| |
| |
| Preface | |
| |
| |
| |
| Introduction | |
| |
| |
| The Millennium and Two Essential Ingredients | |
| |
| |
| Unique Structures | |
| |
| |
| Suggestions for Using the Book | |
| |
| |
| Outline of the Chapters | |
| |
| |
| |
| A Practitioner's Awareness of Her Own Worldview | |
| |
| |
| |
| Intrapersonal Communication (Inner Dialogue) | |
| |
| |
| Intrapersonal Communication and Values, Beliefs, and Biases | |
| |
| |
| Intrapersonal Communication and Ethnocentrism | |
| |
| |
| |
| Assessment of a Practitioner's Values, Beliefs, and Biases | |
| |
| |
| Barriers to an Individual's Self-Assessment of Her Own Values, Beliefs, and Biases | |
| |
| |
| Awareness of Inner Experience | |
| |
| |
| Self-Assessment of Values, Beliefs, and Biases | |
| |
| |
| The Impact of a Practitioner's Values, Beliefs, and Biases on Assessing and Treating Clients | |
| |
| |
| |
| A Practitioner's Awareness of Systematic Opression/Privilege and Internalized Oppression/Privilege | |
| |
| |
| |
| Racism | |
| |
| |
| Race and Racism | |
| |
| |
| Social Categorization Theory | |
| |
| |
| Variations Within and Among Races | |
| |
| |
| Racism and Racial Prejudice and Inappropriate Thinking Styles/Patterns | |
| |
| |
| Strategies for and Benefits of Dismantling Racism and Racial Prejudice for Whites | |
| |
| |
| A Practitioner's Assessment of Self in Relation to White Oppression/Privilege | |
| |
| |
| |
| Sexism | |
| |
| |
| Difference Among Sex, Gender, and Sexism | |
| |
| |
| Social Construction of Gender | |
| |
| |
| Social Comparison Theory | |
| |
| |
| Systematic Oppression/Privilege and Internalized Oppression/Privilege | |
| |
| |
| The Intersection of Gender and Race | |
| |
| |
| Variations Among Men, Among Women, and Between Men and Women | |
| |
| |
| Sexism and Inappropriate Thinking Styles/Patterns | |
| |
| |
| Strategies for and Benefits of Dismantling Sexism | |
| |
| |
| A Practitioner's Assessment of Self in Relation to Sexism, Systematic Oppression/Privilege and Internalized Oppression/Privilege | |
| |
| |
| |
| Heterosexism | |
| |
| |
| Difference Among Sexual Orientation, Homophobia, and Heterosexism | |
| |
| |
| Social Construction of Heterosexism | |
| |
| |
| Intersections of Race, Gender, and Sexual Orientation | |
| |
| |
| Systematic Oppression/Privilege and Internalized Privilege/Oppression | |
| |
| |
| Intersections of Race, Gender, and Sexual Orientation | |
| |
| |
| Systematic Oppression/Privilege and Internalized Oppression/Privilege | |
| |
| |
| Variations Within and Among Nonheterosexuals | |
| |
| |
| Heterosexism or Homophobia and Inappropriate Thinking Styles/Patterns | |
| |
| |
| Strategies for and Benefits of Dismantling Heterosexism | |
| |
| |
| A Practitioner's Assessment of Self in Relation to Heterosexism, Systematic Oppression/Privilege, and Internalized Oppression/Privilege | |
| |
| |
| |
| Classism | |
| |
| |
| A Definition of Class and Classism | |
| |
| |
| Social Construction of Classism | |
| |
| |
| Systematic Oppression/Privilege and Internalized Oppression/Privilege | |
| |
| |
| Intersections of Race, Gender, Sexual Orientation, and Class | |
| |
| |
| Variations Within and Among Classes | |
| |
| |
| Classism and Inappropriate Thinking Styles/Patterns | |
| |
| |
| Strategies for and Benefits of Dismantling Classism | |
| |
| |
| A Practitioner's Assessment of Self in Relation to Classism, Systematic Oppression/Privilege and Internalized Oppression/Privilege | |
| |
| |
| |
| Ableism | |
| |
| |
| Difference Between Disability and Ableism | |
| |
| |
| Social Construction of Ableism | |
| |
| |
| Systematic Oppression/Privilege and Internalized Oppression/Privilege | |
| |
| |
| Intersections of Impairment/Disability, Race, Gender, Sexual Orientation, and Class | |
| |
| |
| Variations Within and Among Individuals With Impairment/Disability | |
| |
| |
| Ableism and Inappropriate Thinking Styles/Patterns | |
| |
| |
| Strategies for and Benefits of Dismantling Ableism | |
| |
| |
| A Practitioner's Assessment of Self in Relation to Ableism, Systematic Oppression/Privilege and Internalized Oppression/Privilege | |
| |
| |
| |
| Other "Isms" Due to Age, Language, Religion, and Region | |
| |
| |
| Other "Isms" | |
| |
| |
| Social Construction of "Isms" | |
| |
| |
| Systematic Oppression/Privilege and Internalized Oppression/Privilege | |
| |
| |
| Intersections of Race, Gender, Sexual Orientation, Class, Impairment/Disability, and Other Identities | |
| |
| |
| Variations Within and Among Age, Language, Religion, and Region | |
| |
| |
| Other "Isms" and Inappropriate Thinking Styles/Patterns | |
| |
| |
| Strategies for and Benefits of Dismantling "Isms" | |
| |
| |
| A Practitioner's Assessment of Self in Relation to Other "Isms", Systematic Oppression/Privilege, and Internalized Oppression/Privilege | |
| |
| |
| |
| Deconstructing Inappropriate Hierarchical, Dichotomous, and Linear Thinking Styles/Patterns | |
| |
| |
| Reasons for Change | |
| |
| |
| Deconstructing Through Transformative Learning | |
| |
| |
| Internalized Oppression/Privilege and Thinking Styles/Patterns | |
| |
| |
| Diligent and Mindful Practice | |
| |
| |
| Transformation at the Institutional Level | |
| |
| |
| |
| A Practitioner's Awareness of The Client's Worldview | |
| |
| |
| |
| Identity Development | |
| |
| |
| Identity Development | |
| |
| |
| Models of Identity Development for Nondominant Monoracial Groups | |
| |
| |
| Models of Identity Development for Biracial and Multiracial Groups | |
| |
| |
| Models of Identity Development for Whites | |
| |
| |
| Models of Identity Development for Gays and Lesbians | |
| |
| |
| Variations Among and Within Racial Groups | |
| |
| |
| Similarities and Differences Between Dominant Group and Nondominant Group Identity Development | |
| |
| |
| |
| Multiple Identities | |
| |
| |
| Challenges of Assessing Multiple Identities | |
| |
| |
| Fluidity of Identity Development | |
| |
| |
| |
| Culturally Appropriate Assessment | |
| |
| |
| Foundations for Accurate Assessment | |
| |
| |
| Assessment in Relation to Race, Gender, Sexual Orientation, Class, Disability/Impairment, Age, Language, Religion, Region, and Their Multiple Intersections | |
| |
| |
| Assessment of the Intersections of Multiple Identities (Race, Gender, Class, Sexual Orientation, Impairment/Disability, Age, Language, Religion, and Region) | |
| |
| |
| Rating Scales for Thinking Styles, Multiple Identities, Dominant Identities | |
| |
| |
| Rating Scale for Acculturation | |
| |
| |
| The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and Its Appropriateness as an Assessment Tool for Multicultural Populations | |
| |
| |
| ACA, APA, and NASW Ethics Codes and Cultural Sensitivity | |
| |
| |
| |
| Culturally Appropriate Treatment/Healing | |
| |
| |
| Culturally Appropriate Treatment | |
| |
| |
| To Be a Multiculturally Competent Practitioner | |
| |
| |
| Experiental Learning Through Case Studies | |
| |
| |
| About the Author | |