Social Justice, Multicultural Counseling, and Practice

Beyond a Conventional Approach
Third Auflage 2024
ISBN: 978-3-031-50360-3
Verlag: Springer Nature Switzerland

Buch, Englisch, 463 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 904 g

This third edition book offers a paradigm shift in thinking (from binary to complex) and enables visibility for the intersectionality of multiple identities that range from privileged to oppressed. For example, real people’s heterogeneous racial identities within the same racial group are visible. A paradigm shift in learning (from conceptual to transformative) connects conceptual learning (cognition) to their experience (affect). “…. transformation does not simply emerge due to the individual’s awareness…. but is experienced” (Benetka & Joerchel, 2016, p. 22). Uncensored first-person (subjective) written responses to specific questions to access unconscious and implicit bias will connect the writer’s experience to conceptual learning of diversity, equity, and inclusion. Writing in third person (objective) interrupts the transformative aspect by bypassing the accessibility of inner experience. Writing in first-person connects the writer to their experience which allows the unconscious to be accessed if it is practiced on a regular basis. 

This book is for everyone who wants to implement diversity, equity, and inclusion measures by learning to access their unconscious bias. Understanding social justice and equity and good intentions alone do not lead to accessing unconscious bias.

Zielgruppe

Professional/practitioner

Autoren/Hrsg.

Jun, Heesoon

Fachgebiete

• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Neurowissenschaften, Kognitionswissenschaft
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Allgemeines
• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Klinische und Innere Medizin Neurologie, Klinische Neurowissenschaft
• Geowissenschaften Geographie | Raumplanung Geographie: Allgemeines, Karten & Atlanten
• Geisteswissenschaften Religionswissenschaft Religionswissenschaft Allgemein
• Geisteswissenschaften Philosophie Moderne Philosophische Disziplinen Philosophie des Geistes, Neurophilosophie
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Gender Studies, Geschlechtersoziologie

Inhaltsverzeichnis

1.    Introduction: Beyond a Conventional Approach

Theoretical Framework: Paradigm shifts in thinking and Learning

Theory to Practice:  To Walk the Talk

Uncensored First-Person Writing

Deconstructingbarriers

1. The Role of the Unconscious Learning

2.Egocentrism (attribution error, social projection, and asymmetric perception)

3. Inappropriate Generalization

4. Inappropriate Conventional Thinking Styles (hierarchical, dichotomous, linear)

5. Some Intrapersonal Communication (self-talk, inner dialogue, inner monologue)

6. Defense Mechanisms

7. The lack of ability to be patient, conscious, and introspective

            Uniqueness of the Book

            The Purpose of the Third Edition

            New in the Third Edition

            References

Part I A Provider’s Awareness of Their Own Worldview

2.    Intrapersonal Communication (Inner Dialogue or Inner Speech)

Intrapersonal Communication and Values, Beliefs, and Biases

1.     Socialization, Internalized Privilege or Oppression and Intrapersonal Communication.

2.     The Formation of Automatic Thought Patterns

3.     Types of Thinking Styles

Intrapersonal Communication and Egocentrism/Ethnocentrism.

1.     The Historical Understanding of Hierarchical, Dichotomous,
and Linear Thinking

2.     Understanding Inappropriate Thinking Styles from Social Learning Theory

Intrapersonal Communication and Inappropriate Generalizations

Intrapersonal Communication and Transformative Learning

The Relationship Between Intrapersonal Communication and Interpersonal

 communication

Thinking Styles and Interpersonal Communication Styles

 

Effective Interpersonal Communication Styles for Conflict Resolutions

Character Building by Exploring Students’ Experiences Through Professional Ethics

References

3. Assessment of a Provider’s Values, Beliefs, and Biases

Barriers to a Provider’s Self-Assessment of Their Own Values, Beliefs, and Biases

Awareness of Inner Experience.

1.     Through Uncensored First-Person Writing.

2.     Through Consciousness Studies

3.     Through Listening to One’s Own Body

 Self-Assessment of Values, Beliefs, and Biases

 

The Impact of a Provider’s Values, Beliefs, and Biases on Assessing and

Treating Clients

 

Character Building by Exploring Students’ Experiences Through Professional Ethics

References

Part II A Provider’s Awareness of Systemic and Internalized Oppression/Privilege

  4. Racism

What Is Race?

Mixed Ancestry and Multiple Ancestries

Are Racism, Racial Prejudice, and Racial Discrimination Interchangeable?

Social Categorization Theory of Race

1.     Ingroups Versus Outgroups

2.     Systemic Racial Oppression/Privilege and Internalized Racial Oppression/Privilege.

3.     Unconscious and Automatic Activation of Racial Stereotypes

                        and Prejudice

Variations Within, Between, and Among Races

            Intersectionality of Race, Gender, and Other Identities

Racism, Racial Discrimination, and Inappropriate Thinking Styles/Patterns

Strategies for Dismantling Racism, Racial Discrimination, and Benefits for All

A Provider’s Assessment of Self in Relation to Racial Privilege/Oppression

Character Building by Exploring Student’s Experiences Through Professional Ethics

References

5.Sexism

Sex and Gender

Sexism

Social Categorization Theory of Gender

                        1.  Ingroup vs. Outgroup

2. Systemic Gender Oppression/Privilege and Internalized Gender

                           Oppression/Privilege

3.Unconscious and Automatic Activation of Gender Stereotypes and

    Prejudice

           

Variations Within, Between, and Among Genders

Intersectionality of Gender and Race

Sexism, Gender Discrimination, and Inappropriate Thinking Styles/Patterns

Strategies for Dismantling Sexism, Gender Discrimination, and Benefits for All

A Provider’s Assessment of Self in Relation to Gender Privilege/Oppression

Character Building by Exploring Student’s Experiences Through Professional Ethics

References

6. Cissexism (Genderism or Binarism)

Brief Transgender History

 Cissexism

Social Categorization Theory and Trans

            A Multiplicity of Transgender Identities

1.     Ingroup Versus Outgroup

2.     Systemic Trans Oppression and Internalized Trans Oppression.

3.     Unconscious and Automatic Activation of Trans Stereotypes and Prejudice

Intersectionality of Race, Gender, and Trans

Cissexism, Trans Discrimination, and Inappropriate Thinking Styles/Patterns

Strategies for Dismantling Cissexism, Trans Discrimination, and Benefits for Cisgenders

A Provider’s Assessment of Self in Relation to Cisgender Privilege/Trans Oppression

Character Building by Exploring Student’s Experiences Through Professional Ethics

References

7. Heterosexism

            Difference Among Sexual Orientation, Homophobia, and Heterosexism

 Social Dominance Theory of Heterosexism

1.     Institutional and Governmental Heterosexism

2.      Ingroups Vs. Outgroups

3.     Internalized Heterosexism and Homophobia

4.     Systemic LGBTQ Oppression/Privilege and Internalized LGBTQ Oppression/Privilege

5.     Unconscious and Automatic Activation of Stereotypes and Prejudice.

Variations within, Between, and Among LGBTQ Community

Intersectionality of Race, Gender, and Sexual Orientation

Heterosexism, Homophobia, and Inappropriate Thinking Styles/Patterns

Strategies for Dismantling Heterosexism, LGBTQ Discrimination, and Benefits for All

A Provider’s Assessment of Self in Relation to Heterosexism and Systemic and Internalized Sexual Orientation Privilege/Oppression

Character Building by Exploring Student’s Experiences Through Professional Ethics

References

8. Classism

Definition of Class

1.     Multiple Determinants

2.     Class Versus Status

Classism

Social Dominance Theory of Classism

1.     Ingroup vs. Outgroup

2.     Systemic Class Oppression/Privilege and Internalized Class Oppression/Privileged

3.     Systemic Class Oppression/Privilege and Internalized Class Oppression/Privilege

4.     Unconscious and Automatic Activation of Stereotypes and Prejudice.

Variations within, Between, and Among Class

Intersectionality of Race, Gender, Sexual Orientation, and Class

Classism, Class discrimination, and Inappropriate Thinking Styles/Patterns

Strategies for Dismantling Classism, Class discrimination, and Benefits for All

A Provider’s Assessment of Self in Relation to Class

Character Building by Exploring Student’s Experiences Through Professional Ethics

References.

9. Disablism/Ableism

Definition and Types of Disabilities

Medical Model Versus Social Model and Their Relationship

to Impairment vs. Disability

Difference Between Disablism and Ableism

Social Dominance Theory of Ableism

1.     Ingroup Versus Outgroup

2.     Systemic Oppression/Privilege and Internalized Oppression/ Privilege

3.     Unconscious and Automatic Activation of Stereotypes and Prejudice

Intersectionality of Race, Gender, Sexual Orientation, Class, and Impairment/Disability

Variations Within, Between, and Among People with Disability/Impairment

Ableism and Discrimination Against People with Disabilities/Impairment and Inappropriate Thinking Styles/Patterns

Strategies for Dismantling Ableism and Discrimination and Benefits for All

A provider’s assessment of Self in Relation to Disability

Character Building by Exploring Student’s Experiences Through Professional Ethics

References

10. Other Isms Due to Age, Language, Religious Affiliation, and Region

Other Isms

1.     Ageism and Adultism

2.     Language

3.     Religious Affiliation

4.     Region

Social Dominance Theory of Isms

     1.  Systemic Oppression/Privilege and Internalized Oppression/ Privilege

     2.  Unconscious and Automatic Activation of Stereotypes and Prejudice.

Intersectionality of Race, Gender, Sexual Orientation, Class, Impairment/Disability, and Other Identities

Variations Within, Between, and Among Age, Language, Religious affiliation, and Region

Discrimination Against Other Isms and Inappropriate Thinking Styles/Patterns

Strategies for Dismantling Isms and Benefits for All

A Provider’s Assessment of Self in Relation to Other Isms

Character Building by Exploring Student’s Experiences Through Professional Ethics

References.

11. Theory to Practice: Deconstructing Inappropriate Hierarchical, Dichotomous, and Linear Thinking Styles/Patterns

Reasons for Challenge

Deconstructing Through Transformative Learning

Internalized Oppression/Privilege and Thinking Styles/Patterns

From Theory to Practice

1.     Diligent and Mindful Practice.

2.     No Institutional or Systemic Transformation without an Individual Transformation

Character Building by Exploring Student’s Experiences Through Professional Ethics

References

Part III A Provider’s Awareness of the Client’s Worldview

  12.  Identity Construction and Multiple Identities

Conception of Identity Development 

1.     Identity Development and Changes

2.     Identity Development of Dominant Group and Nondominant Group

(a)  Victim vs. Agent

Multiple Identities

1.     Challenges of Assessing Multiple Identities

2.     Multiple Identities and Cognitive Information Processing

3.     Fluidity Among Multiple Identities and Their Intersectionality

(a)  An Example: My Multiple Identity Development

4.     Multiple Identity Assessment by the White Racial Consciousness (WRC) Model

A Provider’s Assessment of Self in Relation to Multiple Identities

Character Building by Exploring Student’s Experiences Through Professional Ethics

References

13.  Culturally Appropriate Assessment

            Foundation for Accurate Assessment

1.     Intake and Effective Treatment

2.     Effective Verbal and Nonverbal Communication Styles

3.     Incorporating Scientific Inquiry into Clinical Inquiry

4.     Silence, the Powerful Assessment Tool

5.     Accurate Listening

Assessment in Relation to Race, Gender, Sexual Orientation, Class, Disability/Impairment Age, Language, Religious Affiliation, Region, and Their Intersectionality

1.     Assessment Related to Race

2.     Assessment Related to Gender

3.     Assessment Related to Sexual Orientation

4.     Assessment Related to Class

5.     Assessment Related to Disability/Impairment

6.     Assessment Related to Age, Language, Religious affiliation, and Region.

Assessment of the Intersectionality of Multiple Identities (Race,
Gender, Sexual Orientation, Class, Disability/Impairment,
Age, Language, Religious Affiliation, and Region)

Rating Scales for Thinking Styles, Multiple and Dominant Identities, and Acculturation.

1.     Thinking Style Rating

2.     Multiple Identities and Dominant Identity Ratings

3.     Rating Scale for Acculturation

4.     Rating Scale for Levels and Models of Acculturation

The DSM-5 and Its Appropriateness as an Assessment Tool for Multicultural Population

1.     Inherent Problems with the DSM

Implications of Walking-the-Talk in Assessment

Character Building by Exploring Your Experiences Through Professional Ethics

References

14.  Culturally Appropriate Treatment/Healing

Culturally Appropriate Treatment

1.     Honoring the Client’s Worldview and the Client’s Culture

2.     Incorporate the Client’s Cultural Healing Tradition

3.     Restoring the Client’s Dignity

To be a Multiculturally Competent Provider

1.     Definition of a Provider’s Role and Success

2.     Art and Knowledge components of Therapy

3.     Attitudinal Preparation Through Transformative Learning

4.     Knowledge Preparation Through Transformative Learning

5.     Inquiry through the Client’s Own Words

6.     Attentive Listening

Experiential Learning Through Case Studies

Effects of Character Building on Understanding Professional Ethics

References

Über Autor(innen)

Dr. Heesoon Jun was born in Seoul, South Korea and was socialized by a family which valued honor, commitment, religious and intellectual freedom but held implicit bias on race and class. She came to the US as a young adult to study psychology as an undergraduate. There, her sense of self shattered as her status changed from majority to minority, privileged to oppressed, and self-confident to self-doubting student. Dr. Jun’s bicultural and bilingual experiences, being an academician and practitioner, searching for balance between two world-views have been instrumental in emphasizing providers’ awareness of their own cultural values and biases in order to understand clients’ world views; paradigm shifts in thinking (from conventional to holistic); and learning (from conceptual to transformative) cognitive neuroscience and mindfulness practice in order to walk the walk of social justice and multicultural counseling competencies. Dr. Jun has a Master’s degree in clinical psychology from Radford University and a Ph.D. in educational psychology from the University of Washington. Currently, she resides in Washington State where she is a licensed psychologist with a part-time private practice and is a professor of psychology at Evergreen State College.