Studied by 43 people
Conformity
A characteristic of the Racial/Cultural Identity Development model (RCID), distinguished by an unequivocal preference for dominant cultural values over their own
Dissonance
Under the Racial/Cultural Identity Development model (R/CID), people of color become more aware of inconsistencies between dominant‐held views and those of their own group resulting in a sense of dissonance
Encounter
The second stage of the Cross black identity development model where African Americans encounter situations which challenge their previous acceptance of White ways
Identity synthesis
The process of successfully integrating multiple identities such as ethnicity, sexual orientation, gender and so forth
Immersion-emersion
The third stage of the Cross black identity development model is characterized by a withdrawal from the dominant culture and immersion in African American culture
Integrative awareness
Under the Racial/Cultural Identity Development model (R/CID), people of color develop an inner sense of racial security and can own and appreciate unique aspects of their culture as well as those in US culture
Internalization
The fourth stage of the Cross black identity development model characterized by resolution of conflicts between the old and new identities and a movement toward becoming more bicultural/multicultural
Internalization-commitment
The last stage of the Cross black identity development model characterized by commitment to social change, social justice, and civil rights
Internalized racism
The term used to describe the process by which persons of color absorb and internalize the society's racist messages about their own group, and other groups of color
Introspection
Under the Racial/Cultural Identity Development model (R/CID), the introspection stage includes self‐reflection and rethinking of rigidly held racial beliefs and its relationship to whiteness
Nigrescence
Nigrescense is the process of becoming “Black” and formulating a Black identity
Preencounter
The first stage of the Cross black identity development model characterized by anti‐Black attitudes and a positive White orientation
Race salience
The degree to which race is an important and integral part of a person's approach to life
Racial awakening
An individual's understanding of themselves as racial/cultural beings and how it impacts their perception of the world and relationships with others
R/CID model
Resistance and immersion
Under the Racial/Cultural Identity Development model (R/CID), the primary orientation of these individuals is they tend to endorse minority‐held views completely and to reject the dominant values of society and culture
Antiracist White identity
The complementary identity to a nonracist one in that the person is likely to take direct action to eradicate its manifestation in individuals, institutions and society
Commitment to antiracist action phase
The complementary identity to a nonracist one in that the person is likely to take direct action to eradicate its manifestation in individuals, institutions and society
Conformity phase
The complementary identity to a nonracist one in that the person is likely to take direct action to eradicate its manifestation in individuals, institutions and society
Dissonance phase
In the Sue and Sue White identity development model, it refers to how Whites are forced to deal with inconsistencies in their racial attitudes and behaviors as they encounter information/experiences at odds with their racial denial and naiveté
Ego statuses
Reference to the different levels of ethnic identity development and the traits and defenses associated with them
Hardiman White racial identity development
The White racial identity development model formulated by Rita Hardiman
Helms White racial identity development
The White racial identity development model formulated by Janet Helms
Information processing strategies
These are strategies that White people use to avoid or assuage anxiety and discomfort around the issue of race
Integrative awareness phase
In the Sue and Sue White identity development model, this phase is marked by an understanding of self as a racial/cultural being, being aware of sociopolitical influences regarding racism, appreciating racial/cultural diversity, and becoming more committed toward eradicating oppression
Introspective phase
In the Sue and Sue White identity development model, the introspective phase is characterized by a state of relative quiescence, self‐reflection, introspection, and reformulation of what it means to be White
Naiveté phase
The Naiveté phase of the Sue and Sue White racial identity development is characterized by racial naiveté, and innocence
Nonracist White identity
An identity associated with the Whites recognizing their own racial biases, and an internal commitment to eradicating prejudice and commitment
Resistance and immersion phase
In the Sue and Sue White identity development model, the White person begins to question and challenge his or her own racism and begins to become aware of the existence or racism in society
Unintentional racism
Racism and unconscious bias that is invisible to those who perpetuate it
White privilege
The unearned advantages and privileges that accrue to people of light‐colored skin (usually White European descent)
White racial identity development
The process and accompanying stages or phases by which Whites achieve various racial identities
White racial identity development descriptive model
The White Racial Identity Model developed by Sue and Sue
White supremacy
A belief that individuals of White European descent are superior to people of color
Whiteness
A reference to the light skin tone of European Americans and the surrounding assumptions and norms associated with it used to judge all other groups
Broaching
The skill to address sociocultural issues such as race, gender, class, and sexual orientation within a therapy context
Communication styles
Characteristics of communication associated with race, gender and other group identities often manifested in verbal and nonverbal communication language
Cultural values
Values held in common by a cultural group which often help shape worldview and the perceptions of individuals of that culture
Historical stereotypes
Stereotypes which are fueled by the historical relationship between cultural groups
Interracial/interethnic bias
This is the bias that a person of one racial/ethnic group harbors for members of another racial/ethnic group which can be fueled by erroneous stereotypes or negative experiences with a member of the other racial/ethnic group and can cause cognitive dissonance or denial by the holder of the bias
Interracial/interethnic conflict
These are differences and conflicts between interracial/interethnic groups that are infrequently publicly aired because of possible political ramifications for group unity
Interracial/interethnic discrimination
This is discrimination that is extended to a racial/ethnic group or member by another racial/ethnic group or member
Interracial/interethnic group relations
This pertains to the historical and current relationships between racial/ethnic groups
Model minority myth
The “model minority” myth is the overgeneralization of the Asian American success story in the United States and depicting the group as the ideal racial/ethnic minority group
Multicultural counseling
A helping role and a process that uses modalities and defines goals consistent with the life experiences and cultural values of diverse clients
Racial/Ethnic identity
The identity one forms as a member of a racial or ethnic group
Socially marginalized groups
These are groups that are excluded from the dominant social order and are often linked to culture and social status
“Who's more oppressed?” game
When one uses his or her own group's oppression to negate, diminish, and invalidate that of another socially devalued group
Activity dimension
A reference to how different cultural groups lie in their action orientation from one of “doing” and influencing the world, to one of “being” or living in harmony with nature
Biculturalism
When an individual ascribes to and values two different cultures
Class-bound values
Socioeconomic values that permeate counseling and psychotherapy (middle and upper class) and may prove disadvantageous to clients from poverty or less affluent situations
Collectivism
The psychosocial unit of operation resides in the family, group, or collective society rather than the individual
Culture-bound values
Traditional western counseling and therapy are seen to possess the values of the dominant culture
Egalitarian roles
When roles are based on equality between genders
Emotional expressiveness
The value placed upon clients who are encouraged to express their feelings and to verbalize their emotional reactions
Extended families
Families that include others outside of the nuclear unit such as godparents, aunts, uncles, cousins, or fictive kin
Family systems
This comprises the system that makes up the family and includes structural alliances and communication patterns
Individual-centered
A culture‐bound value in mental health practice in which the individual is the psychosocial unit of operation and independence and autonomy are the primary goals to treatment
Individualism
One of the primary values of U.S. culture and society and refers to valuing individualism
Insight
A generic characteristic of counseling that values the attainment of insight in mental health and treatment
Linguistic barriers
Language barriers often place culturally diverse clients at a disadvantage because counseling is usually provided in standard English
Minority standard time
A reference to how people from situations of poverty often perceive time, and the resultant effects it has on behavior
Nature of people dimension
A reference to how different culture groups view human nature (“good, neutral, or bad”)
Nuclear families
A reference to the family unit composed of only the husband, wife, and biological children
Patriarchal roles
A division of roles where males are given greater status, prestige and influence in the family and society
Relational dimension
A reference to cultural group relations and whether they are more collateral or individualistic in orientation
Scientific empiricism
Western value placed on empiricism which involves objective, rational, linear thinking as the means to define and solve problems
Self-disclosure
In counseling, the value and desire for clients to talk about the most intimate aspects of their life and to share it with the counselor
Social class
Refers to where one falls on the socioeconomic spectrum and are usually classified as upper, middle, and lower class
Time dimension
How different societies, cultures, and people view time can be divided into being past, present or future oriented
YAVIS syndrome
An acronym meant to indicate counselor preference for clients who are young, attractive, verbal, intelligent, and successful (YAVIS)
