Counselling Approaches & Principles - Week 5 Lecture (PDF)

PSYU2201/PSYX2201 Counselling Approaches and Principles WEEK 5 LECTURE Acknowledgement of Country Macquarie University acknowledges the traditional custodians of the Macquarie University land, the Wallumedegal clan of the Darug nation, whose cultures and customs have nurtured, and continue to nurt...

PSYU2201/PSYX2201 Counselling Approaches and Principles WEEK 5 LECTURE Acknowledgement of Country Macquarie University acknowledges the traditional custodians of the Macquarie University land, the Wallumedegal clan of the Darug nation, whose cultures and customs have nurtured, and continue to nurture, this land, since the Dreamtime. I’d like to pay my respects to Elders past, present and future, and particularly to any Indigenous students in this unit. 2 Objectives In this lecture we will: • engage with equity, diversity, and inclusion (EDI) • consider your role as a counsellor regarding EDI • look to counselling, EDI, and resilience 3 A Chance to Reflect Who are you? 4 Did you use any of these to describe who you are? • Race/ethnicity/skin colour/nationality • Gender and/or sexual identity • Age • Cultural group • Occupation • Language spoken • Religion • Political leanings • Marital/parental Status • Physical/mental/neuro condition 5 Significance of Groups • We are social beings and one way in which our social nature is expressed, demonstrated, and influenced is through groups. • Groups are more than a composite of the qualities of their individual members, they are unique social organisms with properties that cannot be understood by studying individuals alone (Dovidio et al., 2005). • Group belonging fulfils many basic, intertwined human needs that cannot be satisfied by individuals alone. Belonging to a group: • fulfils our need for affiliation as well as for love and belonging • influences individual self-esteem and develops a person’s selfconcept • is a source of social support • satisfies our need for social comparison BUT this creates some exciting and challenging intergroup relations 6 Significance of Groups • Intergroup relations are any aspect of human interaction that involves individuals perceiving themselves as members of a social category or being perceived by others as belonging to a social category. ― i.e., the function relations between two or more groups and/or their individual members. • Group identifications intersect to determine the degree of social cohesion within a group (in-group members) and competition between groups (out-group members). • Social psychology provides the foundation for understanding stereotyping, prejudice, and discrimination that occurs between groups. 7 Intergroup Relations • Kessaris (2006) argues that psychology has a duty to uphold a Human Rights-based framework in research, theory development, as well as individualised and group interventions. • Thus, psychological “training should no longer focus primarily on seeking to ‘understand’ the ‘other’. Emphasis must be placed on understanding the self in the midst of unbalanced power relationships” (Walker et al., 2014, p. 358). • Equity, diversity, and inclusion are born from this ethos to increase participation, accountability, antidiscrimination and equality, empowerment, and legal protection for all! 8 Equality vs. Equity 9 Diversity & Inclusion Diversity and inclusion encompasses all activities that foster acceptance and respect between individuals from different groups (out-group members). • This means understanding that each person is unique and recognising our individual differences. • We should explore these differences in a safe, positive, and nurturing environment with a goal to understand each other, move beyond simple tolerance, to embracing and celebrating the rich dimensions of diversity contained within each person. 10 Defining Culture • Culture is “a unique meaning and information system, shared by a group and transmitted across generations, that allows the group to meet basic needs of survival, pursue happiness and well being, and derive meaning from life” (Matsumoto & Juang, 2016, p. 1293). • It is also: ― ― ― ― ― ― The way we do things around here What is considered ‘normal’, ’accepted’, ‘good’ “The unwritten rules of the social game” Learned behaviour Centred on values and beliefs Dynamic and changing 11 Culture is Complex Kidd and Teagle (2012) refer to layers of identity: 1. Individual - Identity the unique sense of personhood held by each person in their own right 2. Social - Identity a collective sense of belonging to a group, identifying themselves as having something in common with other group members 3. Cultural - Identity a sense of belonging to a distinct ethnic, cultural, or subcultural group • It may be difficult to know where each layer begins and ends! • Culture overlaps across many unique layers. 12 Culture is Complex • Culture is intrinsic and integral in the formation of who we are as citizens of the world, as groups of people and as individuals. • Can you think of a component of your culture that is visible only with careful observation? (for example – “African/Island time” vs. USA “time is money”). 13 Australia’s Diversity • Whilst beyond the scope of this unit, it is important to be informed as to the historical antecedents that inform current experiences for those from diverse groups. • How informed are you about: ― The colonisation of Australia (assimilation policies) and related global events? ― Indigenous knowledge systems and values? ― The history of gender and sexual diversity? ― The lived experiences of disabled or differently abled people? ― The strengths and challenges of being culturally and linguistically diverse? ― The overt and covert forms of racism, sexism, ableism… experienced by individuals from specific groups? 14 Australia’s Diversity EDI benefits everyone! An increased sense of safety and belonging for everyone has been found to: • improve national productivity (for those with a strong emphasis on skilled migration) (Pai, 2020) • provide economic prosperity, which should further support cultural heritage (Niebuhr & Peters, 2021) • reduce conflict between groups through increased social cohesion (Dirrler, 2020) • unmute our empathy buttons and be more connected to those around us (Swart et al., 2022) • foster resilience and adaptability (White et al., 2022) • contribute to our knowledge frameworks to augment our holistic understanding of psychological wellness (Jones, 2019). 15 Australia’s Diversity The Australian Indigenous understanding of health includes body, mind, spirit, land, environment, custom, socioeconomic status, family and community. This understanding of health significantly differs from mainstream western perceptions of health, which typically refers to the pursuit to limit ill-health. Therefore, policy and services founded upon this restricted understanding of health is likely to be restricted in its ability to address the much more holistic Indigenous understanding of health, which includes how people live, work and interact with their everyday environments (Gomersall et al., 2017). 16 Australia’s Diversity • As such, Indigenous healing frameworks offer psychology an alternative aetiological lens i.e., psychological distress manifests when there are disturbances in the physical, social, spiritual, and/or supernatural realm. • Likewise, this framework expands psychology’s repertoire of intervention to consider Indigenous rituals, herbal remedies, and symbolic healing. 17 Objectives In this lecture we will: • engage with equity, diversity, and inclusion (EDI) • consider your role as a counsellor regarding EDI • look to counselling, EDI, and resilience 18 Empathy & EDI • A potential dilemma emerges for us when our personal beliefs and attitudes conflict with the principles of empathy. • It is easy to think that we accept everyone equally without truly examining our attitudes towards all aspects of diversity. • Often when we are not confronted by a minority group we think that we are very accepting of that group. • When we get closer, and they don’t act like we expect, we find it uncomfortable it is very easy to suggest that the issue is due to the characteristics that define them as a minority. • We are all influenced by our own experiences and attitudes around diversity. These assumptions often arise in the absence of any real evidence. 19 EDI & Counselling • Therapists must be able to work with people from diverse backgrounds and this requires a full appreciation of cultural responsivity, cultural relevance, and cultural reinforcement (CRRR) for others’: cultural and linguistic backgrounds, gender identity, race, skin colour, ethnicity, religion, political leanings, sexual orientation, and physical/mental/neuro abilities. 20 Cultural Responsivity Chavez-Haroldson (2018) upholds the demonstration mindfulness for diverse cultural values by recognising: • the history and impact of social structures that marginalise humans and privilege others; • and honouring diverse ways of communication, gathering, and, of being; • that intergenerational pain, grief, trauma and loss may exist due to having to negotiate social, political, economic, institutional, and organisational systemic disadvantage. • Cultural responsivity is embodied through accountability and responsibility to disrupt and stop ongoing inequities. 21 Cultural Relevance • Being mindful to introduce, discuss, and support dialogue on the topics that matter to marginalised populations, as identified by that group themselves (Wolbring & Lillywhite, 2021). • Achieved by consulting with diverse populations about matters that fit and are relatable to populations historically excluded from decision-making processes. • We then address, present, and share information in ways that authentically connect with historically (and currently) excluded populations. • Cultural relevance is embodied through recognising and deconstructing power through psychoeducation and information sharing that liberates. 22 Cultural Reinforcement • The act of respecting, valuing, honouring, and celebrating diverse cultures (Flint, 2020) by acknowledging diverse group’s heritage, language, lived experiences, ways of knowing, and worldviews. • It is joining in the celebration of their heritage, ancestry, strengths, and intergenerational stories and histories. • Cultural reinforcement is embodied through recognising each group’s capacity to lead EDI for social change. 23 Diversity and You • The most important instrument in counselling you have is YOU. • You are a living example of humanity and how to navigate and embrace living up to your fullest potential – this is a powerful model for clients. • Reflection is a essential! ― You not only expand your awareness of self but also build the foundation for developing your abilities and skills as a professional. • The person and the professional are intertwined facets that cannot be separated in reality. 24 Diversity and You • Counsellors are required to stand back from themselves and becoming aware of their cultural values, beliefs, and perceptions. • By way of understanding our own culture, we get to understand others’ better too. • This awareness helps us avoid judging other people’s behaviour and beliefs according to the standards of our own culture. • Counsellors must avoid making assumptions about cultural influences and applying generalisations to individuals. ― Understand that the behaviour and beliefs of people within each culture can vary considerably • Understand that not all people identify with their cultural background. 25 Diversity and You • Leaving your ‘self’ out of your work may result in ineffective counselling. • Abundant research indicates the centrality of the person of the therapist and therapeutic relationship as key factors in successful therapy. • The contextual factors are the primary determinants of therapeutic outcome. ― Alliance, relationship, personal and interpersonal skills of the counsellor, client agency, and extra therapeutic factors (Wampold, 2001) 26 Diversity and You • This can only be achieved if we create an environment, which is safe for all people; where there is no assault, challenge or denial of their identity, of who they are, and what they need (Herlihy et al., 2014). • It is about shared respect, shared meaning, shared knowledge and experience, of learning together with dignity, and truly listening. 27 Personal Characteristics • • • • • • • • Have an identity but be open to change. Make choices that are life and present-oriented. Be passionate, authentic, sincere, and honest. Make mistakes and be willing to admit and learn from them. Appreciate the influence of culture on all things. Have a sincere interest in the welfare of others, even those not like you. Do not attempt to impose your values onto the others – rather assist them in finding answers that are most congruent with their own values. Become deeply passionate about your work and derive meaning from it but maintain healthy boundaries. 28 Counsellor Characteristics • Effective counselling must take into account the impact of culture on the client’s functioning, including the client’s degree of acculturation. • Effective counsellors are aware of their own cultural conditioning, biases, values and problems, as well as the cultural values of their clients, and the socio-political system of which they are a part. • A major part of becoming a CRRR counsellor involves challenging the idea that the values we hold are automatically true for others. • They are comfortable with differences between themselves and others in terms of race, ethnicity, culture, religion, gender and sexual identity, etc. 29 Advice to Novice Counsellors Most new counsellors have ambivalent feelings when meeting clients from diverse backgrounds. • Recognise and deal with self doubt by discussing these anxieties with colleagues. • If you feel self-conscious and anxious when you begin counselling, you may have a tendency to be overly concerned with what the books say and with the mechanics of how to proceed. • Inexperienced therapists too often fail to appreciate the values inherent in simply being themselves. • It is this level of genuineness and presence that enables us to connect with our clients and to establish an effective therapeutic relationship with them. 30 Advice to Novice Counsellors • Seek out educational, consultative, and training experiences to enhance the ability to work with diverse clients. • Learn more about how your own cultural background has influenced your basic assumptions re thinking, feeling, and behaving. • Remain open to ongoing learning of how the various dimensions of culture affect therapy. 31 Advice to Novice Counsellors Knowing your limitations: • You cannot realistically expect to succeed with every client. • It takes honesty to admit that you cannot work successfully with every client. • It is important to learn when and how to make a referral for clients when your limitations prevent you from working effectively with them. • Before deciding that you do not have the experience or the personal qualities to work with a given population, try working in a setting with a population you do not intend to specialise in. ― This can be done through diversified field placements or 32 visits to agencies. Advice to Novice Counsellors Developing a sense of humour: • Therapy is a responsible endeavour, but it need not be deadly serious. • Both clients and counsellors can enrich a relationship through humour. • Laughter or humour does not mean that clients are not respected or work is not being accomplished. • There are times, of course, when laughter is used to cover up anxiety or to escape from the experience of facing threatening material. • The therapist needs to distinguish between humour that distracts and humour that enhances the situation. 33 How to be a CRRR Counsellor • Being aware that historically, cultural variation has been underrepresented in psychology with the majority of researchers and participants being WEIRD (Western, Educated, Industrialised, Rich, Democratic). ― Inclusive representation can lead to psychology being more relevant for marginalised and disenfranchised groups. ― Where representation is not available, CRRR is essential for more accurate evidence, theories, and frameworks of psychotherapeutic intervention. 34 How to be a CRRR Counsellor Be considerate in your creation of environments that foster cultural resilience and identify yourself as a sincere and vested engager with people from diverse communities: • Prominent displays of Aboriginal and Torres Strait Islanders’ artwork (with credit to the artist) • Prominent displays of posters and literature that provides information in different languages • Acknowledgement of Country • Displaying Aboriginal and Torres Strait Islander, LGBTQiA+ flags in prominent positions • Using Indigenous languages in the naming of services, organisations buildings, and programs (with the endorsement from country Elders) • Attending ongoing cultural training for staff • Community participation (where out-group members are welcome) 35 • Respecting and using people’s names and pronouns Important to Remember • You do not need to have the same cultural background as your clients to be an effective counsellor – clients will consult with therapists who match the demographics that are important to them personally. • You do not need to master all the details of every culture of every client to be successful, but you do need to educate yourself about the cultural history, ideologies, rituals, identities etc. to show respect towards individuals as well as their collective backgrounds. • Remain authentic – as an outsider to a particular cultural group, you may never fully understand what it means to belong to that group. • Being reflective and ethical will help keep your focus on what you do/not fully understand. 36 Objectives In this lecture we will: • engage with equity, diversity, and inclusion (EDI) • consider your role in EDI • look to counselling, EDI, and resilience 37 EDI, CRRR, & Resilience • The CRRR-focussed counsellor acts with a sense of purpose, skill, and respect for the diversity of clients. • Clients come to us for various reasons, including feeling that they are not functioning effectively as a result of stereotyping, prejudice or discrimination: • they may feel stressed, stuck, overwhelmed, or hopeless. • they may have a negative self-concept, they may be depressed, or they may be full of anger • The Challenge Model of Resilience says counsellors need to foster resilience in clients who have these riskfactor antecedents to counteract or operate in an opposite direction to the social injustices the client faces. 38 EDI, CRRR, & Resilience • Clients are empowered when they they feel heard, understood, and respected. • As you reflect genuiness, congruence, and empathy, clients will become intentionally flexible with new ways to make meaning of their experiences. • Addressing specific immediate issues will help clients feel empowered and facilitate further action. • Resilience is both a short-term and long-term goal of effective counselling, particularly when the therapist upholds a trauma-based approach to their sessions. 39 EDI, CRRR, & Resilience • We seek to help clients resolve issues and concerns, handle future difficulties, become more competent, and value themselves more. • Helping a client resolve an issue contributes to client resilience. • Pointing out to clients when they are demonstrating resilience and ability helps facilitate longer-term success. • Counselling’s ultimate goal is to teach self-healing—the capacity to use what is learned in counselling to address future issues. 40 EDI, CRRR, & Resilience The client’s story is a sacred truth… believe them! 41 Culture & Resilience • The story of Vincent Lingiari (1908–1988) is a beautiful example of Aboriginal Self Determination and resilience, reflected in the lyrics of the song, From Little Things Big Things Grow. • Vincent Lingiari, a Gurindji stockman initiated a strike in response to poor working conditions • Known as the “Wave Hill Walk off”, the strike continued for 8 years, during this time support for the Aboriginal rights grew - leading to the Aboriginal Land Rights (Northern Territory Act, 1976). • Land returned to the Gurindji people by in 1974 42 Let us all CRRR! • CRRR is NOT about doing anything TO or FOR people from diverse groups. • CRRR includes consulting with, standing alongside, and, building alliances with diverse populations believing they know the solutions to the issues brought upon them. • CRRR seeks out alliance-building opportunities, experiential learning, vulnerability, honest engagement, and a curious exploratory discovery. • CRRR is an artful co-creative resilient growth mindset for change built on strong, trusting intracultural relationships for the purpose and intent of innovative action for social change. 43 Objectives In this lecture we will: • engage with equity, diversity, and inclusion (EDI) • consider your role as a counsellor regarding EDI • look to counselling, EDI, and resilience • Any questions, comments, or queries? 44 References Chavez-Haroldson, M. T. (2018). Speech presented at MECHa Conference. Regresando a nuestras raices--panche be. Central Washington University. Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th ed.). Cengage Learning. Dirrler, P. (2022). Discrimination Versus Diversity: The Challenges and Opportunities. International Journal of applied research in business and management, 3(1), 62-69. Dovidio, J. F., Glick, P., & Rudman, L. A. (2005). Introduction: Reflecting on The Nature of Prejudice: Fifty Years after Allport. In J. F. Dovidio, P. Glick, & L. A. Rudman (Eds.), On the nature of prejudice: Fifty years after Allport (pp. 1–15). Blackwell Publishing. https://doi.org/10.1002/9780470773963.ch1 Flint, A. (2020). ‘African witchdoctors’ and popular culture: global hierarchies and the reinforcement of the colonial world order. Journal of Contemporary African Studies, 38(4), 594-609. Gomersall, J. S., Gibson, O., Dwyer, J., O'Donnell, K., Stephenson, M., Carter, D., ... & Brown, A. (2017). What Indigenous Australian clients value about primary health care: a systematic review of qualitative evidence. Australian and New Zealand journal of public health, 41(4), 417-423. Herlihy, B., Hermann, M. A., & Greden, L.R. (2014). Legal and ethical implications of using religious beliefs as the basis for refusing to counsel certain clients. Journal of Counselling & Development, 92(2), 148-153. Jones, J. M. (2019). Doing diversity: Creating spaces, opportunities, and change. Perspectives on Psychological Science, 14(1), 43-48. 45 References Kessaris, T. N. (2006). About being Mununga (Whitefulla): Making covert group racism visible. Journal of community & applied social psychology, 16(5), 347-362. Kidd, W., & Teagle, A. (2012). Culture and identity. Bloomsbury Publishing. Matsumoto, D., & Juang, L. (2016). Culture and psychology. Cengage Learning. Niebuhr, A., & Peters, J. C. (2021). Population diversity and regional economic growth. Handbook of Regional Science, 737-753. Pai, R. (2020). Diversity and Inclusion: Key to Improve Productivity-A Case Study on WIPRO. International Journal of Case Studies in Business, IT and Education (IJCSBE), 4(2), 18-27. Swart, H., Moeschberger, S., Kagee, A., & Hewstone, M. (2022). Perceived diversity, threat, and attitudes towards immigrants: the mitigating role of cross-group friendships and empathy. South African Journal of Psychology, 00812463221093520. Wampold, B.E. (2001). The great psychotherapy debate: Models, methods, and findings. Erlbaum. White, M. L., Henderson, D. F., Smith, S. G., & Bell, M. P. (2022). A new look at an old problem: A positive psychology lens on discrimination– identity builders and work-related outcomes. Human Resource Management Review, 32(3), 100858. Wolbring, G., & Lillywhite, A. (2021). Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People. Societies, 11(2), 49. 46 47