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Chapter 3
Multiculturalism, Values, Social Justice, and Advocacy
FOCUS QUESTIONS
1. What do you see as the characteristics of a “culturally competent counselor”?
Points instructors may want to make:
2. In what ways is cultural competence an ethical issue?
Points instructors may want to make:
3. How would you define “social justice”?
Points instructors may want to make:
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• Issues of social justice and advocacy have become more prominent in the 21st century
and counselors must learn how to be effective advocates for their clients.
• Counselors advocate at individual, group, institutional, and societal levels to address
possible barriers to client access and/or growth and development.
4. How can you ensure that you are competent to provide counseling services to the
culturally diverse clients who may seek your assistance?
Points instructors may want to make:
IN-CLASS ACTIVITY
Title: In-Vivo Multicultural/Diversity Discussion
Learning
Goal: To include issues of diversity when working with clients.
Procedure: Place students into groups of 3-4 participants. Present case studies of clients
presenting with issues for which counseling is being sought. Have students, in
the venue of a staffing, discuss the cases for 15-20 minutes. Following the
discussion session, provide client demographic information to the groups—in
which diversity issues are introduced—and allow members to determine
whether this new information changes their responses to the individuals being
counseled.
Point/Counterpoint (Debate) Topics
Title: Should counselors in secular settings pray with their clients?
Learning
Goal: To consider the fundamental professional questions involved in addressing
religious issues within the counseling relationship.
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Procedures: Assign (or allow students to volunteer) 2 groups of students (preferably 3-5
students per group) to each take one of the positions described below and
prepare a 5-minute argument in favor of that position. Have each group present
its argument. Next, allow the groups to confer for 2 minutes and then have each
group present its rebuttal to the other group’s argument. Lastly, have the class
members who served as the audience vote for which side was most persuasive.
Point: Counselors should be willing and prepared to pray with clients who request it.
vs.
Counterpoint: Counselors should refer clients to members of the clergy when clients
ask the counselors to pray with them during counseling sessions.
Title: Should counselors refer clients for conversion/reparative therapy?
Learning
Goal: To consider the conflicting issues involved in whether to refer clients for
requested services, when those services may cause harm to the client.
Point: Counselors should refer clients to conversion/reparative therapists when
clients continue to request these services after the counselors have explained their
concerns about this approach.
vs.
Counterpoint: Counselors should never refer clients for conversion/reparative
therapy or other services that might cause harm to the clients.
OUTSIDE CLASS ACTIVITY
Title: What it Feels Like to be Different
Learning
Goal: To help students understand the feelings and experiences of people who are
members of cultural minority groups.
Procedure: Ask students to attend a function at which they are the only person of their race
or culture. Assign students the task of describing their experiences in a two-page
paper.
Topic for Self-Reflection/Journaling
Topic: What forms of cultural bias or prejudice am I most likely to hold without being aware
of these biases? How might these biases affect my future work with my clients?
CASE STUDY
Dr. Linwood, a counselor educator, is talking with Jay, a new White student in the master’s
degree program. Jay tells Dr. Linwood that he is totally unbiased toward African-American
people. Jay says he is color blind, in that he does not even notice if a person has dark skin. He
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goes on to say that all people are the same and should be treated the same. He adds that he has a
friend who is African American.
Case Study Discussion
1. How do you think Dr. Linwood should respond?
2. How can Dr. Linwood help Jay become more culturally competent?
SHORT PAPER OR ORAL CLASS PRESENTATION TOPICS
1. Have students write a reflection paper concerning how their values can affect their clients.
2. Have students prepare a document containing the goals they must accomplish to become a
competent multicultural counselor. Have students discuss these goals within the class
setting.
3. Have students access the AMCD web site (www.amcd-aca.org) to learn more information
about multicultural counseling and share what they learned.