impact on Counseling
and Psychotherapy
COMMUNICATION STYLES
SOCIOPOLITICAL FACETS OF NONVERBAL
COMMUNICATION
COUNSELING AND THERAPY AS
COMMUNICATION STYLE
SUMMARY
GLOSSARY TERMS
REFERENCES
9 Multicultural Evidence‐Based Practice (EBP)
EVIDENCE‐BASED PRACTICE (EBP) AND
MULTICULTURALISM
EVIDENCE‐BASED PRACTICE (EBP) AND
DIVERSITY ISSUES IN COUNSELING
SUMMARY
GLOSSARY TERMS
REFERENCES
10 Non‐Western Indigenous Methods of Healing
WORLDVIEWS AND CULTURAL SYNDROMES
THE PRINCIPLES OF INDIGENOUS HEALING
EXAMPLES OF INDIGENOUS HEALING
APPROACHES
DANGERS AND BENEFITS OF SPIRITUALITY
SUMMARY
GLOSSARY TERMS
REFERENCES
PART IV: Racial, Ethnic, Cultural (REC) Attitudes in
Multicultural Counseling and Therapy
11 Racial, Ethnic, Cultural (REC) Identity Attitudes in
People of Color
RACIAL AWAKENING
REC IDENTITY ATTITUDE MODELS
A GENERAL MODEL OF REC IDENTITY
COUNSELING IMPLICATIONS OF THE R/CID
MODEL
VALUE OF A GENERAL REC IDENTITY
FRAMEWORK
SUMMARY
GLOSSARY TERMS
REFERENCES
12 White Racial Identity Development
UNDERSTANDING THE DYNAMICS OF
WHITENESS
MODELS OF WHITE RACIAL IDENTITY
DEVELOPMENT
THE PROCESS OF WHITE RACIAL IDENTITY
DEVELOPMENT: A DESCRIPTIVE MODEL
DEVELOPING A NONRACIST AND ANTIRACIST
WHITE IDENTITY
SUMMARY
GLOSSARY TERMS
REFERENCES
SECTION TWO: Multicultural Counseling and Specific
Populations
PART V: Understanding Specific Populations
13 Culturally Competent Assessment
THERAPIST VARIABLES AFFECTING
DIAGNOSIS
CULTURAL COMPETENCE AND PREVENTING
DIAGNOSTIC ERRORS
CONTEXTUAL AND COLLABORATIVE
ASSESSMENT
INFUSING CULTURAL RELEVANCE INTO
STANDARD CLINICAL ASSESSMENTS
SUMMARY
GLOSSARY TERMS
REFERENCES
PART VI: Counseling and Therapy with Racial/Ethnic
Minority Group Populations
14 Counseling African Americans
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
15 Counseling American Indians/Native Americans and
Alaska Natives
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
16 Counseling Asian Americans and Pacific Islanders
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
17 Counseling Latinx Populations
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
18 Counseling Multiracial Populations
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
PART VII: Counseling and Special Circumstances Involving
Racial/Ethnic Populations
19 Counseling Arab Americans and Muslim Americans
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
20 Counseling Immigrants and Refugees
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
21 Counseling Jewish Americans
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
PART VIII: Counseling and Therapy with Other
Multicultural Populations
22 Counseling Individuals with Disabilities
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
23 Counseling LGBTQ Populations
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
24 Counseling Older Adults
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
25 Counseling Individuals Living in Poverty
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
26 Counseling Women
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
Glossary
Index
End User License Agreement
List of Tables
Chapter 3
TABLE 3.1 Ten Common Challenges Counselors of Color
Face When Working with Wh...
Chapter 6
TABLE 6.1 Examples of Microaggressions
TABLE 6.2 Examples of Microaggressions in Therapeutic
Practice
Chapter 7
TABLE 7.1 Components of White Culture: Values and
Beliefs
TABLE 7.2 Cultural Value Preferences of Middle‐Class
White EuroAmericans and Peop...
Chapter 8
TABLE 8.1 Communication Style Differences (Overt Activity
Dimension—Nonverbal/Ver...
Chapter 9
TABLE 9.1 Examples of Empirically Supported Treatments
(ESTs)
TABLE 9.2 Empirically Supported Relationship (ESR)
Variables
TABLE 9.3 Relational‐Style Counselor Preferences of Ethnic
Group Clients
Chapter 10
TABLE 10.1 Culture‐Bound Syndromes
Chapter 11
TABLE 11.1 The R/CID Model
Chapter 22
TABLE 22.1 Things to Remember When Interacting with
Individuals with Disabili...
List of Illustrations
Chapter 2
FIGURE 2.1 Tripartite Development of Personal Identity
Chapter 4
FIGURE 4.1 Levels of Counseling Interventions
Chapter 5
FIGURE 5.1 Graphic Representation of Worldviews
Chapter 9
FIGURE 9.1 Three Pillars of Evidence‐Based Practice (EBP)
Chapter 14
FIGURE 14.1 The Interaction of Four Sets of Factors in the
Jones Model
EIGHTH EDITION
Counseling the Culturally
Diverse
Theory and Practice
Derald Wing Sue | David Sue | Helen A. Neville | Laura Smith
This edition first published 2019.
© 2019 John Wiley & Sons, Inc.
Edition History
John Wiley and Sons, Inc. (7e, 2015)
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Library of Congress Cataloging in Publication Data
Names: Sue, Derald Wing, author.
Title: Counseling the culturally diverse : theory and practice / Derald Wing Sue [and three
others].
Description: Eighth edition. | Hoboken, NJ : John Wiley & Sons, Inc., 2019. | Includes
bibliographical references and index. |
Identifiers: LCCN 2018042673 (print) | LCCN 2018044428 (ebook) | ISBN 9781119448235
(Adobe PDF) | ISBN 9781119448280 (ePub) | ISBN 9781119448242 (paperback)
Subjects: LCSH: Cross‐cultural counseling.
Classification: LCC BF636.7.C76 (ebook) | LCC BF636.7.C76 S85 2019 (print) | DDC 158.3–
dc23
LC record available at https://lccn.loc.gov/2018042673
Cover Design: Wiley
Cover Image: © Anthony Carpinelli / EyeEm / Getty Images
Preface
For nearly four decades, Counseling the Culturally Diverse: Theory
and Practice (CCD) has been the cutting‐edge text in multicultural
counseling and mental health, used in an overwhelming majority of
graduate training programs in counseling and clinical psychology. It
now forms part of the multicultural knowledge base of licensing and
certification exams at both the masters and the doctoral levels. In
essence, it has become a “classic” in the field, and continues to lead
the profession in the research, theory, and practice of multicultural
counseling and therapy (MCT). CCD upholds the highest standards
of scholarship and is the most frequently cited text in multicultural
psychology and ethnic minority mental health.
With the addition of two new co‐authors, Dr. Helen Neville and Dr.
Laura Smith, to the eighth edition, instructors will note a fresh, new,
and exciting perspective to the content of CCD, and their scholarly
input guarantees it will continue to rank as the most up‐to‐date text
in the field. Both have been foremost leaders in multicultural
psychology, and their voices become obvious in this revised edition.
CHANGES TO CCD
Much new research has been conducted in multicultural counseling,
cultural competence, social justice advocacy, new roles of the helping
professional, White allyship, and culture‐specific interventions over
the past few years. In essence, the topical areas covered in each
chapter continue to be anchors for multicultural counseling
coverage. As a result, while the chapters remain similar, each has
undergone major revisions; some are quite extensive in the updating
of references, introduction of new research and concepts, and
discussion of future directions in counseling, therapy, and mental
health.
We maintain our two‐part division of the book, with 12 separate
chapters in Section One: The Multiple Dimensions of Multicultural
Counseling and Therapy, and 13 population‐specific chapters in
Section Two: Multicultural Counseling and Specific Populations. We
introduce Section Two by providing a chapter, “Culturally Competent
Assessment” (Chapter 13), that outlines the many variables that
influence assessment, diagnosis, and case conceptualization—which,
hopefully, guide the readers understanding of each specific
population presented. All have been thoroughly updated using
common topical headings (when possible) that allow better cross‐
comparisons between and among the groups.
EFFICIENT UP TO DATE COVERAGE
We have heard from textbook adopters that the breadth and depth of
coverage has made it very difficult for instructors and students to
digest the amount of material in a single course. Although reviewers
suggested that CCD be shortened, they did not recommend
eliminating topics, but rather condensing, summarizing,
streamlining, or eliminating certain subtopics. We have tried our
best to do so without violating the integrity of the content. Each of
the major chapters 1 through 12) has been shortened by an average of
10\%, but the special population chapters have maintained their
original length. This latter decision was based on our belief that
further shortening would result in the chapters having a “checklist”
quality. Further, we are also aware that most instructors do not
assign all special population chapters, but rather pick and choose the
ones most relevant to their classes.
Despite shortening major sections of the text, new advances and
important changes in multicultural counseling suggest additional
areas that need to be addressed. These include building on the
previous groundbreaking edition, which has become the most widely
used, frequently cited, and critically acclaimed multicultural text in
the mental health field, and updating concepts to be consistent with
Diagnostic and Statistical Manual of Mental Disorders (DSM 5)
categories and principles, the multicultural guidelines of the
American Psychological Association, the American Counseling
Associations (ACA) multicultural and social justice competencies,
and Council for Accreditation of Counseling & Related Educational
Programs (CACREP) standards.
We also include the most recent research and theoretical
formulations that introduce and analyze emerging important
multicultural topics. These include the concept of “cultural humility”
as a domain of cultural competence; the important roles of White
allies in the struggle for equal rights; the emerging call for social
justice counseling; the important concept of “minority stress” and its
implications in work with marginalized populations; greater focus on
developmental psychology that speaks to raising and educating
children about race, gender, and sexual orientation; reviewing and
introducing the most recent research on lesbian, gay, bisexual,
transgender, and queer (LGBTQ) issues; major research
developments in the manifestation, dynamics, and impact of
microaggressions; and many others.
PEDAGOGICAL STRENGTHS
One of the main goals of the eighth edition has been to better engage
students in the material and allow them to actually become active
participants in digesting multicultural counseling concepts. We have
increased our focus on pedagogy by providing instructors with
exercises and activities to facilitate experiential learning for students.
We open every chapter with broad chapter objectives, followed by
more specific—and oftentimes controversial—reflection and
discussion questions interspersed throughout, which allow for more
concentrated and detailed discussion by students on identifiable
topical areas.
Further, every chapter opens with a clinical vignette, longer
narrative, or situational example that previews the major concepts
and issues discussed within. Many of these are new and serve to
anchor the multicultural issues to follow. They add life and meaning
to the chapter concepts and research. The chapter focus questions
serve as prompts to address the opening “course objectives,” but
instructors and trainers can also use them as discussion questions
throughout the course or workshop. As in the previous edition, we
have retained the “Implications for Clinical Practice” and “Summary”
sections at the end of every chapter.
There are two other major resources available for instructor use:
1. A series of brief simulated multicultural counseling videos that
can be used in the classroom or viewed online. Each video
relates to issues presented in one of the first 13 chapters. They
are excellent training aids that allow students to witness
multicultural blunders by counselors, identify cultural and
sociopolitical themes in the counseling process, discuss and
analyze what can go wrong in a session, and suggest culturally
appropriate intervention strategies.
Following each video, Dr. Derald Wing Sue and Dr. Joel M.
Filmore discuss and analyze each session in the context of the
themes of the chapter. Instructors have many ways to use the
videos to stimulate classroom discussion and understanding.
2. In keeping with the importance of applying research and theory
to work with client and client systems, we encourage instructors
to use Case Studies in Multicultural Counseling and Therapy,
edited by Sue, Gallardo, and Neville (2014), alongside CCD.
APPRECIATION
There is an African American proverb that states, “We stand on the
head and shoulders of many who have gone on before us.” Certainly,
this book would not have been possible without their wisdom,
commitment, and sacrifice. We thank them for their inspiration,
courage, and dedication, and hope they will look down on us and be
pleased with our work. We would like to acknowledge all the
dedicated multicultural pioneers in the field who have journeyed
with us along the path of multiculturalism before it became
fashionable. We also wish to thank the staff of John Wiley & Sons for
the enormous time and effort they have placed in obtaining,
evaluating, and providing us with the necessary data and feedback to
produce this edition of CCD. Their help was no small undertaking,
and we feel fortunate in having Wiley as our publisher.
Working on this eighth edition continues to be a labor of love. It
would not have been possible, however, without the love and support
of our families, who provided the patience and nourishment that
sustained us throughout our work on the text. Derald Wing Sue
wishes to express his love for his wife, Paulina, his son, Derald Paul,
his daughter, Marissa Catherine, and his grandchildren, Caroline,
Juliette, and Niam. Helen A. Neville wishes to express her deepest
love and appreciation for her life partner, Sundiata K. Cha‐Jua, her
daughters, and the memory of her parents. Laura Smith expresses
love and appreciation for the support of her partner, Sean Kelleher,
as well as her extended family. David Sue wishes to express his love
and appreciation to his wife and children.
We hope that Counseling the Culturally Diverse: Theory and
Practice, eighth edition, will stand on “the truth” and continue to be
the standard bearer of multicultural counseling and therapy texts in
the field.
Derald Wing Sue
David Sue
Helen A. Neville
Laura Smith
REFERENCE
Sue, D. W., Gallardo, M., & Neville, H. (2014). Case studies in
multicultural counseling and therapy. Hoboken, NJ: Wiley.
About the Authors
Derald Wing Sue is Professor of Psychology and Education in the
Department of Counseling and Clinical Psychology at Teachers
College, Columbia University. He served as president of the Society
for the Psychological Study of Culture, Ethnicity and Race, the
Society of Counseling Psychology, and the Asian American
Psychological Association. Dr. Sue continues to be a consulting
editor for numerous publications. He is author of more than 160
publications, including 21 books, and is well known for his work on
racism/antiracism, cultural competence, multicultural counseling
and therapy, and social justice advocacy. Three of his books,
Counseling the Culturally Diverse: Theory and Practice,
Microaggressions in Everyday Life, and Overcoming our Racism:
The Journey to Liberation (John Wiley & Sons), are considered
classics in the field. Dr. Sues most recent research on racial, gender,
and sexual orientation microaggressions has provided a major
breakthrough in understanding how everyday slights, insults, and
invalidations toward marginalized groups create psychological harm
to their mental and physical health and create disparities for them in
education, employment, and health care. His most recent book, Race
Talk and the Conspiracy of Silence: Understanding and Facilitating
Difficult Dialogues on Race promises to add to the nationwide
debate on racial dialogues. A national survey has identified Derald
Wing Sue as “the most influential multicultural scholar in the United
States,” and his works are among the most frequently cited.
David Sue is Professor Emeritus of Psychology at Western
Washington University, where he has served as the director of both
the Psychology Counseling Clinic and the Mental Health Counseling
program. He is also an associate of the Center for Cross‐Cultural
Research at Western Washington University. He and his wife, Diane
M. Sue, have coauthored the books Foundations of Counseling and
Psychotherapy: Evidence Based Practices for a Diverse Society,
Understanding Abnormal Psychology (12th edition), and Essentials
of Abnormal Psychology (2nd edition). He is coauthor of Counseling
the Culturally Diverse: Theory and Practice. He received his PhD in
Clinical Psychology from Washington State University. His writing
and research interests revolve around multicultural issues in
individual and group counseling and the integration of multicultural
therapy with evidence‐based practice. He enjoys hiking,
snowshoeing, traveling, and spending time with his family.
Helen A. Neville is Professor of Educational Psychology and
African American Studies at the University of Illinois at Urbana‐
Champaign. Before coming to Illinois in 2001, she was on the faculty
in Psychology, Educational and Counseling Psychology, and Black
Studies at the University of Missouri‐Columbia, where she cofounded
and codirected the Center for Multicultural Research, Training, and
Consultation. Dr. Neville has held leadership positions on campus
and nationally. She was a Provost Fellow and participated in the
CIC/Big 10 Academic Alliance Academic Leadership Academy.
Currently, she serves as president for the Society for the
Psychological Study of Culture, Ethnicity, and Race (2018), which is
a division of the American Psychological Association (APA). She has
co‐edited five books and (co)authored nearly 90 journal articles and
book chapters in the areas of race, racism, racial identity, and
diversity issues related to well‐being. Dr. Neville has been recognized
for her research and mentoring efforts, including receiving the
Association of Black Psychologists Distinguished Psychologist of the
Year Award, the APA Minority Fellowship Award, Dalmas Taylor
Award for Outstanding Research Contribution, APA Graduate
Students Kenneth and Mamie Clark Award, the APA Division 45
Charles and Shirley Thomas Award for mentoring/contributions to
African American students/community, and the Winter Roundtable
Janet E. Helms Mentoring Award.
Laura Smith is Professor of Psychology and Education and
Director of Clinical Training in the Counseling Psychology Program
at Teachers College, Columbia University. Laura was formerly the
Training Director of Pace Universitys American Psychological
Association (APA)‐accredited predoctoral internship program and
later the founding Director of the Rosemary Furman Counseling
Center at Barnard College. She was subsequently Director of
Psychological Services at the West Farms Center in the Bronx, where
she provided services, training, and programming within a
multifaceted community‐based organization. Lauras research
interests include social inclusion/exclusion and emotional well‐
being, the influence of classism and racism in psychological theory
and practice, whiteness and white antiracism, and participatory
action research (PAR) in schools and communities. She is the author
of the book Psychology, Poverty, and the End of Social Exclusion
and the former Chair of the APA Committee on Socioeconomic
Status, and she was awarded the 2017 APA Distinguished Leadership
Award on behalf of that committee.
SECTION ONE
The Multiple Dimensions of
Multicultural Counseling and
Therapy
Becoming culturally competent in working with diverse populations
is a complex interaction of many dimensions that involve broad
theoretical, conceptual, research, and practice issues. This section is
divided into four parts (each part contains a number of chapters)
that describe, explain, and analyze necessary conditions that mental
health practitioners must address on issues related to multicultural
counseling and therapy, cultural competence, and sociopolitical
influences that cut across specific populations.
Part I: The Affective and Conceptual Dimensions of
Multicultural Counseling and Therapy
Part II: The Impact and Social Justice Implications of
Counseling and Psychotherapy
Part III: The Practice Dimensions of Multicultural Counseling
and Therapy
Part IV: Racial, Ethnic, Cultural (REC) Attitudes in
Multicultural Counseling and Therapy
1
PART I
The Affective and Conceptual
Dimensions of Multicultural
Counseling and Therapy
Chapter
1
Obstacles to Developing Cultural Competence and
Cultural Humility: Understanding Resistance to
Multicultural Training
Chapter
2
Multicultural Counseling and Therapy (MCT)
Chapter
3
Multicultural Counseling Competence for Counselors and
Therapists of Marginalized Groups
2
1
Obstacles to Developing Cultural
Competence and Cultural Humility:
Understanding Resistance to Multicultural
Training
3
Chapter Objectives
1. Acknowledge and understand personal resistance
to multicultural training.
2. Identify how emotional reactions to topics of
prejudice, discrimination, and oppression can act as
obstacles to developing cultural competence and
cultural humility.
3. Understand worldview differences between
majority and socially devalued group members in
U.S. society.
4. Make sense of why majority group members often
react differently from marginalized group members
when issues of racism, sexism, or heterosexism are
discussed.
5. Be cognizant of how worldviews may influence
the ability to understand, empathize, and work
effectively with diverse clients.
6. Realize that becoming an effective multicultural
counselor is a lifelong journey.
Reading and digesting the content of this book may prove difficult
and filled with powerful feelings for many of you. Students who have
taken a course on multicultural counseling and therapy (MCT) or
multicultural mental health issues have almost universally felt both
positive and negative feelings that affect their ability to learn about
diversity issues. It is important not to allow those emotions to go
unacknowledged, or to avoid exploring the psychological meanings
they may have for you. As you begin your journey to becoming a
culturally competent or culturally responsive counselor/mental
health professional, the road will be filled with obstacles to self‐
exploration, to understanding yourself as a racial/cultural being, and
to understanding the worldview of those who differ from you in race,
4
gender, ethnicity, sexual orientation, and other sociodemographic
characteristics.
The subject matter in this book and course requires you to explore
your biases and prejudices, a task that often evokes defensiveness
and resistance. It is important to recognize …
Table of Contents
Cover
Preface
CHANGES TO CCD
EFFICIENT UP‐TO‐DATE COVERAGE
PEDAGOGICAL STRENGTHS
APPRECIATION
REFERENCE
About the Authors
SECTION ONE: The Multiple Dimensions of Multicultural
Counseling and Therapy
PART I: The Affective and Conceptual Dimensions of
Multicultural Counseling and Therapy
1 Obstacles to Developing Cultural Competence and
Cultural Humility
REACTIONS TO READING COUNSELING THE
CULTURALLY DIVERSE
EMOTIONAL SELF‐REVELATIONS AND FEARS:
MAJORITY GROUP MEMBERS
EMOTIONAL INVALIDATION VERSUS
AFFIRMATION: MARGINALIZED GROUP
MEMBERS
RECOGNIZING AND UNDERSTANDING
RESISTANCE TO MULTICULTURAL TRAINING
CULTURAL COMPETENCE AND EMOTIONS
SUMMARY
GLOSSARY TERMS
REFERENCES
2 Multicultural Counseling and Therapy (MCT)
CULTURE‐UNIVERSAL (ETIC) VERSUS
CULTURE‐SPECIFIC (EMIC) FORMULATIONS
THE NATURE OF MULTICULTURAL
COUNSELING COMPETENCE
A TRIPARTITE FRAMEWORK FOR
UNDERSTANDING THE MULTIPLE
DIMENSIONS OF IDENTITY
INDIVIDUAL AND UNIVERSAL BIASES IN
PSYCHOLOGY AND MENTAL HEALTH
THE IMPACT OF GROUP IDENTITIES ON
COUNSELING AND PSYCHOTHERAPY
WHAT IS MULTICULTURAL COUNSELING AND
THERAPY (MCT)?
WHAT IS CULTURAL COMPETENCE?
SOCIAL JUSTICE AND CULTURAL
COMPETENCE
SUMMARY
GLOSSARY TERMS
REFERENCES
3 Multicultural Counseling Competence for Counselors
and Therapists of Marginalized Groups
INTERRACIAL AND INTERETHNIC BIASES
IMPACT ON INTERRACIAL COUNSELING
RELATIONSHIPS
STEREOTYPES HELD BY SOCIALLY
MARGINALIZED GROUP MEMBERS
THE WHO‐IS‐MORE‐OPPRESSED GAME
COUNSELORS FROM MARGINALIZED GROUPS
WORKING WITH MAJORITY AND OTHER
MARGINALIZED GROUP CLIENTS
THE POLITICS OF INTERETHNIC AND
INTERRACIAL BIAS AND DISCRIMINATION
THE HISTORICAL AND POLITICAL
RELATIONSHIPS BETWEEN GROUPS OF
COLOR
DIFFERENCES BETWEEN RACIAL/ETHNIC
GROUPS
COUNSELORS OF COLOR AND DYADIC
COMBINATIONS
SUMMARY
GLOSSARY TERMS
REFERENCES
PART II: The Impact and Social Justice Implications of
Counseling and Psychotherapy
4 The Political and Social Justice Implications of
Counseling and Psychotherapy
THE MENTAL HEALTH IMPACT OF
SOCIOPOLITICAL OPPRESSION
SOCIOPOLITICAL OPPRESSION AND THE
TRAINING OF COUNSELING/MENTAL
HEALTH PROFESSIONALS
DEFINITIONS OF MENTAL HEALTH
COUNSELING AND MENTAL HEALTH
LITERATURE
SOCIAL JUSTICE COUNSELING
SUMMARY
GLOSSARY TERMS
REFERENCES
5 The Impact of Systemic Oppression Within the
Counseling Process
LOCATING CLIENTS PROBLEMS ENTIRELY
INSIDE THE CLIENTS
CULTURALLY RELATED RESPONSES THAT
REPRODUCE STEREOTYPES
RESPONDING WHEN THE ISSUES ARE OUR
OWN: WHITE FRAGILITY
EFFECTS OF HISTORICAL AND CURRENT
OPPRESSION
COUNSELOR CREDIBILITY AND
ATTRACTIVENESS
FORMATION OF INDIVIDUAL AND SYSTEMIC
WORLDVIEWS
FORMATION OF WORLDVIEWS
SUMMARY
GLOSSARY TERMS
REFERENCES
6 Microaggressions in Counseling and Psychotherapy
CONTEMPORARY FORMS OF OPPRESSION
THE EVOLUTION OF THE “ISMS”:
MICROAGGRESSIONS
THE DYNAMICS AND DILEMMAS OF
MICROAGGRESSIONS
THERAPEUTIC IMPLICATIONS
MANIFESTATIONS OF MICROAGGRESSIONS
IN COUNSELING/THERAPY
THE PATH FORWARD
SUMMARY
GLOSSARY TERMS
REFERENCES
PART III: The Practice Dimensions of Multicultural
Counseling and Therapy
7 Multicultural Barriers and the Helping Professional
MY THERAPIST DIDNT UNDERSTAND
STANDARD CHARACTERISTICS OF
MAINSTREAM COUNSELING
CULTURE‐BOUND VALUES
CLASS‐BOUND VALUES
LANGUAGE BARRIERS
PATTERNS OF “AMERICAN” CULTURAL
ASSUMPTIONS AND MULTICULTURAL FAMILY
COUNSELING/THERAPY
OVERGENERALIZING AND STEREOTYPING
SUMMARY
GLOSSARY TERMS
REFERENCES
8 Communication Style and Its Impact on Counseling
and Psychotherapy
COMMUNICATION STYLES
SOCIOPOLITICAL FACETS OF NONVERBAL
COMMUNICATION
COUNSELING AND THERAPY AS
COMMUNICATION STYLE
SUMMARY
GLOSSARY TERMS
REFERENCES
9 Multicultural Evidence‐Based Practice (EBP)
EVIDENCE‐BASED PRACTICE (EBP) AND
MULTICULTURALISM
EVIDENCE‐BASED PRACTICE (EBP) AND
DIVERSITY ISSUES IN COUNSELING
SUMMARY
GLOSSARY TERMS
REFERENCES
10 Non‐Western Indigenous Methods of Healing
WORLDVIEWS AND CULTURAL SYNDROMES
THE PRINCIPLES OF INDIGENOUS HEALING
EXAMPLES OF INDIGENOUS HEALING
APPROACHES
DANGERS AND BENEFITS OF SPIRITUALITY
SUMMARY
GLOSSARY TERMS
REFERENCES
PART IV: Racial, Ethnic, Cultural (REC) Attitudes in
Multicultural Counseling and Therapy
11 Racial, Ethnic, Cultural (REC) Identity Attitudes in
People of Color
RACIAL AWAKENING
REC IDENTITY ATTITUDE MODELS
A GENERAL MODEL OF REC IDENTITY
COUNSELING IMPLICATIONS OF THE R/CID
MODEL
VALUE OF A GENERAL REC IDENTITY
FRAMEWORK
SUMMARY
GLOSSARY TERMS
REFERENCES
12 White Racial Identity Development
UNDERSTANDING THE DYNAMICS OF
WHITENESS
MODELS OF WHITE RACIAL IDENTITY
DEVELOPMENT
THE PROCESS OF WHITE RACIAL IDENTITY
DEVELOPMENT: A DESCRIPTIVE MODEL
DEVELOPING A NONRACIST AND ANTIRACIST
WHITE IDENTITY
SUMMARY
GLOSSARY TERMS
REFERENCES
SECTION TWO: Multicultural Counseling and Specific
Populations
PART V: Understanding Specific Populations
13 Culturally Competent Assessment
THERAPIST VARIABLES AFFECTING
DIAGNOSIS
CULTURAL COMPETENCE AND PREVENTING
DIAGNOSTIC ERRORS
CONTEXTUAL AND COLLABORATIVE
ASSESSMENT
INFUSING CULTURAL RELEVANCE INTO
STANDARD CLINICAL ASSESSMENTS
SUMMARY
GLOSSARY TERMS
REFERENCES
PART VI: Counseling and Therapy with Racial/Ethnic
Minority Group Populations
14 Counseling African Americans
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
15 Counseling American Indians/Native Americans and
Alaska Natives
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
16 Counseling Asian Americans and Pacific Islanders
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
17 Counseling Latinx Populations
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
18 Counseling Multiracial Populations
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
PART VII: Counseling and Special Circumstances Involving
Racial/Ethnic Populations
19 Counseling Arab Americans and Muslim Americans
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
20 Counseling Immigrants and Refugees
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
21 Counseling Jewish Americans
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
PART VIII: Counseling and Therapy with Other
Multicultural Populations
22 Counseling Individuals with Disabilities
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
23 Counseling LGBTQ Populations
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
24 Counseling Older Adults
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
25 Counseling Individuals Living in Poverty
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
26 Counseling Women
CHARACTERISTICS AND STRENGTHS
SPECIFIC CHALLENGES
SUMMARY
GLOSSARY TERMS
REFERENCES
Glossary
Index
End User License Agreement
List of Tables
Chapter 3
TABLE 3.1 Ten Common Challenges Counselors of Color
Face When Working with Wh...
Chapter 6
TABLE 6.1 Examples of Microaggressions
TABLE 6.2 Examples of Microaggressions in Therapeutic
Practice
Chapter 7
TABLE 7.1 Components of White Culture: Values and
Beliefs
TABLE 7.2 Cultural Value Preferences of Middle‐Class
White EuroAmericans and Peop...
Chapter 8
TABLE 8.1 Communication Style Differences (Overt Activity
Dimension—Nonverbal/Ver...
Chapter 9
TABLE 9.1 Examples of Empirically Supported Treatments
(ESTs)
TABLE 9.2 Empirically Supported Relationship (ESR)
Variables
TABLE 9.3 Relational‐Style Counselor Preferences of Ethnic
Group Clients
Chapter 10
TABLE 10.1 Culture‐Bound Syndromes
Chapter 11
TABLE 11.1 The R/CID Model
Chapter 22
TABLE 22.1 Things to Remember When Interacting with
Individuals with Disabili...
List of Illustrations
Chapter 2
FIGURE 2.1 Tripartite Development of Personal Identity
Chapter 4
FIGURE 4.1 Levels of Counseling Interventions
Chapter 5
FIGURE 5.1 Graphic Representation of Worldviews
Chapter 9
FIGURE 9.1 Three Pillars of Evidence‐Based Practice (EBP)
Chapter 14
FIGURE 14.1 The Interaction of Four Sets of Factors in the
Jones Model
EIGHTH EDITION
Counseling the Culturally
Diverse
Theory and Practice
Derald Wing Sue | David Sue | Helen A. Neville | Laura Smith
This edition first published 2019.
© 2019 John Wiley & Sons, Inc.
Edition History
John Wiley and Sons, Inc. (7e, 2015)
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The right of Derald Wing Sue, David Sue, Helen A. Neville, and Laura Smith to be identified
as the authors of Counseling the Culturally Diverse: Theory and Practice, Eighth Edition has
been asserted in accordance with law.
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Library of Congress Cataloging in Publication Data
Names: Sue, Derald Wing, author.
Title: Counseling the culturally diverse : theory and practice / Derald Wing Sue [and three
others].
Description: Eighth edition. | Hoboken, NJ : John Wiley & Sons, Inc., 2019. | Includes
bibliographical references and index. |
Identifiers: LCCN 2018042673 (print) | LCCN 2018044428 (ebook) | ISBN 9781119448235
(Adobe PDF) | ISBN 9781119448280 (ePub) | ISBN 9781119448242 (paperback)
Subjects: LCSH: Cross‐cultural counseling.
Classification: LCC BF636.7.C76 (ebook) | LCC BF636.7.C76 S85 2019 (print) | DDC 158.3–
dc23
LC record available at https://lccn.loc.gov/2018042673
Cover Design: Wiley
Cover Image: © Anthony Carpinelli / EyeEm / Getty Images
Preface
For nearly four decades, Counseling the Culturally Diverse: Theory
and Practice (CCD) has been the cutting‐edge text in multicultural
counseling and mental health, used in an overwhelming majority of
graduate training programs in counseling and clinical psychology. It
now forms part of the multicultural knowledge base of licensing and
certification exams at both the masters and the doctoral levels. In
essence, it has become a “classic” in the field, and continues to lead
the profession in the research, theory, and practice of multicultural
counseling and therapy (MCT). CCD upholds the highest standards
of scholarship and is the most frequently cited text in multicultural
psychology and ethnic minority mental health.
With the addition of two new co‐authors, Dr. Helen Neville and Dr.
Laura Smith, to the eighth edition, instructors will note a fresh, new,
and exciting perspective to the content of CCD, and their scholarly
input guarantees it will continue to rank as the most up‐to‐date text
in the field. Both have been foremost leaders in multicultural
psychology, and their voices become obvious in this revised edition.
CHANGES TO CCD
Much new research has been conducted in multicultural counseling,
cultural competence, social justice advocacy, new roles of the helping
professional, White allyship, and culture‐specific interventions over
the past few years. In essence, the topical areas covered in each
chapter continue to be anchors for multicultural counseling
coverage. As a result, while the chapters remain similar, each has
undergone major revisions; some are quite extensive in the updating
of references, introduction of new research and concepts, and
discussion of future directions in counseling, therapy, and mental
health.
We maintain our two‐part division of the book, with 12 separate
chapters in Section One: The Multiple Dimensions of Multicultural
Counseling and Therapy, and 13 population‐specific chapters in
Section Two: Multicultural Counseling and Specific Populations. We
introduce Section Two by providing a chapter, “Culturally Competent
Assessment” (Chapter 13), that outlines the many variables that
influence assessment, diagnosis, and case conceptualization—which,
hopefully, guide the readers understanding of each specific
population presented. All have been thoroughly updated using
common topical headings (when possible) that allow better cross‐
comparisons between and among the groups.
EFFICIENT UP TO DATE COVERAGE
We have heard from textbook adopters that the breadth and depth of
coverage has made it very difficult for instructors and students to
digest the amount of material in a single course. Although reviewers
suggested that CCD be shortened, they did not recommend
eliminating topics, but rather condensing, summarizing,
streamlining, or eliminating certain subtopics. We have tried our
best to do so without violating the integrity of the content. Each of
the major chapters 1 through 12) has been shortened by an average of
10\%, but the special population chapters have maintained their
original length. This latter decision was based on our belief that
further shortening would result in the chapters having a “checklist”
quality. Further, we are also aware that most instructors do not
assign all special population chapters, but rather pick and choose the
ones most relevant to their classes.
Despite shortening major sections of the text, new advances and
important changes in multicultural counseling suggest additional
areas that need to be addressed. These include building on the
previous groundbreaking edition, which has become the most widely
used, frequently cited, and critically acclaimed multicultural text in
the mental health field, and updating concepts to be consistent with
Diagnostic and Statistical Manual of Mental Disorders (DSM 5)
categories and principles, the multicultural guidelines of the
American Psychological Association, the American Counseling
Associations (ACA) multicultural and social justice competencies,
and Council for Accreditation of Counseling & Related Educational
Programs (CACREP) standards.
We also include the most recent research and theoretical
formulations that introduce and analyze emerging important
multicultural topics. These include the concept of “cultural humility”
as a domain of cultural competence; the important roles of White
allies in the struggle for equal rights; the emerging call for social
justice counseling; the important concept of “minority stress” and its
implications in work with marginalized populations; greater focus on
developmental psychology that speaks to raising and educating
children about race, gender, and sexual orientation; reviewing and
introducing the most recent research on lesbian, gay, bisexual,
transgender, and queer (LGBTQ) issues; major research
developments in the manifestation, dynamics, and impact of
microaggressions; and many others.
PEDAGOGICAL STRENGTHS
One of the main goals of the eighth edition has been to better engage
students in the material and allow them to actually become active
participants in digesting multicultural counseling concepts. We have
increased our focus on pedagogy by providing instructors with
exercises and activities to facilitate experiential learning for students.
We open every chapter with broad chapter objectives, followed by
more specific—and oftentimes controversial—reflection and
discussion questions interspersed throughout, which allow for more
concentrated and detailed discussion by students on identifiable
topical areas.
Further, every chapter opens with a clinical vignette, longer
narrative, or situational example that previews the major concepts
and issues discussed within. Many of these are new and serve to
anchor the multicultural issues to follow. They add life and meaning
to the chapter concepts and research. The chapter focus questions
serve as prompts to address the opening “course objectives,” but
instructors and trainers can also use them as discussion questions
throughout the course or workshop. As in the previous edition, we
have retained the “Implications for Clinical Practice” and “Summary”
sections at the end of every chapter.
There are two other major resources available for instructor use:
1. A series of brief simulated multicultural counseling videos that
can be used in the classroom or viewed online. Each video
relates to issues presented in one of the first 13 chapters. They
are excellent training aids that allow students to witness
multicultural blunders by counselors, identify cultural and
sociopolitical themes in the counseling process, discuss and
analyze what can go wrong in a session, and suggest culturally
appropriate intervention strategies.
Following each video, Dr. Derald Wing Sue and Dr. Joel M.
Filmore discuss and analyze each session in the context of the
themes of the chapter. Instructors have many ways to use the
videos to stimulate classroom discussion and understanding.
2. In keeping with the importance of applying research and theory
to work with client and client systems, we encourage instructors
to use Case Studies in Multicultural Counseling and Therapy,
edited by Sue, Gallardo, and Neville (2014), alongside CCD.
APPRECIATION
There is an African American proverb that states, “We stand on the
head and shoulders of many who have gone on before us.” Certainly,
this book would not have been possible without their wisdom,
commitment, and sacrifice. We thank them for their inspiration,
courage, and dedication, and hope they will look down on us and be
pleased with our work. We would like to acknowledge all the
dedicated multicultural pioneers in the field who have journeyed
with us along the path of multiculturalism before it became
fashionable. We also wish to thank the staff of John Wiley & Sons for
the enormous time and effort they have placed in obtaining,
evaluating, and providing us with the necessary data and feedback to
produce this edition of CCD. Their help was no small undertaking,
and we feel fortunate in having Wiley as our publisher.
Working on this eighth edition continues to be a labor of love. It
would not have been possible, however, without the love and support
of our families, who provided the patience and nourishment that
sustained us throughout our work on the text. Derald Wing Sue
wishes to express his love for his wife, Paulina, his son, Derald Paul,
his daughter, Marissa Catherine, and his grandchildren, Caroline,
Juliette, and Niam. Helen A. Neville wishes to express her deepest
love and appreciation for her life partner, Sundiata K. Cha‐Jua, her
daughters, and the memory of her parents. Laura Smith expresses
love and appreciation for the support of her partner, Sean Kelleher,
as well as her extended family. David Sue wishes to express his love
and appreciation to his wife and children.
We hope that Counseling the Culturally Diverse: Theory and
Practice, eighth edition, will stand on “the truth” and continue to be
the standard bearer of multicultural counseling and therapy texts in
the field.
Derald Wing Sue
David Sue
Helen A. Neville
Laura Smith
REFERENCE
Sue, D. W., Gallardo, M., & Neville, H. (2014). Case studies in
multicultural counseling and therapy. Hoboken, NJ: Wiley.
About the Authors
Derald Wing Sue is Professor of Psychology and Education in the
Department of Counseling and Clinical Psychology at Teachers
College, Columbia University. He served as president of the Society
for the Psychological Study of Culture, Ethnicity and Race, the
Society of Counseling Psychology, and the Asian American
Psychological Association. Dr. Sue continues to be a consulting
editor for numerous publications. He is author of more than 160
publications, including 21 books, and is well known for his work on
racism/antiracism, cultural competence, multicultural counseling
and therapy, and social justice advocacy. Three of his books,
Counseling the Culturally Diverse: Theory and Practice,
Microaggressions in Everyday Life, and Overcoming our Racism:
The Journey to Liberation (John Wiley & Sons), are considered
classics in the field. Dr. Sues most recent research on racial, gender,
and sexual orientation microaggressions has provided a major
breakthrough in understanding how everyday slights, insults, and
invalidations toward marginalized groups create psychological harm
to their mental and physical health and create disparities for them in
education, employment, and health care. His most recent book, Race
Talk and the Conspiracy of Silence: Understanding and Facilitating
Difficult Dialogues on Race promises to add to the nationwide
debate on racial dialogues. A national survey has identified Derald
Wing Sue as “the most influential multicultural scholar in the United
States,” and his works are among the most frequently cited.
David Sue is Professor Emeritus of Psychology at Western
Washington University, where he has served as the director of both
the Psychology Counseling Clinic and the Mental Health Counseling
program. He is also an associate of the Center for Cross‐Cultural
Research at Western Washington University. He and his wife, Diane
M. Sue, have coauthored the books Foundations of Counseling and
Psychotherapy: Evidence Based Practices for a Diverse Society,
Understanding Abnormal Psychology (12th edition), and Essentials
of Abnormal Psychology (2nd edition). He is coauthor of Counseling
the Culturally Diverse: Theory and Practice. He received his PhD in
Clinical Psychology from Washington State University. His writing
and research interests revolve around multicultural issues in
individual and group counseling and the integration of multicultural
therapy with evidence‐based practice. He enjoys hiking,
snowshoeing, traveling, and spending time with his family.
Helen A. Neville is Professor of Educational Psychology and
African American Studies at the University of Illinois at Urbana‐
Champaign. Before coming to Illinois in 2001, she was on the faculty
in Psychology, Educational and Counseling Psychology, and Black
Studies at the University of Missouri‐Columbia, where she cofounded
and codirected the Center for Multicultural Research, Training, and
Consultation. Dr. Neville has held leadership positions on campus
and nationally. She was a Provost Fellow and participated in the
CIC/Big 10 Academic Alliance Academic Leadership Academy.
Currently, she serves as president for the Society for the
Psychological Study of Culture, Ethnicity, and Race (2018), which is
a division of the American Psychological Association (APA). She has
co‐edited five books and (co)authored nearly 90 journal articles and
book chapters in the areas of race, racism, racial identity, and
diversity issues related to well‐being. Dr. Neville has been recognized
for her research and mentoring efforts, including receiving the
Association of Black Psychologists Distinguished Psychologist of the
Year Award, the APA Minority Fellowship Award, Dalmas Taylor
Award for Outstanding Research Contribution, APA Graduate
Students Kenneth and Mamie Clark Award, the APA Division 45
Charles and Shirley Thomas Award for mentoring/contributions to
African American students/community, and the Winter Roundtable
Janet E. Helms Mentoring Award.
Laura Smith is Professor of Psychology and Education and
Director of Clinical Training in the Counseling Psychology Program
at Teachers College, Columbia University. Laura was formerly the
Training Director of Pace Universitys American Psychological
Association (APA)‐accredited predoctoral internship program and
later the founding Director of the Rosemary Furman Counseling
Center at Barnard College. She was subsequently Director of
Psychological Services at the West Farms Center in the Bronx, where
she provided services, training, and programming within a
multifaceted community‐based organization. Lauras research
interests include social inclusion/exclusion and emotional well‐
being, the influence of classism and racism in psychological theory
and practice, whiteness and white antiracism, and participatory
action research (PAR) in schools and communities. She is the author
of the book Psychology, Poverty, and the End of Social Exclusion
and the former Chair of the APA Committee on Socioeconomic
Status, and she was awarded the 2017 APA Distinguished Leadership
Award on behalf of that committee.
SECTION ONE
The Multiple Dimensions of
Multicultural Counseling and
Therapy
Becoming culturally competent in working with diverse populations
is a complex interaction of many dimensions that involve broad
theoretical, conceptual, research, and practice issues. This section is
divided into four parts (each part contains a number of chapters)
that describe, explain, and analyze necessary conditions that mental
health practitioners must address on issues related to multicultural
counseling and therapy, cultural competence, and sociopolitical
influences that cut across specific populations.
Part I: The Affective and Conceptual Dimensions of
Multicultural Counseling and Therapy
Part II: The Impact and Social Justice Implications of
Counseling and Psychotherapy
Part III: The Practice Dimensions of Multicultural Counseling
and Therapy
Part IV: Racial, Ethnic, Cultural (REC) Attitudes in
Multicultural Counseling and Therapy
1
PART I
The Affective and Conceptual
Dimensions of Multicultural
Counseling and Therapy
Chapter
1
Obstacles to Developing Cultural Competence and
Cultural Humility: Understanding Resistance to
Multicultural Training
Chapter
2
Multicultural Counseling and Therapy (MCT)
Chapter
3
Multicultural Counseling Competence for Counselors and
Therapists of Marginalized Groups
2
1
Obstacles to Developing Cultural
Competence and Cultural Humility:
Understanding Resistance to Multicultural
Training
3
Chapter Objectives
1. Acknowledge and understand personal resistance
to multicultural training.
2. Identify how emotional reactions to topics of
prejudice, discrimination, and oppression can act as
obstacles to developing cultural competence and
cultural humility.
3. Understand worldview differences between
majority and socially devalued group members in
U.S. society.
4. Make sense of why majority group members often
react differently from marginalized group members
when issues of racism, sexism, or heterosexism are
discussed.
5. Be cognizant of how worldviews may influence
the ability to understand, empathize, and work
effectively with diverse clients.
6. Realize that becoming an effective multicultural
counselor is a lifelong journey.
Reading and digesting the content of this book may prove difficult
and filled with powerful feelings for many of you. Students who have
taken a course on multicultural counseling and therapy (MCT) or
multicultural mental health issues have almost universally felt both
positive and negative feelings that affect their ability to learn about
diversity issues. It is important not to allow those emotions to go
unacknowledged, or to avoid exploring the psychological meanings
they may have for you. As you begin your journey to becoming a
culturally competent or culturally responsive counselor/mental
health professional, the road will be filled with obstacles to self‐
exploration, to understanding yourself as a racial/cultural being, and
to understanding the worldview of those who differ from you in race,
4
gender, ethnicity, sexual orientation, and other sociodemographic
characteristics.
The subject matter in this book and course requires you to explore
your biases and prejudices, a task that often evokes defensiveness
and resistance. It is important to recognize …
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aragraphs (meaning 25 sentences or more). Your assignment may be more than 5 paragraphs but not less.
INSTRUCTIONS:
To access the FNU Online Library for journals and articles you can go the FNU library link here:
https://www.fnu.edu/library/
In order to
n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading
ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.
Key outcomes: The approach that you take must be clear
Mechanical Engineering
Organic chemistry
Geometry
nment
Topic
You will need to pick one topic for your project (5 pts)
Literature search
You will need to perform a literature search for your topic
Geophysics
you been involved with a company doing a redesign of business processes
Communication on Customer Relations. Discuss how two-way communication on social media channels impacts businesses both positively and negatively. Provide any personal examples from your experience
od pressure and hypertension via a community-wide intervention that targets the problem across the lifespan (i.e. includes all ages).
Develop a community-wide intervention to reduce elevated blood pressure and hypertension in the State of Alabama that in
in body of the report
Conclusions
References (8 References Minimum)
*** Words count = 2000 words.
*** In-Text Citations and References using Harvard style.
*** In Task section I’ve chose (Economic issues in overseas contracting)"
Electromagnetism
w or quality improvement; it was just all part of good nursing care. The goal for quality improvement is to monitor patient outcomes using statistics for comparison to standards of care for different diseases
e a 1 to 2 slide Microsoft PowerPoint presentation on the different models of case management. Include speaker notes... .....Describe three different models of case management.
visual representations of information. They can include numbers
SSAY
ame workbook for all 3 milestones. You do not need to download a new copy for Milestones 2 or 3. When you submit Milestone 3
pages):
Provide a description of an existing intervention in Canada
making the appropriate buying decisions in an ethical and professional manner.
Topic: Purchasing and Technology
You read about blockchain ledger technology. Now do some additional research out on the Internet and share your URL with the rest of the class
be aware of which features their competitors are opting to include so the product development teams can design similar or enhanced features to attract more of the market. The more unique
low (The Top Health Industry Trends to Watch in 2015) to assist you with this discussion.
https://youtu.be/fRym_jyuBc0
Next year the $2.8 trillion U.S. healthcare industry will finally begin to look and feel more like the rest of the business wo
evidence-based primary care curriculum. Throughout your nurse practitioner program
Vignette
Understanding Gender Fluidity
Providing Inclusive Quality Care
Affirming Clinical Encounters
Conclusion
References
Nurse Practitioner Knowledge
Mechanics
and word limit is unit as a guide only.
The assessment may be re-attempted on two further occasions (maximum three attempts in total). All assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly indicate “Re-su
Trigonometry
Article writing
Other
5. June 29
After the components sending to the manufacturing house
1. In 1972 the Furman v. Georgia case resulted in a decision that would put action into motion. Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend
One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard. While developing a relationship with client it is important to clarify that if danger or
Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business
No matter which type of health care organization
With a direct sale
During the pandemic
Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record
3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i
One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015). Making sure we do not disclose information without consent ev
4. Identify two examples of real world problems that you have observed in your personal
Summary & Evaluation: Reference & 188. Academic Search Ultimate
Ethics
We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities
*DDB is used for the first three years
For example
The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case
4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972)
With covid coming into place
In my opinion
with
Not necessarily all home buyers are the same! When you choose to work with we buy ugly houses Baltimore & nationwide USA
The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be
· By Day 1 of this week
While you must form your answers to the questions below from our assigned reading material
CliftonLarsonAllen LLP (2013)
5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda
Urien
The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. The greatest obstacle
From a similar but larger point of view
4 In order to get the entire family to come back for another session I would suggest coming in on a day the restaurant is not open
When seeking to identify a patient’s health condition
After viewing the you tube videos on prayer
Your paper must be at least two pages in length (not counting the title and reference pages)
The word assimilate is negative to me. I believe everyone should learn about a country that they are going to live in. It doesnt mean that they have to believe that everything in America is better than where they came from. It means that they care enough
Data collection
Single Subject Chris is a social worker in a geriatric case management program located in a midsize Northeastern town. She has an MSW and is part of a team of case managers that likes to continuously improve on its practice. The team is currently using an
I would start off with Linda on repeating her options for the child and going over what she is feeling with each option. I would want to find out what she is afraid of. I would avoid asking her any “why” questions because I want her to be in the here an
Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych
Identify the type of research used in a chosen study
Compose a 1
Optics
effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte
I think knowing more about you will allow you to be able to choose the right resources
Be 4 pages in length
soft MB-920 dumps review and documentation and high-quality listing pdf MB-920 braindumps also recommended and approved by Microsoft experts. The practical test
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One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research
Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti
3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family
A Health in All Policies approach
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum
Chen
Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change
Read Reflections on Cultural Humility
Read A Basic Guide to ABCD Community Organizing
Use the bolded black section and sub-section titles below to organize your paper. For each section
Losinski forwarded the article on a priority basis to Mary Scott
Losinksi wanted details on use of the ED at CGH. He asked the administrative resident