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    10 views7 pages

    Contribution of Worldview in CounselingIBRAHIM1991

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    zgnrkfm4q9

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    © All Rights Reserved
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    Contribution of Cultural Worldview to Generic Counseling and Development FARAH A. IBRAHIM A brief review ofthe major advances in multicultural counseling and psychotherapy literature and research presented. A major emphasis is (on the construct of "worldview" and on how Rnowledge and under- standing of client worldview leads to more effective, ethical, sensitive, ‘and client-specifc counseling and development activities and interven tions. This article reviews research and theory to support use of the ‘worldeiew construct as a mediating variable in counseling and develop- tment interventions, This information cart help the process of engaging Clients, training effective and sensitive counselors, understanding or ‘ganizational culture, and understanding the impact of gender on worldviews of men and women. Current research on the construct of worldview and its applications in counselor training, in counseling interventions, and in industral-organizational settings is presented. Iter two decades of calls for effectiveness in multicultural counseling and development, many models for training, assessment, and practice exist (American Association for Counseling and Development Human Rights Position Paper, 1987; American Psychological Association, 1980; President's ‘Commission on Mental Health, 1978; Sue, 1983). Furthermore, competency statements to increase effectiveness in multicultural encounters are available (AACD Human Rights Position Paper, 1987; APA, 1980; Ibrahim, 1985; Sue et al., 1982). Proposals to revise several ethical standards to include concerns specific to ‘multicultural clients are also available (ACD Human Rights Position Paper, 1987; Ibrahim, 1990; Pedersen, 1985). ‘These efforts bring tothe attention ofeducatorsand pracition- ersthe dea that available models of counseling and development reston the values and belief systems of the “accepted” majority point of view. Takaki (1979) asserted that these are assumptions, ‘values, and beliefs thatthe founding fathers of this nation imposed (on the emerging new nation to ensure its survival. These models systematically deny the realities of immigrants, ethnic minorities, women, disabled persons, elderly, and gays and lesbians. A.cen- tury from now, the population ofthe United States will be closer to the world balance: 57% Asian, 26% White, 7% Black, and 10% people of Hispanic origin (this group may include any ofthe fol- lowing races: (White, Black, and Native American) (Edmunds, Martinson, & Goldberg, 1950). ‘The charge for professionals in psychology is to respond to national concerns and toconsiderhow psychological theories can bbe expanded to address international and national concerns in terms of human growth and development (Ibrahim, 1989). Nev- ‘ertheless, progress is evident in the mental health, training, and development professions in terms of sensitivity, theories, and Sepresnta un repsod los mayores cancer conser mutica 4 delaltratunaeinvestigacine psicoterapia.Sepone wn gran mass Enka construc de na os universal yen come el conacimentoy tntndimiento de ls vskinwnoersal del cliente redunda en inter ‘enciones mas efetoas, ies, sesibles. EI trahajo revisa in bestigeionesy teoias para apoyar el uso del construct de la vst tniversal como un variable intermedia entre ln conser as nter- enciones de desrllo. Esta informacion puede ayudar al proces de Dinculacion del cliente, entrenamiento de conseers efections y Serstice,comprension del cultura orgarizacanal,y ls diferentes manera de conccir Ie sin universal por hombres y meres. Se presenta las invesigaciones corrientes sobre la construc de a bison universal y su aplicaciones ene entrenaseto de conser fn intervenciones de consejerla, y en ambientesindustriates) orgenizacionales researchto clarify theneedsof the underserved in counseling and development. The recommendations are limited to and con- tained in theoretical formulations and research applications that refer to “minority” segments of the population. The assumption hhas been that these points of view add nothing to the majority assumptions regarding counseling and development. Thisarticle proposes a radical shift in perspective, tha i, thatthe literature and research in multicultural counseling and development pro- ‘vide a significant contribution in terms of perspectives and ap- plications to generic models of counseling and development. Pedersen (1990) argued similarly when he noted that“... to some extent all mental health counseling is multicultural” (p.94). Tagreeand disagree with his comment. [agree thatall counseling {isa multicultural activity. His comment implies that two or more individuals come together, each representing different cultural ‘worlds. Although they may be from the same country or region, for ustoassume that any individual is nota unique human being, witha tunique set of family history and life, ethnicity, and culture is ofall prey tostereotyping, This isnot to presume thatattention to individual differences suffices for effective interventions be- cause it overlooks the power inherent in the counselor or educa- tor, and what it represents for a minority person. A major thesis of this article s a conceptualization of the client's concer from ‘cultural perspective. Furthermore, lacknowledge that there are similarities and differences among groups that provide us with. profiles that can facilitate the counseling process, if accurately understood and applied. Yet, Idisagree with the commenton the [premise that itis not only “to some extent...” Telieve itis a ‘multicultural encounter to a large extent depending on the ethnicity, cultures, and sociopolitical histories of the parties involved, JOURNAL OF COUNSELING & DEVELOPMENT « SEPTEMBER/OCTOBER 1991 + VOL. 70 13 Conwicht © 2001. All Richta Reserved. Ibrahim ‘THEORETICAL AND RESEARCH ASSUMPTIONS FOR MULTICULTURAL COUNSELING AND DEVELOPMENT ‘Theorists and researchers have offered three major recommenda- tions to facilitate the process of multicultural encounters in edu- cation, counseling, training, or development. These emerge from, «8 conception of culture as a “frame of reference from which we encounter the world, ourselves, and life” (Pedersen, 1985, p. 6). Broadly understood, culture implies the sum total of ways of living developed by a group of human beings to meet biological and psychosocial needs. It includes values, norms, beliefs, attitudes, folkways, behavior styles, and traditions that ink to- gether to form an integrated whole that functions to preserve society (Leighton, 1982). These paradigms emerge from both etic (universal) and emic (culture-specific) perspectives. These theo- ries include the following: an understanding of worldviews and. their impact on identity, philosophy, and modes of interaction ‘with the world, including, but not limited to, problem solving, conflict resolution, and decision making (Ibrahim, 1984, 1985, 1988; Ibrahim & Schroeder 1987, 1990; Sue, 1978, 1981); know!- edge of specific cultures; and knowledge of culture-specific ver- baland nonverbal skills to facilitate the particular encounter (Sue & Zane, 1987). Additionally, researchers have addressed many [process and outcome variables (mostly limited to counseling and Psychotherapy) that include racial similarity and dissimilarity,

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