Counseling Across Cultures 7e Chapters 8, 9, and 10 (Pederson et al)
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77 Terms
Q: What is diversity
A: ★ The source materials do not give one single dictionary definition. Across the materials, diversity refers to meaningful differences and multiple cultural contexts among people, including differences in identity, experience, values, status, and affiliations.
Q: What is inclusion in the textbook’s framework
A: ★ Inclusion is connected to inclusive cultural empathy and “both/and” thinking: valuing differences and similarities and incorporating multiple perspectives rather than excluding one.
Q: What is inclusive cultural empathy (ICE)
A: ★ A culture-centered form of empathy that considers the client’s broad cultural context, including culture teachers, similarities, differences, and relationships.
Q: What are the two defining features of ICE
A: ★ Culture is defined broadly, and the empathic relationship values the full range of differences and similarities.
Q: What does “both/and” thinking mean
A: More than one perspective can be meaningful at the same time; the counselor does not have to exclude one viewpoint to accept another.
Q: What is equality
A: ★ Using the same policies, procedures, or treatment for everyone.
Q: What is equity
A: ★ Treating people on the basis of individual needs; in social justice counseling, equity is a key principle.
Q: Why can equality alone be insufficient
A: Same treatment can fail to address different needs and can ignore the effects of oppression and discrimination.
Q: What are the four social justice principles
A: ★ Equity, access, participation, and harmony.
Q: What is social justice counseling
A: ★ A multifaceted approach addressing individual and distributive justice, including empowerment and active confrontation of injustice and inequality.
Q: What is privilege
A: ★ An unearned benefit that one group has and others are denied because of group membership.
Q: Where is privilege experienced and maintained
A: It is experienced at the individual level and maintained/facilitated at the institutional level.
Q: Why can privilege be difficult to recognize
A: Gender privilege and other forms of privilege can be invisible to those who benefit from them.
Q: What is intersectionality
A: ★ The interaction of identities, privileges, and oppressions; identities should not be treated as isolated categories.
Q: What is cultural self-awareness
A: ★ Awareness of how the counselor’s own culture, values, beliefs, biases, and experiences influence counseling.
Q: What is cultural bias
A: Applying the same interpretation to the same behavior regardless of cultural context.
Q: What does the textbook mean by “culture teachers”
A: The people and influences that shape who a person becomes, including family, friends, teachers, religious figures, leaders, and others.
Q: What are the five concentric cultures described by Pedersen
A: Universal, ecological, national, regional, and racio-ethnic.
Q: What does it mean that people are individually multicultural
A: People are simultaneously members of multiple cultures rather than being defined by only one national, racial, or ethnic culture.
Q: Why should counselors avoid a one-size-fits-all approach
A: ★ Clients differ in cultural context, worldview, experiences, and needs; counseling should be culturally responsive and adapted.
Q: What is culturally adapted counseling
A: Adapting counseling methods to fit the client’s context, needs, abilities, beliefs, and worldview.
Q: What is Chapter 8 about
A: ★ Counseling Latino/a clients, using a framework based on person, environment, and the counseling situation.
Q: What does ¡Adelante! mean in the Chapter 8 subtitle
A: Loosely, “Moving forward!”
Q: Why does Chapter 8 avoid cookbook approaches
A: The authors want counselors to conceptualize clients and situations rather than apply rigid cultural stereotypes.
Q: What is familismo
A: A close-knit sense of family within a hierarchical structure.
Q: What is personalismo
A: A strong sense of privacy and protectiveness.
Q: What is machismo
A: Men’s sense of leadership, loyalty, responsibility to provide, and responsibility to protect the family.
Q: What are the four person-environment levels in Chapter 8
A: Microsystem/interpersonal, mesosystem/social, exosystem/institutional, macrosystem/economic and political.
Q: What is the Chapter 8 person-in-environment idea
A: Behavior develops through interaction between the person and culturally imbued environments.
Q: What is B = f(P, E)
A: ★ Lewin’s shorthand: behavior is a function of the person interacting with the environment.
Q: What is a multicultural ear
A: ★ Listening so clients can tell their stories in their own way, rather than forcing the counselor’s starting point.
Q: What is a multicultural lens
A: ★ Seeing and gathering information needed to understand a client’s culturally situated story.
Q: What should counselors examine in themselves when working with Latino/a clients
A: Personal/professional assumptions, beliefs, values, experiences, and biases.
Q: What is essentializing
A: Treating a person’s group identity as if it automatically determines how that person thinks, behaves, or experiences the world.
Q: What are major Latino/a client factors in Chapter 8
A: Racism/discrimination, acculturation pressure, role expectations, credibility given to counseling, and strengths/resilience.
Q: What is acculturation
A: The changes that can occur when groups or individuals from different cultures come into continuous firsthand contact.
Q: What can acculturation pressure cause
A: Conflict, stress, loss of self-esteem, and clashes of values, especially when support is lacking.
Q: What are the three Chapter 8 counseling-situation variables
A: ★ Client acculturation level, locus of problem etiology, and goals of helping.
Q: What are the eight Chapter 8 counselor roles
A: Advisor, advocate, facilitator of indigenous support systems, facilitator of indigenous healing systems, consultant, change agent, counselors, psychotherapist
Q: What are Chapter 8’s five guiding principles
A: Ecological perspective; evidence-based + practice-based evidence; culturally competent treatments; comprehensive community-based services; social justice perspective.
Q: What is Chapter 9 about
A: Counseling Arab and Muslim clients.
Q: What is the main Chapter 9 goal
A: ★ To understand cultural/historical background and adapt psychological theories, assessment, and interventions when needed.
Q: Are Arab and Muslim the same category
A: ★ No. Arab is an ethnic/cultural identity; Muslim is a religious identity. They overlap but are not synonymous.
Q: What is Arab
A: It is an ethnic/cultural identity.
Q: What is Muslim
A: It is a religious identity.
Q: What are the five fundamental tenets of Islam listed in Chapter 9
A: Shahada, Siyam, Salah, Zakah, Hajj.
Q: What is Shahada
A: The profession of faith.
Q: What is Siyam
A: Fasting during Ramadan.
Q: What is Salah
A: Prayer five times a day.
Q: What is Zakah
A: A tax devoted to providing financial help to the poor.
Q: What is Hajj
A: Pilgrimage to Mecca.
Q: What cultural orientation does Chapter 9 emphasize
A: Many Arab/Muslim clients may be more family/community oriented and less individually oriented than most Western clients.
Q: Why can “self” mean something different in Chapter 9
A: Self, ego, opinion, feeling, and self-actualization can have collective meanings within a family/community context.
Q: Why might counseling have to consider family
A: Family duties, expectations, approval, and major decisions may be highly influential, making personal and family preferences difficult to separate.
Q: Why should dependency not automatically be pathologized
A: The chapter presents psychological dependency as potentially adaptive and functional within the client’s controlling social reality.
Q: What is the main personality assessment factor emphasized in Chapter 9
A: Level of individuation.
Q: What does assessing individuation help clarify
A: Whether the social or private layer predominates and how different aspects of the client operate across contexts.
Q: Why can reality testing be culturally complicated
A: ★ Some clients may regard dreams or visions as true reality, so culturally different concepts of reality can complicate interpretation of psychopathology.
Q: What is culturanalysis
A: Analyzing the client’s belief system, developing cultural empathy/positive regard, and incorporating cultural aspects into therapy.
Q: What is an indirect therapy
A: ★ An approach that does not rely only on direct discussion; Chapter 9 lists metaphor therapy, guided imagery, art therapy, and bibliotherapy.
Q: Why is metaphor relevant in Chapter 9 (Arab/Muslim Clients)
A: ★ The chapter describes Arabic as highly metaphoric and notes that clients may express problems through metaphor.
Q: What is Chapter 10 about
A: ★ Gender, sexism, heterosexism, privilege, and the intersections of gender with race, social class, and sexual orientation.
Q: How does Chapter 10 define sex
A: ★ Physical markers used to define humans as male or female in the chapter’s operating definition.
Q: How does Chapter 10 define gender
A: ★ A learned behavior and social construct influenced by gender roles, personality traits, attitudes, values, and cultural power.
Q: What is gender identity
A: ★ One’s perception of one’s own gender.
Q: What is transgender
A: People whose gender identities differ in some way from the sex assigned at birth.
Q: What does “move beyond the binary” mean
A: Do not limit gender identity to a simple male/female framework.
Q: What is gender privilege
A: Privilege associated with being normatively and unambiguously placed within a mainstream gender system.
Q: What is transphobia
A: Societal discrimination and stigma toward individuals who do not conform to traditional norms of sex and gender.
Q: How can male privilege differ among men
A: Access to power can vary by race, sexual orientation, social class, and other identities.
Q: What are examples of gender intersections
A: ★ Race + gender; class + gender; sexual orientation + gender.
Q: What can sexism/heterosexism do
A: They can contribute to marginalization and unequal treatment, including marginalization of gender-nonconforming LGB people.
Q: What are Chapter 10’s major clinical implications
A: Self-awareness, inclusive language, education, identity exploration, affirming resources, examining privilege/oppression, reliable rights information, advocacy, and avoiding assumptions.
Q: What is one major counseling lesson across Chapters 8–10
A: ★ Understand clients in context rather than reducing them to a category.
Q: What is another major counseling lesson across the chapters
A: ★ The counselor must examine their own worldview, assumptions, and privileges.
Q: What is another cross-chapter lesson
A: ★ Culturally responsive counseling may require modifying methods and considering family, community, institutional, and social contexts.
Q: What is the simplest way to remember diversity, inclusion, and equity
A: ★ Diversity = differences; inclusion = meaningful belonging/participation; equity = fair response to different needs/barriers.