Browsing by Subject "Cross-cultural counseling"
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Item Ahimsa: Indian women's experience of a narrative intervention using art and writing(Texas Tech University, 2004-12) Keeling, Margaret LMental health services in general and marriage and family therapy in particular are underutilized by many ethnic minority and international populations. Models of marriage and family therapy practice have been developed in the west and reflect western values and norms that are inappropriate in cross-cultural contexts. This dissertation is an exploratory, qualitative study of the narrative therapy approach used with Asian Indian women. Few empirical studies of the narrative approach to therapy exist. This study is unique in its focus on a cross-cultural application and its emphasis on the experience of participants. Seven Indian women who are international students (six graduate students and one undergraduate) participated in the study. Participants were recruited through snowball sampling, each volunteering based upon her desire to address a personal problem that would benefit from therapeutic attention. Each engaged in an intervention modeled upon the principles and techniques of narrative therapy. Participants worked individually, proceeding through the intervention in their homes at their own pace over a period of four to 12 weeks. Interviews were then conducted with each participant to ascertain her experience of the intervention. The intervention itself consisted of semi-structured guided journaling exercises that were sent to participants by e-mail. It also consisted of the creation of art work by each participant to represent her identified problem. During the interviews, participants also created simple diagrams illustrating their relationships with their problems before and after the intervention. Data for the study consisted of written journal responses, art work, transcribed interviews, and the diagrams generated during the interviews. A heuristic design was employed for this study. Findings showed (1) that participants' identified problems all concerned their cultural adjustment in the United States, (2) that participants initially viewed their problems as internal, personal shortcomings; (3) that the narrative intervention allowed participants to view their problems as manageable entities; (4) that participants were able to identify strengths and resources to overcome their problems; and (5) that the combination of working at home, writing, creating art work, and being interviewed was an effective and culturally appropriate intervention for these participants.Item Effects of culturally consistent clinical tasks on American and international student observers' perception of counselor credibility(Texas Tech University, 1988-08) Sodowsky, GargiNot availableItem The relationship among school counselor's self-perceptions of multicultural counseling competencies and ethnic identity development(Texas Tech University, 1997-08) Robinson, Gena BethThe demographics of the United States are changing rapidly and ethnic and racial minority groups are becoming the majority of the population (Sue, 1989). Most notably, younger age groups have a greater proportion of ethnic minorities while older generations have greater proportions of Caucasians, Riche (1991) projects that 72 percent of Americans will be Caucasians in the year 2000, with Sue (1991) projecting that by the year 2010, Caucasian Americans will comprise approximately 48% of the population. As quickly as the year 2000, fewer than two in three children will be Caucasian (Riche, 1991) and 45% of students enrolled in public schools will be racial and ethnic minorities (U, S. Census, 1992). The demographic shift in younger generations will have an immediate impact on the educational system. Currently in California, Caucasian students compose less than fifty percent of school students and one out of every four students lives in a non-English speaking home (Atkinson, Morton, & Sue, 1993), School systems are facing pressure to deal with cultural diversity among students (Pedersen, 1991), and to address the realities of educating an ethnically and racially diverse population (Hodgkinson, 1985). If educational institutions do not meet the needs of ethnic minority students, society as a whole suffers (Haycock & Navarro, 1988).