MIDTERM

Question 1

Typical needs/ motivations of helpers

Answer 1

need for self help

the need to make an impact: need to know you are making a difference in someone’s daily existence.
the need to reciprocate: desire to emulate role model - may play role in desire to be helper.
the need to care for others: “natural helper”
the need to be needed: may stem from interest in dealing with impact of own struggles.
the need for recognition and status: hopes of acquiring certain degree of status.
the need for self help: if you don’t heal yourself, youre not on the right path to heal others
the need to provide answers: provide direction and assist in clients discovering their own course of action.
the need for control: remember it can be helpful to reflect on what outcomes might be if you gave more control to those you encounter.

Question 2

assets and liabilities in helpers

Answer 2

personal issues and psychological histories

assets: caring, communication, ethic/ religious background
liabilities: addiction, insecurities, incarcerated

Question 3

exposing vs imposing values

Answer 3

exposing values: open up and let it be seen, to speak up and tell people what your values are. EXAMPLE: if you are pregnant and tell your parents you dont want an abortion. you are exposing your values to them
imposing values: make people do things your way, only your way is the right way, forcing someone to do it your way. EXAMPLE: teenager gets preganant and wants an abortion but parents say “as long as you live under my house” and you makes you carry it to term. they are imposing their values onto the teenager

Question 4

ethical bracketing

Answer 4

intentional setting aside of counselors personal values to provide ethical and appropriate counseling to all clients

Question 5

Gay, Lesbian and Bisexual issues

Answer 5

helpers need to examine their own attitudes, biases, and assumptions about specific sexual orientation. identify and examine any myths and misconceptions helpers might hold and understand how their values and possible biases regarding sexual orientation are likely to affect their work

Question 6

family issues

Answer 6

helpers who intentionally or unintentionally impose their values on a couple or family can do much harm. helpers may take sides with one member of the family against another, they may impose their values on family members

Question 7

gender-role identity issues

Answer 7

helpers can practice more ethically if they are aware of the history and impact of gender stereotyping as it is reflected in the socialization process in families, including their own. the way people perceive gender has much to do to with their cultural background

Question 8

religious and spiritual values

Answer 8

these values should be viewed as a potential resource in the helping relationship rather than something to be ignored. counselors cannot ignore a clients spiritual and religious perspective if they want to practice in a culturally competent and ethical manner

Question 9

abortion values

Answer 9

from a legal perspective, mental health professionals are expected to exercise reasonable care and if thye dont do so clients can take legal action against them for negligences

Question 10

sexuality values

Answer 10

a study showed that when helpers and patients values conflict, they are able to avoid imposing their personal values

Question 11

family of origin issues

Answer 11

genogram can help people relate more effectively to themes they encounter
Clinicians who have resolved negative family experiences - better able to assist those who have issues in common.

Question 12

Ericksons developmental stages (early adulthood)

Answer 12

ages 20-35, after we master the adolescent conflicts over identity
intimacy vs isolation: ability to form intimate relationships depends on having a clear sense of self. the failure to achieve intimacy often results in feelings of isolation from others and a sense of alienation
principle of enterprise is a ket characteristic (to find a home, partner, and career)
major aim is being able to engage in intimate relationships and find satisfying work
autonomy (mature self governance) is a key developmental task

Question 13

transference/ countertransference

Answer 13

transference: (client transfers to therapist)- roots in clients unresolved personal conflicts with significant others, because unresolved concerns conflict may perceive the helping professional in a distorted way, brining up past relationships into present relationship with counselor
countertransference: (therapist transfers to client)- emotional- behavioral relations toward a client that originate from some part of helpers life

Question 14

Guidelines for practice with persons with disabilities

Answer 14

operate on the assumption that people are capable
critically evaluate the assumption that the problem with the disability lies with the person and the individuals with disabilities must be changed before they can function adequately in society
recognize that people with disabilities often face discrimination and oppression
empower persons with disabilities with interventions based on the assumption that these individuals have the right to control their own lives
use people- first language (a client with autism, not the autistic client)

Question 15

ethical dimensions in multicultural practice

Answer 15

counselors must address diversity in a way that is both culturally responsive and ethically responsible
counselors who are unaware of cultural dynamics and their impacts on client behavior are at risk of practicing unethically
its a continuing process to become an ethical and effective helper in a multicultural society
helpers must be aware of their own assumptions, biases and values about human behavior and their own worldview
helpers need to become increasingly aware of the cultural values, biases and assumptions of diverse groups in our society and come to an understanding of the worldview of culturally different clients in nonjudgemental ways
helpers begin to develop culturally appropriate, relevant, and sensitive strategies for intervening with individuals and with systems

Question 16

multiculturalism

Answer 16

puts the focus on ethnicity, race and culture

EX: many people in canada are bilingual

Question 17

cultural tunnel vision

Answer 17

limited cultural experiences, some see it as their role to transmit their values to their clients
EX: African American clients may not be receptive to talk “therapy” because of their values and experiences

Question 18

culturally encapsulated counselor

Answer 18

counselors who define reality according to one set of cultural assumptions and fail to evaluate other viewpoints, tend to ignore evidence that challenges to their own assumptions
EX: if your client is a catholic teen and she talks about abstinence.. coming from a catholic point of view on premarital sex, you need to be aware that its appropriate for her to save herself for marriage and if you lack this knowledge then this becomes an issue because she may think its okay to lose herself

Question 19

cultural mentoring

Answer 19

involves an ongoing relationship with someone of a different race, ethnicity, cultural background, ets
EX: helping a client who it homosexual

Question 20

stereotyping

Answer 20

involves assuming that the behavior of an individual will reflect or be typical of that or most members of his cultural group
EX: Asians are bad drivers so you assume all asians are to be bad drivers

Question 21

modern racism

Answer 21

often subtle, indirect, and unintentional, which allows people to remain oblivious to its existence
EX: black athletes are seen as naturally athletic while white athletes are not

Question 22

transference

Answer 22

client transfers to the therapist

EX: client becomes overly compliant with therapist because therapist reminds the client of an old friend

Question 23

countertransference

Answer 23

therapist transfers to the client

EX: your client reminds you of someone you had strong feelings for

Question 24

heterosexism

Answer 24

value system that can undermine the healthy functioning of the sexual orientations, gender identities, and behaviors of LGBT individuals
EX: a woman being with a man (norm) vs a man being with a man (going against norm)

Question 25

racism

Answer 25

a system of advantage based on race | EX: white privilege

Question 26

prejudice

Answer 26

a preconceived judgement or opinion, often based on limited information

Question 27

black racial identity stages

Answer 27

preencounter, encounter, immersion/emersion, internalization, internalization- committment

Question 28

preencounter

Answer 28

The individual seeks to assimilate and be accepted by Whites. De-emphasizes racial group membership. ”White is right” and “Black is Wrong” Absorbed many values and beliefs of the dominant group.

Question 29

encounter

Answer 29

Experience an event that forces an individual to acknowledge awareness. Realizes not viewed as an equal. Forced to focus on identity as a member of racial group.

Question 30

immersion/emersion

Answer 30

Desire to surround oneself with visible symbols of one’s racial identity. Seek out opportunity to explore history and culture. Avoidance of symbols of Whiteness.

Question 31

internalization

Answer 31

Willingness to establish meaningful relationships with Whites. Ready to build partnerships with other underrepresented groups. Secure in one’s own sense of racial identity.

Question 32

internalization- commitment

Answer 32

Personal sense of Blackness” into a plan of action or a general sense of commitment. Discovering the universe of ideas, cultures and experiences beyond one’s own race.

Question 33

white racial identity stages

Answer 33

contact, disintegration, reintegration, psuedo-independent, immersion/emersion, autonomy

Question 34

contact

Answer 34

Oblivious to racism and lacks an understanding of racism. Have minimal experiences with Black people and may profess to be color-blind. Racial and cultural differences considered unimportant and these individuals seldom perceive themselves as “dominant” group members, or as having biases and prejudices.

Question 35

disintegration

Answer 35

Believing one is non-racist, but yet not wanting one’s son/daughter to marry a minority group member Believing that “all men are created as equal”, but yet treating Black’s as second class citizens. Not acknowledging that oppression exists while witnessing it. Becomes increasingly conscious of Whiteness and may experience dissonance and conflict in choosing between own-group loyalty and humanism.

Question 36

reintegration

Answer 36

Initial resolution of dissonance often moves in the direction of the dominant ideology associated with race and one’s own socio-racial group identity. Tendency is to idealize one’s socio-racial group and to be intolerant of other minority groups. Strong conscious belief in White racial superiority, and racial/ethnic minorities are blamed for their own problems.

Question 37

psuedo- independent

Answer 37

Painful or insightful encounter or event, which jars the person from Reintegration status. The person begins to attempt an understanding of racial, cultural, and sexual orientation differences and may reach out to interact with minority group members. The choice of minority individuals, however, is based on how “similar” they are to him or her, and the primary mechanism used to understand racial issues is intellectual and conceptual

Question 38

immersion/emersion

Answer 38

Becomes focused on what it means to be White. Searches for an understanding of the personal meaning of racism and the ways by which one benefits from White privilege. Increasing willingness to truly confront one’s own biases, to redefine Whiteness, and to become more activistic in directly combating racism and oppression.

Question 39

autonomy

Answer 39

Increasing awareness of one’s own Whiteness, reduced feelings of guilt, acceptance of one’s own role in perpetuating racism. Renewed determination to abandon White entitlement leads to an autonomy status. The person is knowledgeable about racial, ethnic and cultural differences, values the diversity, and is no longer fearful, intimidated, or uncomfortable with the experiential reality of race. Development of a non-racist White identity becomes increasingly strong.

Question 40

White Racial Identity Development model

Answer 40

White people experience the racial identity of “white” on a daily basis through white privilege and white supremacy, whether or not they are active supporters of these positions. White identity cannot be renounced, eliminated, or destroyed- it is part of how people of European descent have been socialized in the U.S. and how they live in the U.S. day to day. White people move in the world in both racist and anti-racist ways. However, white people’s racism and anti-racism is not always conscious or intentional. In order for white people to be allies in ending the white supremacist system, the lived racial identity of white people must become associated with anti-racism and must be constantly conscious and intentional. Radical white identity is the recognition that white identity can be an actively anti-racist identity.