Multicultural Social Work Practice
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Introduction
INTRODUCTION “Cultural Competence in the Digital Age: Trending #Apps, #Games, #Socialmedia” Welcome to the 33rd Annual Winter Roundtable on Cultural Psychology and Education, sponsored by the Dean’s Office and the Counseling Psychology Program at Teachers College, Columbia University. The Winter Roundtable is the longest running continuing professional education program in the United States devoted solely to cultural issues in psychology and education. The theme of the 2016 Roundtable conference is “Cultural Competence in the Digital Age: Trending #Apps, #Games, #Socialmedia.” We are very pleased to welcome future leaders and professionals, and will feature research and interventions regarding multicultural concerns in community, school, and family settings, as well as individual development, across a wide range of topics, including language, literacy, access, wellness, cultural values, training, and experiences with oppression and discrimination. This year's conference is a two-day program consisting of paper and symposium presentations, workshops, student poster presentations, and roundtable discussions conducted by invited and selected experts in the fields of multicultural psychology, education, and related disciplines. The Winter Roundtable continues its tradition of bringing together scholars, practitioners, educators, researchers, advocates of social change, and students who value the complex influences of race, ethnicity, social class, gender, sexual orientation, and religious affiliation in psychology and education. Several years ago, the Roundtable instituted the Social Justice Action Award, which celebrates the contributions of individuals who have exemplified social change through their principles and practice. The inaugural recipient of the Social Justice Action Award was bell hooks, followed by Jane Elliott in 2005, Linda James Myers in 2006, Ronald Takaki in 2007, Michelle Fine in 2008, William Cross in 2009, Concepción Saucedo Martinez in 2010, Bertha G. -
Derald Wing Sue Award for Distinguished Contributions to Multicultural Counseling
DERALD WING SUE AWARD FOR DISTINGUISHED CONTRIBUTIONS TO MULTICULTURAL COUNSELING APA Division of Counseling Psychology We are pleased to invite nominations for the Derald Wing Sue Award for Distinguished Contributions to Multicultural Counseling in honor of Professor Sue’s substantial contributions to the field. Dr. Derald Wing Sue was awarded this distinction in 2017. This is the inaugural invitation for nominations following his receipt of the award in 2017. Deadline for Nominations: March 1, 2018 Born in Portland, Ore., Dr. Derald Wing Sue is the son of parents who emigrated from China. Early childhood memories of being teased due to his ethnicity lead to his fascination with human behavior. His deep interest and passion led him to becoming one of the most prominent voices in cross cultural studies. With over 150 publications under his belt he is the most cited Multicultural Scholar today. He received a bachelor’s degree from Oregon State University, and a PhD in counseling psychology from the University of Oregon. The Civil Rights Movement sparked an interest in him and was the foundation for his interest in multicultural studies. Sue, along with his brother, and fellow psychologist, Dr. Stanley Sue wanted to emphasize the importance of understanding the culture of Asian-Americans and Pacific Islanders, making sure that they too received attention and accurate mental health services. In 1972, Sue co-founded the Asian American Psychological Association (AAPA) with his brother Stanley Sue. Both brothers felt there was a need for others to understand the experience of Asian-Americans and this was the beginning. Currently, Sue is a professor of psychology at Teachers College, Columbia University. -
Introduction
INTRODUCTION RISE UP: Racial Justice, Immigration, and Social Activism in Psychology and Education Welcome to the 36th Annual Winter Roundtable on Psychology and Education, sponsored by the Dean’s Office and the Counseling Psychology Program at Teachers College, Columbia University. The Winter Roundtable is the longest running continuing professional education program in the United States devoted solely to cultural issues in psychology, education, and social work. The theme of the conference—RISE UP: Racial Justice, Immigration and Social Activism in Psychology and Education — focuses our attention on racial justice, immigration, and social activism within the disciplines of psychology, education, and social work. The 2019 conference invites proposals that depict research, pedagogy, practice and activism that address these themes. We are very pleased to welcome attendees, presenters and speakers from a broad range of professional backgrounds—from education to activism, mental health to media. This year's conference is a two-day program consisting of keynote addresses, paper and symposium presentations, workshops, student poster presentations, plenary panels and roundtable discussions conducted by experts in the fields of psychology, education, and allied disciplines. The Winter Roundtable continues its tradition of bringing together scholars, practitioners, educators, researchers, advocates of social change, and students who value the complex influences of race, ethnicity, social class, gender, sexual orientation, ability, and religious affiliation in psychology and education. Several years ago, the Roundtable instituted the Social Justice Action Award, so as to honor the contributions of individuals who have exemplified social change through their principles and practice. The inaugural recipient of the Social Justice Action Award was bell hooks (2004), followed by Jane Elliott (2005), Linda James Myers (2006), Ronald Takaki (2007), Michelle Fine (2008), William Cross (2009), Concepción Saucedo Martinez (2010), Bertha G. -
A Guide to Responding to Microaggressions
CUNY FORUM 2:1 (2014) 71-76 A Guide to Responding to Microaggressions Kevin L. Nadal “Microaggressions are commonplace verbal, behavioral, or environmental actions that communicate hostility toward oppressed or targeted groups.” IN RECENT YEARS, ACADEMIC LITERATURE has focused increasingly on the subject of microaggressions. Microaggressions are brief and commonplace daily verbal, behavioral, or environmental actions (whether intentional or unintentional) that communicate hostile, derogatory, or negative racial slights and insults toward members of oppressed or targeted groups1 including: people of color, women, Lesbian, Gay, Bisexual and Transgender (LGBT) persons, persons with disabilities, and religious minorities.2 Some scholars today argue that racism, sexism, homophobia, and other forms of discrimination are no longer as blatant as they may have been in the past. Instead, people may demonstrate their biases and prejudices in more subtle ways, otherwise known as microaggressions.3 The purpose of this article is twofold: (1) to discuss how different types of microaggressions affect people’s lives, and (2) to provide a hands-on guide to strategies, approaches, and interventions to address microaggressions. Types of Microaggressions Derald Wing Sue and colleagues first described three forms of microaggressions: Microassaults are overt forms of discrimination in which actors deliberately behave in discrimina- tory ways, but do not intend to offend someone or may think that their actions are not noticed or harmful.4 These types of experiences are similar to the “old-fashioned” discrimination that existed in earlier times, but different in that people may not openly proclaim their biases. For example, when someone says “That’s so gay!” to connote that something is weird, the person is aware of the words that they choose; however, they may not realize that using such language is considered homophobic and can offend LGBT people. -
Racial Microaggressions in the Life Experience of Black Americans
CORRECTED SEPTEMBER 28, 2009; SEE LAST PAGE Professional Psychology: Research and Practice © 2008 American Psychological Association 2008, Vol. 39, No. 3, 329–336 0735-7028/08/$12.00 DOI: 10.1037/0735-7028.39.3.329 Racial Microaggressions in the Life Experience of Black Americans Derald Wing Sue, Christina M. Capodilupo, and Aisha M. B. Holder Teachers College, Columbia University Racial microaggressions cause considerable psychological distress among Black Americans and are manifested in nearly all interracial encounters. They set in motion energy-depleting attempts to determine whether incidents were racially motivated. Reactions can be classified into 4 major themes: healthy paranoia, sanity check, empowering and validating self, and rescuing offenders. Microaggressions result in high degrees of stress for Blacks because of denigrating messages: “You do not belong,” “You are abnormal,” “You are intellectually inferior,” “You cannot be trusted,” and “You are all the same.” Feelings of powerlessness, invisibility, forced compliance and loss of integrity, and pressure to represent one’s group are some of the consequences. Keywords: racial microaggression, microinsult, microinvalidation, healthy paranoia, sanity check Racism can be defined as a complex ideology composed of indignities directed toward Black Americans, often automatically beliefs in racial superiority and inferiority and is enacted through and unintentionally (Constantine, 2007; Solo´rzano, Ceja, & Yosso, individual behaviors and institutional and societal policies and 2000; Sue, Bucceri, Lin, Nadal, & Torino, 2007). Racial micro- practices (Jones, 1997). Racism devalues, demeans, and disadvan- aggressions are similar to unconscious racism, but they are tages Black Americans by treating them as lesser beings and by broader, describe a dynamic interplay between perpetrator and denying equal access and opportunity (Sue, 2003). -
Division 17 Officers
EDITOR P.Paul Heppner, University of Missouri–Columbia ASSOCIATE EDITORS David L. Blustein, Boston College Linda Forrest, Michigan State University S. Alvin Leung, The Chinese University of Hong Kong FORUM CO-EDITORS Legacies and Traditions International Forum Around the Winter Roundtable Nadya A. Fouad Frederick Leong Robert T. Carter University of Wisconsin–Milwaukee The Ohio State University Columbia University Nancy Downing Hansen Joseph G. Ponterotto The Fielding Institute Fordham University EDITORIAL ASSISTANT Yu-Wei Wang, University of Missouri–Columbia STUDENT ASSISTANTS Meghan Davidson, Mathew P.Martens, Lisa Spanierman University of Missouri–Columbia EDITORIAL BOARD José M. Abreu (2003) Mary Ann Hoffman (2001) Patricia McCarthy (2001) University of Southern California University of Maryland University of Minnesota Kathleen J. Bieschke (2003) Maureen E. Kenny (2003) Susan L. Morrow (2003) The Pennsylvania State University Boston College University of Utah Y. Barry Chung (2002) Elizabeth A. Kincade (2001) Helen A. Neville (2001) Georgia State University Indiana University of University of Missouri–Columbia Madonna G. Constantine (2001) Pennsylvania Walker S. Carlos Poston, II (2001) Teachers College, Kwong-Liem Karl Kwan (2002) University of Missouri–Kansas Columbia University Purdue University City and the Mid-America Heart Kathleen Davis (2002) Douglas H. Lamb (2001) Institute, St. Luke’s Hospital University of Tennessee Illinois State University Loreto R. Prieto (2003) Changming Duan (2002) Lisa Larson (2002) University of Akron University of Missouri–Kansas City Iowa State University Kenneth G. Rice (2003) Ann R. Fischer (2002) Madeleine Leveille (2002) Michigan State University University of Akron Independent Practice Lawrence J. Schneider (2001) James P.Guinee (2001) Owen Richard Lightsey, Jr.