Appendix A

Cultural Identity Check-List-Revised©

Cultural Identity Checklist-Revised© (CICL-R)

Farah A. Ibrahim (2007)

Name: ______________________ Age: _________ Gender:__________

Cultural Background:_____________ Religion:____________________

Please respond to the following questions in the most direct manner, as you see
yourself, rather than how others define you.
1. What is your ethnic background? Please list ethnicities of both parents and their
parents.
2. (a) Which ethnic group has influenced your values and beliefs the most?
(b) Which ethnic group do you identify with personally?
3. Is your cultural group indigenous to the USA? YES NO.
4. If your answer is no, when did your family or ancestors migrate to the USA?
(a) Was migration a free choice or was it forced?
(b) How was your ethnic group received?
5. How did your primary group establish itself in the USA?
6. What do you know about the sociopolitical history?
(a) How do you feel about the sociopolitical history of your primary group?
7. What was the socioeconomic status of your family of origin?
8. What is your socioeconomic level?
9. What was the educational level of your parents?
10. What is your educational level?
11. Is your family monolingual? If your family is bilingual or trilingual, please list
the languages they speak?
12. Are you monolingual? If you are bilingual or trilingual, please list the lan-
guages you speak, read, and write.

© Springer International Publishing Switzerland 2016 239

F.A. Ibrahim, J.R. Heuer, Cultural and Social Justice Counseling,
International and Cultural Psychology, DOI 10.1007/978-3-319-18057-1
240 A Cultural Identity Check-List-Revised©

13. Do you have a religious faith/affiliation?

(a) Do you actively practice your faith and believe in it?
14. What is your birth order in your family of origin? Oldest? Middle? Or Youngest?
Or are you an only child ? (please circle)
15. What is your sexual preference? Heterosexual? Homosexual? Bisexual?
(a) How does your family relate to your sexual preference?
16. Do you have any disabilities? YES NO (please circle)
(a) If yes, how does your family relate to your disability? Accept Y N
(please circle)
17. How do you relate to your own gender identity? Do you accept it? Y N
(please circle)
18. Does your family accept your gender? Y N (please circle)
Identify the three most salient features of your identity for you:
1.
2.
3.

© Ibrahim, 2008, Denver, CO

The Cultural Identity Check List is not a test per se; it is a checklist to gather data
that is usually overlooked in mental health settings; it has significance in a pluralis-
tic society because it taps into all aspects of a person’s identity, i.e., the concept of
multiple identities. It can be used to gather demographic data on aspects that have
relevance to culture, ethnicity, migration status, and provides a contextual analysis.
Primarily, it helps in identifying the meaning of the various aspects of identity in
terms of privilege and oppression. It also helps identify assets and challenges that a
person possesses and how these facilitate or obstruct her or his life. Further, it helps
in identifying significant areas of common ground that the therapist may share with
the client. It can facilitate not only the counseling process, and development of
goals, but also help in creating a shared worldview.
Some important issues to think about for helping professionals: (a) what are
your cultural differences? What are your similarities? (b) When clients list the
three significant areas of their identity, it can help in understanding the presenting
problem, and what professionals need to be aware of in working with a specific
client; and (c) exploring the CICL-R with the client will help in understanding the
client’s core values or worldview. The client’s worldview is at the core of her/his/zir
cultural identity.
Appendix B
Scale to Assess World View©

Scale to Assess World Views-II©

Farah A. Ibrahim & Steve V. Owen (1994)

Demographic Data:

ID#: Last four digits of ID (any ID including Driver’s License):________

Age: ___________

Gender: Female____ Male___ Transgender___ Intersex____

Ethnicity: Asian (specific ethic group_________)

_____Black (African American) ______Black (International)

_____Latino/a _____Multiracial ______Native-American (Indian)

_____Pacific Islander (Specific group______)

_____White (Non-Hispanic) _______White (Hispanic)

_____Other (List: )

Religion_____________________ Spiritual not religious_________________

Region(s) of the country where you grew up_____________________________

Are you an immigrant? Y N

If yes, at what age did you migrate? __________________________________

© Springer International Publishing Switzerland 2016 241

F.A. Ibrahim, J.R. Heuer, Cultural and Social Justice Counseling,
International and Cultural Psychology, DOI 10.1007/978-3-319-18057-1
242 B Scale to Assess World View©

Political affiliation: __________________________________________

Parents Economic Status: ____Upper class ____Middle class ____Lower class

Your Economic Status: Status: ____Upper class ____Middle class ____Lower class

Parents’ educational level: Mom________ Dad_________________

Your educational level: ____________

Do you live in: ____Urban environment ____Suburban environment ____Rural

environment

Scale to Assess World View© (SAWV)

This is a survey to assess some of your attitudes toward the world and people. Of
course, there is no right or wrong answer. The best answer is what you feel is true
of yourself.

Please respond to each of the questions according to the following scheme:

1 2 3 4 5
Strongly Disagree Undecided Agree Strongly
Disagree Agree
CIRCLE THE ANSWER THAT BEST DESCRIBES YOUR ATTITUDE.

1. No weakness or difficulty can hold us back if we have enough will power.

1 2 3 4 5
2. Human nature being what it is there will always be war and conflict.
1 2 3 4 5
3. Women who want to remove the word obey from the marriage service do not
understand what it means to be a wife.
1 2 3 4 5
4. The past is no more, the future may never be, the present is all we can be certain of.
1 2 3 4 5
5. Beneath the polite and smiling surface of human nature is a bottomless pit
of evil.
1 2 3 4 5
B Scale to Assess World View© 243

6. I believe life is easier in the cities where one has access to all modern
amenities.
1 2 3 4 5
7. When you come right down to it, it is human nature never to do anything with-
out an eye to one’s own profit.
1 2 3 4 5
8. The reason you should not criticize others is that they will turn around and criti-
cize you.
1 2 3 4 5
9. The forces of nature are powerful enough to destroy everything that people can
build.
1 2 3 4 5
10. If I spend 14 years pursuing my education, I will have a good job in the future.
1 2 3 4 5
11. Basically, all human beings have a great potential for good.
1 2 3 4 5
12. The relationship between people and nature is one of mutual coexistence.
1 2 3 4 5
13. It is important that people be involved in the present rather than concerned with
the past or the future.
1 2 3 4 5
14. The fact that I am in existence is enough for me, I do not necessarily also have
to have major accomplishments in life.
1 2 3 4 5
15. Although people are intrinsically good, they have developed institutions which
force them to act in opposition to their basic nature.
1 2 3 4 5
16. I plan for tomorrow, today is of no consequence, and the past is over with.
1 2 3 4 5
17. I prefer to relax and enjoy life as it comes.
1 2 3 4 5
244 B Scale to Assess World View©

18. The father is the head of the household; every person in the family should
follow his lead.
1 2 3 4 5
19. We are healthier when we live in harmony with our natural world.
1 2 3 4 5
20. We can find happiness within ourselves.
1 2 3 4 5
21. Every person has the potential to do good.
1 2 3 4 5
22. When natural catastrophes occur, we have to accept them.
1 2 3 4 5
23. Planning for the future allows one to accomplish all of one’s goals.
1 2 3 4 5
24. I believe that feelings and human relationships are the most important things
in life.
1 2 3 4 5
25. Some people will help you and others will try to hurt you.
1 2 3 4 5
26. Top management should make all the decisions: everyone in the company
should follow these directives.
1 2 3 4 5
27. I feel quite powerless when faced with the forces of nature.
1 2 3 4 5
28. We need to model our lives after our parents and ancestors and focus on our
glorious past.
1 2 3 4 5
29. I believe it is more important to be a good person rather than a successful
person.
1 2 3 4 5
30. Nowadays, a person has to live pretty much for today and let tomorrow take
care of itself.
1 2 3 4 5
B Scale to Assess World View© 245

Scoring Instructions

Please add your scores on the following items and divide by the number given:
• WV I: Item# 1, 11, 12, 19, 20, 21, 22, 24, 29 divide by 9
• WV II: Item# 3, 6, 7, 8, 10, 16, 18, 23, 26, 28 divide by 10
• WV III: Item# 4, 13, 14, 17, 28, 30 divide by 6
• WV IV: Item# 2, 5, 7, 9, 15, 25, 27 divide by 7

The Four Worldviews

Optimistic Worldview (OWV I)

This perspective is characterized by values in three areas: Human nature, activity

orientation, and Nature. There is a belief that human nature is essentially good.
Activity must focus on inner and outer development (i.e., spiritual and material).
There is a need to be in harmony with nature, with an acceptance of the power of
nature.
This is a very common worldview among US born and raised individuals. The
way you responded to the SAWV, in this case may reflect your ideal values as propa-
gated by the culture. You need to reflect on this as it may simply be the way you are
conditioned to respond, rather than what you actually do in terms of living by these
assumptions. We all have an ideal set of values and analysis of our behavior in the
past, and the present will help us see if this is really how we live and interact with
others in our world.

Traditional Worldview (TWV II)

The emphasis in this perspective is on Social Relations, Time, and Nature. Social
relationships are primarily lineal-hierarchical in this worldview (top down), with
some expectations for collateral-mutual relationships (if you give me respect, then I
will give you respect). Time is both mostly future oriented, with some emphasis on
the past. Regarding Nature, there is a belief that it can be controlled.
This Calvinistic point of view represents patriarchal power relationships, social
control, and a very strong future time orientation. This perspective is found in highly
traditional societies, where controlling everyone in the social system is valued for
the good of the social order. There is also a belief nature can be controlled, along
with the environment, and the world we live in. For example, deciding to drive out
in the midst of a blizzard with no regard to danger.
246 B Scale to Assess World View©

Spontaneous Worldview (SWV III)

This worldview reflects core values from two dimensions, Activity and Time. The
Activity focus is primarily on spontaneity. Time emphasis is mainly on present time,
with some attention to the past. This WV has emerged mostly after the end of the
Vietnam War and is a reflection of the social movements of the 1960s and 1970s that
challenged the TWV II, Calvinistic assumptions, and ideals of high social control.
There is also an influence of the Gestaltist worldview with the “here and now”
focus of living in the moment. In addition, there is the influence of Eastern philosophy
with a focus on meditation, focusing on the self to monitor emotions and manage
oneself, and being spontaneous, instead of a rigid being that only lives for the future.

Pessimistic Worldview (PWV IV)

This perspective reflects core values from three dimensions: Human Nature, Social
Relations, and Nature. Human nature is considered primarily bad, with some allow-
ance for it being a combination of good and bad qualities. There is an acceptance of
the power of nature. The relationship orientation is collateral-mutual. This world-
view usually emerges as the secondary worldview for individuals who have the same
ideals as people with the OWV I, but their place in the “system” is not one where
they can achieve all that they value. There is also a feeling that if only “I lived in a
fair world with compassionate beings” I could achieve all my goals and be happy.
Originally, this was named Pessimistic, but after reviewing the results of several
research studies using the SAWV, it was learned that women and cultural nondomi-
nant groups in the USA generally come up with this as their secondary worldview.
It was concluded that this actually represents a realistic perspective based on the
realities of a person’s life, and the limits that their gender, sexual orientation, SES,
religion, or some other socially constructed vulnerability in their cultural identity
brings this WV to the forefront.
The following readings can provide the philosophical and research background
information on the scale.
Ibrahim, F. A. (1999). Transcultural counseling: Existential world view theory and
cultural identity: Transcultural applications. In J. McFadden (Ed.), Transcultural
counseling (2nd ed., pp. 23–57). Alexandria, VA: ACA Press.
Ibrahim, F. A., Roysircar-Sodowsky, G. R., & Ohnishi, H. (2001). World view:
Recent developments and future trends. In J. G. Ponterrotto, M. Casas, L. Suzuki,
& C. Alexander (Eds.), Handbook of multicultural counseling (2nd ed., pp. 425–
456). Thousand Oaks, CA: Sage.
Ibrahim, F. A. (2003). Existential worldview theory: From inception to applications.
In F. D. Harper, & J. McFadden (Eds.), Culture and counseling: New approaches
(pp. 196–208). Boston: Allyn & Bacon.
Lonner, J., & Ibrahim, F. A. (2008). Assessment in cross-cultural counseling.
In P. B. Pedersen, J. Draguns, W. J. Lonner, & J. Trimble (Eds.), Counseling
across cultures (6th ed., pp. 37–57). Thousand Oaks, CA: Sage.
Appendix C
United States Acculturation Index©

United States Acculturation Index

Farah A. Ibrahim (2008)

Assessing Acculturation: A Rough Guide©

Acculturation has become a significant variable in understanding clients’ worlds

and the meaning they ascribe to various events. It is significant because you may
underestimate the meaning of an event or situation based on your own level of
acculturation to mainstream US society. It is important to not assume that everyone
has the same level of acculturation; simply because they were born and raised here,
or have so many degrees, or speak English without an accent, etc.
Acculturation in general refers to how close or distant one is from the host cul-
ture in terms of cultural knowledge, beliefs, values, assumptions, etc. In counseling,
it has become essential to understand the acculturation level of all clients, to under-
stand how this compares to mainstream cultural knowledge, beliefs, values, and
assumptions. When I refer to “mainstream,” I am really talking about White Anglo
Saxon male heterosexual assumptions as these undergird the values of the majority
of the population (Takaki, 1979). “Majority” here refers to the people who hold the
power in the USA, i.e., the government, the legislature, the judiciary, multinational
conglomerates, and the banks. Although, now women exceed men in the workforce
(64 %), they are still a nondominant group, in terms of power and privilege.
So when you try to understand your acculturation level to “mainstream” assump-
tions, rate yourself on the following variables, depending on how close you are to
the right side of the continuum will give you a fairly good index of your level of
acculturation to mainstream assumptions. Similarly, when you sit with your clients,
you can use this gauge to determine where they are on this variable and also how
distant or close to you is the client’s acculturation level.

© Springer International Publishing Switzerland 2016 247

F.A. Ibrahim, J.R. Heuer, Cultural and Social Justice Counseling,
International and Cultural Psychology, DOI 10.1007/978-3-319-18057-1
248 C United States Acculturation Index©

United States Acculturation Index©

Farah A. Ibrahim (2008)
Community focus…………………………………………………………………Individual focus
Show feelings…………………………………………………………………………………Stoic
Pessimistic………………………………………………………………………………Optimistic
Social………………………………………………………………………Personal space valued
Relaxed………………………………………………………………………………………Rigid
Permeable boundaries……………………………………………………………Strict boundaries
Interdependent…………………………………………………………………………Independent
Present time focus………………………………………………………………Future time focus
Recognizing lack of control……………………………………………Can control life/situations
Highly family and kin oriented………………………………………………………Self-oriented
Success tied to all who helped made it happen……………………Success due to personal effort
Authoritarian relationships……………………………………………………Mutual relationships
Age is revered………………………………………………………………………Youth is revered
Mind/body connected………………………………………………….………Mind/body separate

Reference
Takaki, R. (1979). Iron cages: Race and culture in 19th-century America. New York:
Oxford University Press.

Scoring the USAI

The USAI has items on a continuum, it reflects information that represent two oppos-
ing perspectives. There are no right or wrong answers, it helps you determine how
close or distant your perspectives are from the “official” mainstream assumptions.
Divide the continuum into three thirds: ………/………/……….
The first third represents that the left quadrant has been chosen reflecting
collectivism.
The middle third represents a position that indicates the person accepts both ends
of the spectrum as meaningful.
The last third represents commitment to the items at this end of the continuum
reflecting individualism.
Look at the scores and identify where the you/client stands, write a summary of
acculturation or privilege and oppression.
Index

A Advocacy. See also Social justice

Acculturation ACAs, 104
and adaptation, 6, 149 in counseling and psychotherapy, 104
assessment, 86–89 counseling theory and practice, 104–105
assumptions, 84–85 counter-discourses, 21, 22
attitudinal and behavioral adherence, 81 cultural competence principles, 135
categorization, 81 knowledge and skills, 91
client’s adaptation, 7 mental health professions, 105
cognitive/behavioral, 81 social institutions, 138
counseling implications, 90–91 social justice principles
cultural competency, 78 ACA and APA, 106
cultural differences, 77–78 counseling psychology, 107–108
cultural hierarchies, 7 CSWE, 105
culture shock, 82–83 human development, 106
definition, 79–80 modern societies, 107
depression and mental illness, 83 NASW, 105
ethnic identity, 80, 83–84 operationalization, 108–109
human diversity, 77 recommendations, 106–107
identity resolution, 154 Age
marginalization, 80–81 and developmental stage, 19–20
migration, 78–79 global knowledge bases, 29
multidimensional and multidirectional, 82 life stages, 1, 3, 15
nondominant cultural groups, 155 retirement, 139
personal identity, 84 American Counseling Association
positive/negative experiences, 7 (ACA), 67
privilege and oppression status, 170 advocacy competencies, 107
and psychological well-being, 85–86 and APA, 106
social identity theory, 83 mental health professional organizations, 1
stress, 82, 83 multicultural competencies, 55
U-curve, 82 American Psychological Association (APA),
US residents, 78 1, 3, 9, 16, 20, 23, 24, 30, 78, 106
Acculturative stress and ACA (see American Counseling
cultural contexts, 79–80 Association (ACA))
marginalization, 85 DSM-IV, 3
and mental health data, 83 “gender non-conformity”, 20

© Springer International Publishing Switzerland 2016 249

F.A. Ibrahim, J.R. Heuer, Cultural and Social Justice Counseling,
International and Cultural Psychology, DOI 10.1007/978-3-319-18057-1
250 Index

Assimilation parental and marital stability, 32

and acculturation, 213 Broaching, 169
acculturative stress, 85
classical assimilation theory, 130
mental health problems, 89 C
stages, process, 131 Center for Epidemiological
US cultural assumptions, 89 Studies—Depression (CES-D), 197
Association for Multicultural Counseling and Center for Substance Abuse Treatment
Development (AMCD), 55, 67, 135 (CSAT), 161
Assumptions Chronic stressors, 83
Catholics, 30 Cognitive
pathology, 22 affective, and behavioral aspects, 62
socioeconomic levels, 35 and cultural schemas, 58
superficial knowledge/understanding, disabilities, 30
26–27 functioning, 90
worldview (see Worldview) Cognitive behavioral therapy (CBT), 200, 201,
Attitudes, 5–6, 19, 20, 31, 82, 88, 115 203, 204, 209, 224, 229
Colombian Immigrant Client (case study)
CFI, 207
B cultural identity assessment,
Behavior 205–206
CBT, 200 DSM-5, 208
dialectical behavior therapy, 8 group therapy, 209
gender, 20–22 problem presention, 204–205
oppression, 24 psychiatric evaluation, 208
Bicultural effectiveness training (BET), 90 relationship building, 209
Bicultural native American client (case study) social/educational background, 205
acculturation index, 196 vocational counseling, 209
adjunct interventions, 202 worldview, 206–207
alcohol use, 202 Competency statements, 1, 106
anxiety disorder, 201 Connor–Davidson Resilience Scale, 213
assessment process, 195 Council on Social Work Education
assessments and interventions evaluation, (CSWE), 105
202–203 Counseling. See also Refugees
behavioral observations, 197 AMCD, 135
CES-D, 197 BET, 90
childhood and adolescence, 194 biculturalism, 90
clinical interview, 197 CICL-R, 54
counselor biases, 198–199 contextual-structural barriers, 133
cultural identity assessment, 195–196 CSAT, 161
depression, anxiety and alcohol abuse, 193 cultural identity, 54
DSM-5, 195 cultural malpractice, 54
intervention plan, 199–200 cultural trauma, 160
liberation psychology, 201–202 ecological systems, 134
MDD, 200 evidence-based treatments, 133
motivational interviewing, 201 five-level intervention program,
psychosocial history, 194–195 135–136
risk assessment, 198 implications, 90–91
trauma history, 197 interventions
worldview, 195 client cultural information, 60
Birth order cultural identity, 59
behavioral characteristics, 32 diagnosis and treatment, 59
educational level, 32 ethnic groups, 59
in family, 16 OWV (see Optimistic Worldview
female children, 32 (OWV))
Index 251

process and goals, 60 intervention plan, 190–191

SAWV, 60 worldview, 189
TWV (see Traditional worldview (TWV)) Cultural acculturation. See Acculturation
macrosystem, 134 Cultural assessment
MAIP Model, 160 APA, 3
mental health problems, 132 broaching cultural issues, 169
mesosystem, 134 CFI, 3
MLM, 135 CICL-R, 170
multicultural competencies, 55 client’s identity, 171
personal identity, 91 counseling process, 169–170
psychohistorical paradigm, 134 depression
psychological assessments, 132–133 healing systems, 7–9
psychological well-being, 90 identity (See Cultural identity)
SAWV, 55 mental health service providers, 1
skills, 161–162 paper–pencil assessments, 170
social–cultural barriers, 133 privilege and oppression, 5–6
therapeutic relationship, 54 psychological interventions, 171–175
trauma awareness, 161 psychotherapy and counseling, 1
treatment modalities, 162–163 Cultural background, 4, 16, 25, 58, 204,
worldview assessment 204, 225
hypothesis, 56 Cultural Formulation Interview (CFI),
information, 57 36, 207
SAWV, 56 Cultural identity. See also Cultural assessment;
Counseling interventions Gender
cultural assessments (see Cultural AAMFT, 16
assessment) ability/disability status, 30–31
cultural identity, 16 age and developmental stage, 19–20
evaluation, 170 assessment, 219
multicultural/social justice, 137 Cultural Identity Check List-Revisedc, 16
SAWV, 60 developmental counseling theory, 19
worldview information, 59–60 DSM-5 CFI, 36
Counseling modalities ethnicity, 16–18
group level, 110 exploration, 212
individual level, 109–110 helpers and client, 169
societal and global contexts, 111–112 human suffering, 35
theoretical frameworks, 19 intersectionality, 15–16
therapist characteristics, 112–114 mental health professionals,
Counselor biases 36, 138
bicultural native American client multicultural identity development
(case study), 198–199 model, 155
cross-racial African American adoptee multidimensionality, 156
(case study), 190 positive/negative experiences, 15
Iranian immigrant client (case study), 228 psychological literature, 36
native American client (case study), 180 psychological theories, 2
transgender client (case study), 222 refugee, 157
Cross-racial African American adoptee SAWV, 4
(case study) social construction, 15
acculturation level, 189 social–cultural identity, 154–155
assessments, 188 SPH, 157
counselor biases, 190 tribes/ethnic groups, 15
cultural identity assessment, 189 variables, 4, 112, 170
description, 186–187 and worldview, 2, 156
empowerment, 191 Cultural Identity Check List-Revised©
feminist therapy and bibliotherapy, 191–192 (CICL-R), 2, 4, 35, 170, 181, 189
gender-role intervention, 191 Cultural malpractice, 22, 54, 57, 59
252 Index

Cultural responsiveness. See also Cultural and gender, 3

assessment monocultural societies, 16–17
client assumptions, 55 negative feelings, 125
social justice political community, 17
counseling, 109 and sexuality, 34
interventions, 1 social relationships, 17
therapeutic process, 89 Eurobarometer, 27
Exclusion
acculturative stress, 83
D and discrimination, 86
Demographics hyphenated American, 80
Crow Creek Reservation, 182 and isolation, 24
cultural psychology, 4 and prejudice, 9
ethnicity, 68 and racism, 26
SAWV, 4 stressors, 24
and social factors, 127
US, 103–104
Diagnostic and statistical manual-V (DSM 5) F
bicultural native American client Family
(case study), 198 AAMFT, 16, 78
CFI, 36 composition, 31–32
Colombian immigrant client (case study), 208 and friends, 132
DSM-IV-TR categorization, 23 living arrangement, 3
Iranian immigrant client (case study), 228 nonbiological parents, 187
lesbian Latina client (case study), 214 values and assumptions, 55
native American client (case study), 179
transgender client (case study), 221–222
Disability G
and ability, 3, 59 Gender
mental health professionals, 5 anthropology, 21
multicultural counseling, 30 biological sex, 20
multicultural movement, 31 cultural conceptualizations, 22
sensitivity, 30 cultural identity, 15
therapy models, 31 and ethnicity, 3
worldview, 69 “gender non-conformity”, 20
identity, 2, 22–23, 219
linguistic anthropology, 21
E men and women, 21
Ethnic identity (EI) multicultural counseling, 21
acculturation psychological research, 20
hyphenated American, 80 social–cultural contexts, 21
individuals, 83–84 transgender identity, 23–24
intercultural contact, 80 transsexual concerns, 8
process, 80 Gender dysphoria disorder, 222–223
psychosocial changes, 80 Geographical environment, 3, 33–34
social identity theory, 83 Global context, 11–112, 109
counseling and psychotherapy, 78
development and maintenance, 18, 124
government agencies, 17 H
immigrants/sojourners, 18 The Harvard Program in Refugee Trauma
interaction, 18 (HPRT), 163
and worldview, 80 Healing
Ethnicity Client’s Cultural World, 7–9
cultural identity assessment, 16 Far East Asian healing method, 137
Index 253

Navajo people, 203 positive immigrant identity development,

traditional healing practices, 135–136 138–140
traditional Navajo spiritualities, 196 social–cultural conditions, 123
Here-and-now/spontaneous worldview (SWV) sojourners, 18
collectivistic cultures, 65 Western European immigrants, 25–26
process and goals, 65–66 Implicit bias, 175
time and activity, 65 Individual level, 20, 83, 109–110
Homophobia, 112 Integration. See also Host culture
Host culture acculturation, 82, 85, 88
acculturation, 3, 126–128 bicultural identity, 82
adaptation, 80, 127 ethnic group, 18
assimilation, 127 monocultural societies, 16–17
BET, 90 US society, 26
bicultural identity, 125, 128 Internalized oppression, 107, 227, 231
cultural awareness, 79 Intersex and transgendered (IT) refugees, 148
ethnicity, 125–126 Interventions. See also Cultural assessment
hypothesis, 127 BET, 90
immigrant identity development, 126 personal identity, 91
immigrants, 84 Iranian immigrant client (case study)
marginalization, 127–128 assessments and intervention evaluation,
personal/ethnic identity, 128 230–231
psychological adaptation, 126 CBT, 229
religion/spirituality, 30 client insights and strengths, 229
collaborative goal setting, 231
counselor biases, 228
I cultural identity checklist, 227
Identity development. See also Phases, DSM-5, 228
identity development; Refugees level of acculturation, 227–228
acculturation process, 124 muscle relaxation technique, 231
adolescence, 154 posttraumatic stress disorder, 231
commitment-making and identification, 155 problem presention, 225
cultural identity, 156 social/educational background, 225–227
ethnic/personal identity, 124–125 socioeconomic status, 225
homosexual, 24 worldview, 227
host culture and adaptation, 123–124
“ideal” family, 32
individual, 154 L
integrated identity, 155 Language
integration, host culture (see Host culture) emotional expression, 27
LGBT, 25 Eurobarometer, 27
multidimensional identity, 156 globalization, 27
psychological acculturation, 124 knowledge and skills, 27
psychological interventions, 154 non-English speaking client, 28
psychosocial and relational identity, 157 Lesbian gay bisexual and transgendered
refugee, 157 (LGBT), 24
social identity development models, 155 Lesbian Latina client (case study)
SPH, 157 acculturation, 213
Western context, 155 CFI, 207
Immigrants. See also Identity development client strengths, 211–212
acculturation (see Acculturation) Connor–Davidson Resilience Scale, 213
challenges, 136–137 cultural identity assessment, 205–206
in host culture, 123 cultural identity exploration, 212
identity (see Identity development) depression and anxiety, 211
indigenous people, 25 DSM-5, 214
254 Index

Lesbian Latina client (case study) (cont.) O

family structure, 211 Oppression. See also Privilege
goals, 215–217 and emotional abuse, 23
intervention plan, 214–215 individual and group counseling, 109
privileged-oppression continuum, 213–214 and privilege, 3, 5–6
social/educational background, 205 psychological adjustment, 24
worldview, 206–207, 212–213 social construct, 100
Liberation psychology, 201–202 social justice variables, 99
Lifespan, 23, 25, 31, 154, 161 societal attitudes, 30
and victimization, 23
Optimistic worldview (OWV)
M activity, 61
Major depressive disorder (MDD), human nature, 61
197–200, 208 nature dimension, 61
Microaggressions process and goals, 62
ethnic/racial nondominant populations, 9
social justice variables, 99
Migration status P
acculturation, 78–79 Personal identity, 84, 86, 124–126, 128
immigrant generation, 26–27 Pessimistic worldview (PWV), 66–67
mental health professionals, 26 Phases, identity development
orthodox religions, 26 acculturation, 129
shame and anxiety, 26 assimilation model, 131
sociopolitical changes, 26 classical assimilation theory, 130–131
Western European immigrants, 25–26 communication, 129
Multicultural assessment intervention process cross-cultural identity, 130
(MAIP) model, 160 developmental and positivist models, 130
Multidimensionality of identity, 36, 37, 156 ethnic group membership, 132
The multilevel model (MLM), 135, 136 immigrant children, 130
Multiple identities, 16, 231 multicultural model, 131
acculturation, 80 multivariate model, 129
sexual orientation, 24 psychological adaptation, 129
second–culture acquisition, 131–132
Posttraumatic stress disorder, 223
N Prejudice
National Association of Social Work (NASW) discrimination, 80
and APA, 16 and exclusion, 206
cultural competency, 78 hyphenated Americans, 80–81
health disparities, 105 Presenting problem
professional standards, 105 bicultural native American client, 193
Native American client (case study) Colombian immigrant client (case study),
assessments and intervention evaluation, 204–205
183–185 identity, domains, 35–36
counselor biases, 180 Iranian immigrant client, 225
cultural identity assessment, 178 native American client, 176–177
description, 176 stress, 170
DSM-5 diagnosis, 179 transgender client, 218
gender identity, 179 Privilege. See also Oppression
intervention, 180 advocacy and activism, 109
level of acculturation, 179 anger/defensiveness, 101
sleeping, 176 APA, 106
social/educational background, 177–178 Client’s perception, 5
spirituality, 179 description, 101
worldview, 178 non justice-related, 102
Index 255

and oppression analysis (see Oppression) trauma, 158–160

and oppression function, 24 UNHCR, 147–148
social justice and equity issues, 5 Religion
social justice variables, 99 Bedouin culture, 30
“spared injustice”, 102 counseling, 29
training programs, 5–6 invaders and colonizers, 29
“valued” gender, 6 mental health assessment, 28
Psychological acculturation mental health practitioners, 29
attitudes, approaches, 88 parents’ faith/spiritual beliefs, 29
“black box”, 87 worldview, 29
definition, 79
imposter phenomenon, 89
individualism and collectivism, 88 S
mental illness, 89 Scale to Assess World View© (SAWV), 4, 37,
methodological issues, 86 51, 67, 69, 181, 212
proxy variables, 87 Sexism, 5, 9, 112, 114, 115, 191
qualitative approaches, clients, 87 Sexual orientation
social desirability, 87 homosexual identity, 24
in USA, 89 LGBT, 24
Psychological interventions stage models, 25
authenticity, 171–172 Shared worldview, 57, 173
client, empathy, 172 Social class
client strengths, 173 bidirectional interaction, 34
cross-cultural counseling relationships, 173 cultural identity, 34
cultural responsiveness, 175 culture and class boundaries, 34
effectiveness, evaluation, 174 culture stratification, 34
mutual relationship and co-construction, interpersonal and internalized classism, 35
172–173 therapist assumptions, 35
“not knowing” perspective, 171 Social Class Worldview Model (SCWM), 34
Psychological well-being, acculturation, Social construction, 2, 15, 17, 22, 100, 101
85–86 Social contexts, 6, 34, 99, 105, 128, 131, 134
Psychotherapy. See Counseling Social identity
acculturation, 83
definition, 17
Q group, 100
Quick Discrimination Index (QDI), 114, 115 and personal, 91
Socialization
beliefs and values, 29
R client’s culture, 3
Racism, 81 collectivistic system, 4
African Americans, 83 discrimination and prejudice, 80–81
exclusion, 6 in geographical region, 33
and oppression, 188 graduate schools culture, 5
and sexism, 5 and life experiences, 9
Refugees. See also Identity development social–cultural contexts, 21
classification, immigrants, 149 Social justice. See also Counseling modalities
counseling (see Counseling) acculturation (see Acculturation)
ethnic studies and psychology, 149 and advocacy in counseling (see Advocacy)
identity development, 154–157 assessment, 114–115
IT, 148 capitalism, 100
language and culture, 154 categories and hierarchies, 100–101
mental health professionals, 148–149 cultural differences, 99
politics and perceptions, 149–154 democratic society, 103
“social group”, 148 equality, 100
256 Index

Social justice. See also Counseling modalities risk assessment, 221

(cont.) sexual dysfunction, 223
humanity, 99 sexual performance issues, 218
human rights, 101 trauma history, 220
issues, 104, 108, 109, 112, 114, 140 worldview, 220
male vs. female, 101 Transgender identity, 23–24
non justice-related privilege, 102 Trauma
possessive investment in Whiteness, emotional abuse and stress, 23
101–102 and posttraumatic effects, 164
privilege, 101–102 race-related, 6
social groups, 100 refugees, 28
“spared injustice” privilege, 102 resolution, 159, 163
US demographics, 103–104 trauma-informed treatment, 162
“Soul wound”, 182 Treatment modalities, 162–163
Spirituality. See also Religion TWV. See Traditional worldview (TWV)
Catholicism, 194
emotional meaning, 28
identification variables, 16 U
leader, 8 U-curve, 82
Navajo people, 190 United Nations High Commission for
nondominant religions, 68 Refugees (UNHCR), 147
traditional assumptions, 30 Urban refugees, 147

T W
Therapeutic relationship, 57–59 Worldview. See also Counseling; Cultural
Therapist characteristics identity
competencies and recommendations, 113 acculturation, 185
counseling and psychotherapy, 113 beliefs and assumptions, 52
counselor–client relationship, 112 bicultural native American client
cultural and social competence, 114 (case study), 195
individual and group interventions, 112 collectivistic/individualistic cultural
power dimension, 112 systems, 4
social justice challenges, 114 Colombian immigrant client (case study),
Traditional worldview (TWV) 206–207
nature subscale, 63 cross-cultural counseling, 3
philosophers, 63 cross-racial African American adoptee
process and goals, 64 (case study), 189
social relations, 62 cultural heritage, 135
tradition and authority, 63 cultural identity, 156
Transgender client (case study) culture-specific aspects, 52
acculturation index, 220 decision-making and problem solving, 51
behavioral observations, 221 definition, 4, 51
childhood and adolescence, 218 EI, 80
clinical interview, 221 Iranian immigrant client (case study), 227
counselor biases, 222 Kluckhohn’s existential value, 53
cultural identity assessment, 219 lesbian Latina client (case study), 206,
DSM-5, 221–222 212–213
gender dysphoria disorder, 223 native American client (case study), 178
intervention plan, 222–223 research, 67–69
posttraumatic stress disorder, 223 SAWV, 178
psychodynamic treatment, 224 socialization process, 52
psychosocial history, 219 transgender client (case study), 220