INSTRUCTOR COMMENTARY FEMINISM AND MULTICULTURALISM ESSENTIAL LENSES FOR

ME211 – INSTRUMENTATION AND SOFTWARE APPLICATIONS INSTRUCTOR MR
11TH GRADE ONLEVEL ENGLISH – AMERICAN LITERATURE INSTRUCTOR MR
12 NCAC 09B 0227 SPECIALIZED DRIVER INSTRUCTOR TRAINING (A)

130 INSTRUCTOR’S RESOURCE GUIDE FOR INTERVIEWING SPEAKING LISTENING AND
16 ORLE 151 LEADERS IN GRASSROOTS ORGANIZATIONS INSTRUCTOR CHERYL
2 NAME DATE UNIT POSITION INSTRUCTOREVALUATOR POSITION EXCELLENT SATISFACTORY

Intersection of Feminism and Multiculturalism

Instructor Commentary

Feminism and Multiculturalism: Essential Lenses for Viewing Counselling Theory(ies)

Sandra Collins

Both feminism and multiculturalism are relatively recent additions to the landscape of Western psychology that have emerged in response to the needs of those individuals or groups not well represented in the dominant sociopolitical or theoretical discourse. Although these models have developed as relatively independent streams within psychology, and there are few meaningful attempts to integrate the two perspectives (Reynolds & Constantine, 2004; Whalen et al., 2004), they represent similar core values and assumptions about human experience, the development of problems, and the change process. They challenge the professions of counselling and psychology to become more inclusive and responsive to the diversity of human experience and, in so doing, become an important lens through which all models of counselling must be viewed and evaluated.

The purpose of this commentary is to introduce some of the core constructs of both feminist and multicultural models with a view to encouraging careful attention to these issues in the application of theory to work with all clients. Arthur and Collins (2005b) argued that when multiple identity factors are taken into account (gender, ethnicity, language, nationality, sexual orientation, ability, and so on), it becomes difficult to imagine an encounter between client and counsellor that does not involve some sort of cultural differences between client and counsellor. In addition, the foundational principles upon which both of these models have evolved provide an important backdrop for applying our models of counselling and client change.

Commonalities of Feminist and Multicultural Perspectives

Feminist and multicultural theorists and practitioners share the following five core assumptions and operating principles:

1. Western psychological theories reflect inherent biases based on dominant cultural identity. Unlike most of traditional western psychological theories, which emerged from the work of particular theorists with a select group of clientele often in controlled environments, both feminist and multicultural models emerged through grassroots movements. Feminism was driven by expressed needs of women in the women’s movement (Evans, Kincade, Marble, & Seem, 2005; West, 2005); multiculturalism emerged from the civil rights movement and in response to the lack recognition of racial issues in mainstream psychology (Fouad, Gerstein, & Toporek, 2006). Both of these movements challenge the racist and sexist assumptions that underlie much of traditional western psychology (Morrow, Hawxhurst, Montes de Vegas, Abousleman, & Castaneda, 2006; Reynolds & Constantine, 2004). They both place emphasis on changing the status quo within theory and practice (Reynolds & Constantine). You will notice in your reading of the Corey (2005) text that particular attention is paid to analysis of each theoretical model from a multicultural perspective. This is evidence of the impact that feminist and multicultural scholars have had in bringing forward a reflection on theory from a cultural perspective.

2. Client problems cannot be understand apart from the contexts in which they emerge and these contexts are often more appropriate targets of intervention. Both feminism and multiculturalism point to environmental context as core to understanding both individuals and groups (Williams & Barber, 2004). In many cases, factors within family, community, social systems, cultures, economic and political systems, and so on have more to do with the emergence of client distress and dysfunction that any personal factors. Systemic oppression impacts all aspects of the experiences of members of non-dominant social groups, in particular, and manifests in many symptoms of psychological unrest (Reynolds & Constantine, 2004; Whalen et al., 2004). It is, therefore, the oppressive environment that should form the locus of assessment and intervention. Without this, a high potential for misdiagnosis exists because clients’ responses are viewed outside of an understanding of cultural identities and contexts in which they may reflect culturally appropriate responses (Morrow et al., 2006).

Many traditional models of counselling are very individualistic in focus and pay inadequate attention to social and cultural contexts. Feminists and multiculturalists argue that it is essential to incorporate a sociopolitical analysis by examining power dynamics and the impact of oppression at both the interpersonal and sociocultural levels (Bowman et al., 2001; Reynolds & Constantine, 2004; Whalen et al., 2004; Williams & Barber, 2004).

3. Counsellors and psychologists have a responsibility to act beyond the level of intervention with individual clients and groups to effect positive social change. Consciousness-raising is central to both feminist and multicultural movements (Morrow et al., 2006; Reynolds & Constantine, 2004). This consciousness raising applies to both the increased awareness of the practitioner and also to the demystifying of client experiences by opening understanding about the impact of systemic discrimination and oppression (Morrow et al.). By shifting the ways in which we view the world, we are more inclined to positively influence the systems we are part of.

Although coined by feminist theorists, the phrase the personal is political applies equally well to both movements; social change forms an essential foundation for any lasting change at the individual level (Evans et al., 2005; Reynolds & Constantine, 2004). Although working with individual clients is important, it is not sufficient (Arthur & Collins, 2005a; Williams & Barber, 2004). The target of change must be broadened to include larger familial, organizational, social, and political systems (Arthur & Collins, 2005a; Israel, 2003; Reynolds & Constantine; Williams & Barber). The goal is to reduce inequities in power and privilege between dominant and non-dominant groups in society (Bowman et al., 2001; Williams & Barber). As you reflect on the various theoretical models presented in the course, pay attention to the degree to which social transformation is factored in. You might check to see, for example, if advocacy is considered a role for practitioners from that particular perspective (Arthur & Collins, 2005a; Reynolds & Constantine).

4. Counsellor self-awareness of personal cultural identity factors is central to effective, authentic, and culturally sensitive practice. Few people invest energy in fully understanding the meaning of gender, ethnicity, ability, class, sexual orientation, and other cultural factors for their own identities, as people and as professionals; yet this is considered an essential step in becoming an effective practitioner from a multicultural and feminist perspective (Collins & Arthur, 2005, 2007; Reynolds & Constantine, 2004). It is important for each of us to explore not only our own experiences of oppression but also what it means for us to be in a position of privilege (Lowe & Mascher, 2001; Williams & Barber, 2004). There is a tendency for the focus of this analysis to rest with members of non-dominant populations. However, it is equally important for members of dominant populations to ask questions such as:

It is important for women and men who speak from positions of privilege to openly examine their own cultural identities and the implications they hold for both theoretical orientations and applied practices (Barret et al., 2005; Lowe & Mascher, 2001). In-depth exploration of personal cultural identity offers both practitioners and clients the opportunity to more fully “reconcile the privileged and oppressed parts of ourselves” (Lowe & Mascher, p. 771). Begin to examine your attitudes, assumptions, biases, and worldviews, particularly as they relate to working with those different from you. As we understand ourselves more fully, we will be more able to embrace the worldview and understand the complexity of cultural identity of our clients (Bowman & King, 2003; Reynolds & Constantine, 2004). Such personal transformation must precede collective efforts at transformation of the profession.

5. The relationship between counsellor and client is collaborative and is built on mutual respect and overt attention to power differences. As you explore various counselling theories, one of the issues that will emerge as a defining feature of different models is the way in which the relationship between counsellor and client is conceptualized. Both feminist and multicultural theorists emphasize a collaborative relationship between counsellor and client (Collins & Arthur, 2005; Williams & Barber, 2004). This focus falls out naturally from the discussion above about the importance of examining experiences of oppression and privilege. Maintaining systems of power is seen to have a negative impact on client experiences in the counselling context, making it important to openly and actively reduce the impact of inherent power differences (Morrow et al., 2006; Reynolds & Constantine, 2004). The more egalitarian therapeutic relationship facilitates empowerment of clients to positively influence their own lives (Morrow et al.; Reynolds & Constantine). Empowerment is “the process by which a marginalized person becomes aware of power dynamics and develops skills to gain control over his or her life without infringing on others’ rights” (Bowman et al., 2001, p. 787).

Implications for Developing a Personal Theory of Counselling

Although this is not an exhaustive list of the common principles of feminist and multicultural perspectives, it provides you with a starting point to ask important questions about how other theories or models address these core factors. You will find other approaches to teaching counselling theory that present each of these approaches as standalone theoretical models. We have chosen instead to present them as an essential lens through which all counselling theory must be examined and applied. In the context of mainstream psychology, both the feminist and multicultural approaches continue to be treated frequently as specialized streams that apply only to work with certain non-dominant groups (Silverstein, 2006; Williams & Barber, 2004). Their marginalization by mainstream psychology makes it possible to avoid the challenge of integrating their ideas into other models (Williams & Barber). Recognizing the centrality of personal cultural identities to all individuals brings gender and culture, feminism and multiculturalism into the forefront (Brown, Reipe, & Coffey, 2005; Evans et al., 2005). The result promises to be more inclusive theory and practice (Brown et al.; Evans; Silverstein).

According to Reynolds and Constantine (2004), to really transform the profession of psychology it is important to move beyond first-order change (integration of new information) to second-order change, which “fundamentally alters the structure and practices of a system” (p. 352). This would involving change in core values and assumptions, which in turn drive both theory and practice. One consequence would be a stronger focus on social activism, which pushes the current boundaries of both professional roles and professional practice context and would include education, consultation, advocacy, and social change (Arthur & Collins, 2005a; Lowe & Mascher, 2001; Whalen et al., 2004). You will be exposed to more of the literature and thinking in this area in GCAP 633. For now, it is important to ask yourself how the assumptions inherent in various theoretical models either support or pose barriers to a broader understanding of the theory and practice of psychology.

References

Arthur, N., & Collins, S. (2005a). Expanding culture-infused counselling in professional practice. In N. Arthur & S. Collins (Eds.), Culture-infused counselling: Celebrating the Canadian mosaic (pp. 151-212). Calgary, AB: Counselling Concepts.

Arthur, N., & Collins, S. (2005b). Introduction to culture-infused counselling. In N. Arthur & S. Collins (Eds.), Culture-infused counselling: Celebrating the Canadian mosaic (pp. 3-40). Calgary, AB: Counselling Concepts.

Barret, S. E., Chin, J. L., Comas-Diaz, L., Espin, O., Greene, B., & McGoldrick, M. (2005). Multicultural feminist therapy: Theory in context. Women & Therapy, 28(3/4), 27-61.

Bowman, S. L., & King, K. D. (2003). Gender, feminism, and multicultural competencies. In D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu, & R. L. Toporek (Eds.), Handbook of multicultural competencies in counseling and psychology (pp. 59-71). Thousand Oaks, CA: Sage.

Bowman, S. L., Rasheed, S., Ferris, J., Thompson, D. A., McRae, J., & Weitzman, L. (2001). Interface of feminism and multiculturalism: Where are the women of colour? In J. G. Ponterotto, J. M. Casis, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (2nd ed., pp. 779-798). Thousand Oaks, CA: Sage.

Brown, L. S., Reipe, L. E., & Coffey, R. L. (2005). Beyond color and culture: Feminist contributions to paradigms of human difference. Women & Therapy, 28(3/4), 63-92.

Collins, S., & Arthur, N. (2005). Multicultural counselling competencies: A framework for professional development. In N. Arthur & S. Collins (Eds.), Culture-infused counselling: Celebrating the Canadian mosaic (pp. 41-102). Calgary, AB: Counselling Concepts.

Collins, S., & Arthur, N. (2007). A framework for enhancing multicultural counselling competence. Canadian Journal of Counselling, 41(1), 31-49.

Corey, G. (2005). Theory and practice of counseling and psychotherapy (7th ed.). Pacific Grove, CA: Brooks/Cole.

Evans, K. M., Kincade, E. A., Marbley, A. F., & Seem, S. R. (2005). Feminism and feminist therapy: Lessons from the past and hopes for the future. Journal of Counseling & Development, 83, 269-277.

Fouad, N. A., Gerstein, L. H., & Toporek, R. L. (2006). Social justice and counselling psychology in context. In R. L. Toporek, L. H. Gerstein, N. A. Fouad, G. Roysicar, & T. Israel (Eds.), Handbook for social justice in counselling psychology: Leadership, vision, and action (pp. 1-16). Thousand Oaks, CA: Sage.

Israel, T. (2003). Integrating gender and sexual orientation into multicultural counseling competencies. In G. Roysircar, P. Arredondo, J. N. Fuertes, J. G. Ponterotto, & R. L. Toporek (Eds.), Multicultural counseling competencies 2003: Association for Multicultural Counseling and Development (pp. 69-78). Alexandria, VA: America Counseling Association.

Lowe, S. M., & Mascher, J. (2001). The role of sexual orientation in multicultural counseling: Integrating bodies of knowledge. In J. G. Ponterotto, J. M. Casis, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (2nd ed., pp. 755-778). Thousand Oaks, CA: Sage.

Morrow, S. L., Hawxhurst, D. M., Montes de Vegas, A. Y., Abousleman, T. M., & Castaneda, C. L. (2006). Toward a radical feminist multicultural therapy: Renewing a commitment to activism. In R. L. Toporek, L. G. Gerstein, N. A. Fouad, G. Roysircar, & T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and action (pp. 231-247). Thousand Oaks, CA: Sage.

Reynolds, A. L., & Constantine, M. G. (2004). Feminism and multiculturalism: Parallels and intersections. Journal of Multicultural Counseling and Development, 32, 346-357.

Silverstein, L. B. (2006). Integrating feminism and multiculturalism: Scientific fact or science fiction. Professional Psychology: Research and Practice, 37(1), 21-28.

West, C. K. (2005). The map of relational-cultural theory. Women & Therapy, 28(3/4), 93-110.

Whalen, M., Fowler-Lese, K. P., Barber, J. S., Williams, E. N., Judge, A. B., Nilsson, J. E. et al. (2004). Counseling practice with feminist-multicultural perspectives. Journal of Multicultural Counseling and Development, 32, 379-389.

Williams, E. N., & Barber, J. S. (2004). Power and responsibility in therapy: Integrating feminism and multiculturalism. Journal of Multicultural Counseling and Development, 32, 390-401.


GCAP 631 Lesson 4 Commentary 1 p.9


3 THEATRE 101 INTRODUCTION TO ACTING FALL 2007 INSTRUCTOR
32207 JOSE NORIEGA TA ADAM BARNETT JULIO SUAREZ INSTRUCTORS
4 CLINICAL INSTRUCTOR REFERENCE 32116 CL CONTENTS 1 FACULTY


Tags: commentary =====================, 4 commentary, essential, commentary, instructor, multiculturalism, lenses, feminism