Completely updated, this classic text includes new chapters on prevailing social issues and covers the latest advances in theory, ethics, measurement, clinical practice, assessment, and more. Mental health professionals will gain new and expanded cultural competence as they learn to sensitively and ethically integrate Latino values into their work.
Throughout the text, case scenarios illustrate ways to work successfully with clients of all ages. A sample culture-centered clinical interview is included, along with a listing of Latino-specific mental health resources. Islamic counselling is a form of counselling which incorporates spirituality into the therapeutic process. Until now there has been little material available on the subject with no one agreed definition of Islamic counselling and what it involves.
There has also been a rapidly growing population of Muslims in Western societies with a corresponding rise in need of psychological and counselling services. Islamic Counselling: An Introduction to theory and practice presents a basic understanding of Islamic counselling for counsellors and Islamic counsellors, and provides an understanding of counselling approaches congruent with Islamic beliefs and practices from a faith-based perspective.
The book is designed as an introduction for counsellors, its goal is to inform the reader about how the diverse roles of the Islamic counsellor fit together in a comprehensive way and to provide the guidelines that can be potentially integrated into a theoretical framework for use. The book is divided into two parts. Islamic Counselling encompasses both current theory, research and an awareness of the practice implications in delivering appropriate and effective counselling interventions with Muslim clients.
It will be essential reading for both professionals and students alike. A Systems Approach by Danica G. Hays,Bradley T. A Book by Mary L. Fawcett,Kathy M. A Book by Cram Textbook Reviews. A Developmental Journey by Bea Wehrly. Pope-Davis,Hardin L. A Book by Jennifer A. Erickson Cornish,Barry A.
Schreier,Lavita I. Manuel Casas,Nadya A. Fouad,Allen E. Manese,Joseph G. Ponterotto,Ena Vazquez-Nutall. A Book by Donald B. A Grounded Theory by Jessica L. The coverage in this important book lies beyond the scope of traditionally defined multiculturalism, with discussion of historically overlooked groups that have experienced prejudice and bias because of their size, social class, age, language, disability, or sexual orientation.
This book provides readers with: Practical cases and examples to enhance skill development, promote critical thinking, and increase awareness A cross-section of diversity characteristics and best practice guidelines Examination of detailed, developmentally relevant competency categories Resources and exercises designed for practitioners at various levels of experience and expertise A forum for debate, discussion, and growth Designed to help readers enhance general multicultural competency and their ability to provide services to the populations specifically described, this thought-provoking text will prove useful in facilitating ongoing dialogues about multicultural competence in all its variations.
This book will provide practitioners, researchers and counsellor trainers with the knowledge they need to influence more competent therapeutic practice with a diverse clientele.
It is a companion volume to Volume 7 in the Multicultural Aspects of Counseling series. Focusing on a wide range of professional settings, this book provides a compendium of the latest research related to multicultural competency and the hands-on framework to develop specialized multicultural practices.
Professional School Counselors who work in schools with a range of student diversity are posed with a unique set of challenges which require them to develop their multicultural competencies.
The following qualitative study examined the process of developing multicultural competence for four professional school counselors. The four professional school counselors who were selected participated in two rounds of interviews and member-check procedures.
Data was analyzed using a grounded theory methodology informed by Corbin and Strauss and Charmaz The grounded theory which emerged from participant descriptions of their experiences and processes in developing multicultural competence revealed three core categories.
The core categories included gaining awareness of dimensions of diversity, gaining knowledge about multicultural counseling, and implementing awareness and knowledge in multicultural counseling situations.
Findings may impact curricular and training needs of professional school counseling trainees within counselor education programs. The multicultural counseling education literature reflects a vast amount of work involving ethnic identity development. Many counselor education programs offer counselor students opportunities to raise self-awareness through reflection, introspection, and feedback. This process is considered particularly important in helping counseling students understand their own ethnic identity and its effects on counseling relationships.
Counselor education is replete with methods of encouraging self-awareness and ethnic identity development. Furthermore, the advent of multicultural counseling competencies has provided counselor education programs with guidelines for training. Developing multicultural competence is complicated because counseling students must first face their own biases, prejudices, attitudes, and worldview perceptions. This process also involves raising awareness, increasing multicultural knowledge, and building a repertoire of counseling skills.
Additionally, ethnic identity development has been correlated with multicultural counseling competency.
The use of group process as a method of promoting ethnic identity development is important as groups offer an interpersonal component to personal growth. Groups present an opportunity for counseling students to understand their relational problems and receive feedback from others.
The use of groups as a means of promoting and supporting ethnic identity growth is a growing trend in counselor education. Personal growth groups seem particularly suited to stimulate this type of reflection, which may lead to positive ethnic identity development. A review of related literature found no study conducted on the efficacy of using personal growth groups in multicultural counseling courses to stimulate counseling students' ethnic identity development.
This research was designed to examine the relationship between personal growth group experiences in multicultural counseling courses and counseling students' ethnic identity development. Differences in ethnic identity development between 83 counseling students involved in a personal growth group experience as part of a multicultural counseling course and 98 students not involved in such a group were compared.
Hays and published by Unknown online. This book was released on 13 January with total page pages. Book excerpt: A comprehensive, innovative, evidence-based approach to ensuring multicultural competence in counseling. Designed to help students and new counselors acquire multicultural counseling competence, this book includes self-development opportunities for fostering awareness, knowledge, and the skills necessary for understanding cultural makeup, understanding others of diverse identities and experiences, and engaging in facilitative counseling relationships.
Expanding on the features that made the first two editions widely popular, this revision provides a closer look at how to apply the information in practice through an expanded number of case studies and "Voices from the Field" features. The new edition includes additional information on ethics in multicultural counseling and operationalization of the multicultural and social justice counseling competencies; increases the focus on international and refugee populations and immigration issues; and provides additional coverage on alternative counseling approaches with multicultural competencies.
Mingo 6. Sexual Orientation and Heterosexism - Michael P. Chaney and Michael Brubaker 7. Social Class and Classism - Kathryn S. Newton and Bradley T. Erford 8. Disability, Ableism, and Ageism - Debra E. Berens and Bradley T. Bounds, Ahmad R. Washington, and Malik S. Henfield Inman, and Alvin N. Alvarez Villalba Individuals and Families of European Descent - H.
George McMahon, Pamela O. Paisley, and Bogusia Skudrzyk Kenney and Mark E. Kenney Spiritual Diversity - Craig S. Cashwell and Amanda L. Orr Multicultural Diagnosis and Conceptualization - Victoria E. Kress, Andrea Dixon, and Laura Shannonhouse. Access Code Card. Danica G. Her research interests include qualitative methodology, assessment and diagnosis, trauma and gender issues, and multicultural and social justice concerns in counselor preparation and community mental health.
She has been a faculty member at Old Dominion University since and her primary teaching responsibilities are doctoral-level research methods courses, assessment, and clinical supervision.
0コメント