Cultural Competence in Counseling

COUN 6723: Mini–Case Studies

Sue & Sue, Chapter 16, “Counseling Asian Americans and Pacific Islanders”

Background

Jia is a 21-year-old Asian American female. She immigrated to the United States from China at a young age. Her family worked very hard to save money to send her to college. They have sacrificed a great deal for their daughter, and they expect her to become a surgeon. She is the only child. Jia’s parents own a small grocery business in her community. Her parents do not speak English. She is pursuing a degree in medicine but has discovered that she is a very talented artist. Jia loves painting. She spends much of her free time painting and attending art shows. She has neglected her studies. If Jia’s family were to find out about her poor grades they would be deeply shamed.

Presenting Concern

Jia has decided to come to counseling because she feels she needs academic guidance. She shares that she has not been doing well in her classes this term because she feels very tired. She reports experiencing headaches and stomachaches. Jia went to see the doctor, and he suggested seeing a counselor. She was reluctant at first, but decided that it might be a good idea to seek assistance to improve her study habits.

Sue & Sue, Chapter 17, “Counseling Latinos”

Background

Alberto is a 47-year-old Mexican American. He’s been married to his wife for 27 years, and they have 4 children. Alberto recently lost his job. His wife does not work, and he has no desire for her to get a job. Alberto feels it is his responsibility to provide for his family. His wife wants to work and help the family, but he “forbids” it. His wife was offered a job, but Alberto would not allow her to work. The tension is growing in his household because they have very little left in their savings. The couple has spoken to their priest about the stress, and their priest referred them to counseling.

Presenting Concern

Alberto and Angela decided to speak to a counselor about their situation. Angela attempted to explain the concerns to the counselor, but Alberto cut her off. He stated that the only reason he came to counseling was because his priest said it would be good to talk to a neutral party, but he doesn’t want someone to tell him how to run his household. He thinks this “counseling thing” was a waste a time.

Sue & Sue, Chapter 18, “Counseling Individuals of Multiracial Descent”

Background

Jordan is a 14-year-old high school freshman. He is a bright student and has always maintained a high GPA. This last year his grades have dropped tremendously. He is failing most of his courses. Jordan lives with his mother, and he sees his father on the weekends. His mother is Puerto Rican and African American and his father is Caucasian. This year he started high school in a new district. The student body is predominantly white. He is the only multiracial student. Jordan is having difficulty “fitting in.” He spends most of his time alone in school. Jordan skips class frequently, and his mother describes his behavior has “moody.” The school principal contacted the family to express her concerns, and she recommended family therapy and individual therapy for Jordan.

Presenting Concern

Jordan grudgingly comes to his first session. He sits down in the chair and crosses his arms. He answers your questions with one-word responses. Jordan makes limited eye contact. You attempt to engage him with questions about his interests. You ask him a question about his friends, and he angrily responds, “I don’t have any friends. No one wants to hang around with someone like me. I’m not black enough, white enough, or Puerto Rican. I don’t know what I am.”

Sue & Sue, Chapter 20, “Counseling Jewish Americans”

Background

Fran is 35-year-old single Jewish American female and a successful professor. She is well published and renowned in her profession. For many years, Fran has expressed her concerns with her department chair regarding the scheduling of classes. Many of the classes at her university are scheduled during the weekends (Friday, Saturday, and Sunday), and often the classes are scheduled during major Jewish holidays. Students are required to attend all scheduled days to earn full credit for the class. Through the years she taught classes during the Jewish holidays, but has grown tired of the lack of consideration. Fran finally put her foot down and decided not to teach during Yom Kippur this year.

Presenting Concern

Fran decided to come to counseling to address some of her concerns. During the session, she expresses feelings of disrespect by the administration and her colleagues. Fran tried to address her concerns during a faculty meeting, and one her colleagues thought the best resolution was just to schedule her classes during “her holidays.” Fran is hurt by the lack of sensitivity from her colleagues and for the Jewish students who attend the university. She states, “I’ve never had to teach on Christmas or Easter.”