Counseling Case Study

It is imperative for every school counselor to consider the diversity present in a multicultural setting of the students before the school counselors engage in their practice. In this paper, the focus would be on answering the series of questions regarding the presentation of an ideal, therapeutic, and ethical counseling session between therapist and client relationship: First, “who is the person to be consulted prior the presentation of such kind of therapeutic session?

Second, What would people learn from the implementation of the cultural ethnic theories which would be beneficial for the multicultural societies in U. S.? Third, what are the cultural factors that need to be taken into consideration in working or counseling with Hipic families? ; and lastly, What are the suggestions and recommendations at hand for the school counselors in dealing with both the teachers and the families of students in the U. S.? (Corey, 2001, p. 50). Body Who is the person to consult for the presentation prior to such kind of therapeutic session? Foremost, the person who is to be consulted prior the presentation of a strategic therapeutic relationship is the client to gain from the session.

The client or student should be debriefed by the school counselor in order to discuss desired goals for the therapy and counseling. Moreover, it is also required for a counselor to understand the relationship of the client in family, and in the multicultural setting where the individual belongs; it is to determine the characteristics of the culture and subcultures present, and how it plays a factor in developing the people and the institutions under it (Sue, Ivey, Pedersen, 1996).
What would people learn from the implementation of the cultural ethnic theories? Clients in the counseling process would benefit from the implemented cultural ethnic theories. Internalization of such desired and acquired behaviors from the therapeutic process would be the goal of every counselor for their clients. Furthermore, the school counselors should be able to develop effective techniques on how to gain and acquire behaviors and attitudes that are similar to the desired behaviors of a specific culture (Sue & Sue, 1999; Pedersen, 2000).
What are the cultural factors that are necessary in working with Hipic families? Cultural factors have to be considered in working with Hipic families. Some of these cultural factors in the Hipic family include the following: their ways of verbal and non-verbal communication, generalized beliefs of the Hipic culture, family systems, political, educational, and social principles which serve as institutions and foundations that influence the intrinsic values of individuals in the Hipic family.
The challenge of being “multicultural” is posed to the counselors in order for them to gain the trust and increase their rapport in their client in the counseling process (Freedman, 1999). What are the recommendations at hand for the school counselors in dealing with both the teachers and the families of students in the U. S.? To sum it all up, school counselors must be flexible and increase one’s insight to consider cultural diversities, ethnicity, language and race in the family and educational setting of Hipic students residing in U. S (Clemente & Collison, 2000).
Moreover, this calls for recommendation that there should be provision of more intensive training for school counselors to increase their awareness and avoid their own issues of stereotypes among clients who are culturally different from them. Furthermore, the case of the twin Hipic boys maltreated by the Mexican should be put into account for the counselors to research more about their client’s cultural background so they may be careful in treating their clients to avoid misunderstanding and increase the tendency for an effective counseling process
(ASCA, 2006). References American School Counselor Association. (2006). Culturally responsive school counseling for Hipic/Latino students and families: the need for bilingual school counselors. Retrieved November 18, 2008, from http://www. thefreelibrary. com/Culturally+responsive+school+counseling+for+Hipic%2FLatino+students… -a0153359897 Clemente, R. , & Collison, B. B. (2000). The relationship among counselors, ESL teachers, and students. Professional School Counseling, 3, 339-349. Corey, G. (2001). Theory and practice of counseling and psychotherapy.
SG: Wadsworth. Freedman, K. F. (1999). Multicultural Counseling. Retrieved November 18, 2008, from http://www. alaska. net/~fken/Multiculture. htm Sue, D. W. , Ivey, A. E. , Pedersen, P. (1996). A theory of multicultural counseling and therapy. Pacific Grove, CA: Brooks/Cole. Sue, D. W. , & Sue, D. (1999). Counseling the culturally different: Theory and practice. (3rd ed. ). New York: Wiley. Pedersen, P. (2000). A handbook for developing multicultural awareness. (3rd ed. ). Alexandria, VA: American Counseling Association.