Immigration and Acculturation

Immigration and Acculturation

Use the readings of this unit regarding the concerns confronting Asian Americans/Pacific Islanders and Hispanic/Latino Americans in the United States to complete this discussion activity.

• Explain how institutional racism could result in internalized oppression for members of marginalized populations. Provide an example.
• Discuss how historical and current views on immigration result in challenges. Provide an example.
• In your own words, define acculturation and provide an example of how this may impact ethnic minorities and their families.

• In Sue and Sue’s Counseling the Culturally Diverse: Theory and Practice, read Chapter 25, “Counseling and Poverty,” pages 517–526.

Sue, D. W., & Sue, D. (2013). Counseling the culturally diverse: Theory and practice (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Early in the course we explored the principles of Multicultural Counseling and Therapy (MCT). We learned that MCT is considered a meta-approach to counseling, or an approach that transcends a counselor’s theoretical orientation. In this unit, we will consider culturally relevant strategies, particularly with respect to Asian Americans and Hispanic/Latino Americans.

Although it is helpful to conceptualize cultural competence in terms of awareness, knowledge, and skill, it is difficult to separate these phenomena in providing culturally competent counseling. In order to be effective, we need to be aware of how our characteristics, the characteristics of counseling, and the characteristics and concerns of the client will impact the counseling relationship. We also have to draw on our general knowledge of the client’s group memberships and how those may inform the client’s presentations, needs, and effective practice. And then we have to put that awareness and knowledge into play in the counseling and advocacy strategies we employ in the promotion of optimal health and well-being for our clients.
Developing our awareness and knowledge of the central role of communication styles and the sociopolitical context of communication will be essential to our practice. We will consider the literature as it pertains to MCT and the preference for active-directive forms of helping among Asian Americans, African Americans, and Hispanic/Latino Americans (Sue & Sue, 2013). In addition we will explore cultural considerations specific to Asian Americans and Pacific Islanders and Hispanic/Latino Americans, and the implications of cultural norms and acculturation for counseling.

1. Articulate how a counselor’s personal, cultural self-awareness may potentially impact effective counseling practices.
2. Recognize contextual and systemic dynamics that impact counseling.
3. Articulate the impact of immigration, poverty, and welfare on individuals and family systems.
4. Articulate the influence of internalized oppression and institutional racism on individuals and family systems.

Use your textbook, Sue and Sue’s Counseling the Culturally Diverse: Theory and Practice, to complete the following:

• Read Chapter 8, “Culturally Appropriate Intervention Strategies,” pages 209–232.
• Read Chapter 16, “Counseling Asian Americans and Pacific Islanders,” pages 393–407.
• Read Chapter 17, “Counseling Latinos,” pages 409–424.

Use the Internet to read Payne’s 2003 article, “Understanding and Working With Students and Adults From Poverty

http://www.ahaprocess.com/wp-content/uploads/2013/09/Understanding-Poverty-Ruby-Payne-Poverty-Series-I-IV.pdf

The 51st State: America’s Working Poor

http://digital.films.com/play/29Q2JQ

• In Sue and Sue’s Counseling the Culturally Diverse: Theory and Practice, read Chapter 25, “Counseling and Poverty,” pages 517–526.

optional reading: use for reference

• In Rastogi and Thomas’s Multicultural Couple Therapy, read the following:
o Parra-Cardona, Cordova, Holtrop, Escobar-Chew, and Horsford’s chapter,
“Culturally Informed Emotionally Focused Therapy With Latino/a Immigrant Couples,” pages 345–370.
o Rastogi’s chapter, “Drawing Gender to the Foreground: Couple Therapy With South Asians in the United States,” pages 257–276.
• In McGoldrick’s Re-visioning Family Therapy: Race, Culture, and Gender in Clinical Practice (1st ed.), read Falicov’s chapter, “The Cultural Meaning of Family Triangles,” pages 37–49. (Note that this is in the first edition of this book; the rest of your optional readings are in the second edition.)
• In Norcross and Goldfried’s Handbook of Psychotherapy Integration (2nd ed.), read Ivey and Brooks-Harris’s chapter, “Integrative Psychotherapy With Culturally Diverse Clients.”
Articles:
• Read Fontes’s 2002 article, “Child Discipline and Physical Abuse in Immigrant Latino Families: Reducing Violence and Misunderstandings,” in Journal of Counseling & Development, volume 80, issue 1, pages 31–40.
• Read Lassiter and Chang’s 2006 article, “Perceived Multicultural Competency of Certified Substance Abuse Counselors,” in Journal of Addictions & Offender Counseling, volume 26, issue 2, pages 73–83.
• Read Sato Vosburg’s 2004 article, “Toward Triadic Communication: A Crisis in Japanese Family Relationships,” in Journal of Family Psychotherapy, volume 15, issue 1/2, pages 105–117

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