Teaching Multicultural Group Counseling: Perspectives for A New Era

Fred Bemak
George Mason University

Rita Chi-Ying Chung

George Mason University

The demographics in the United States are rapidly changing. Despite these welldocumented shifts in ethnicity and race, there remain gaps in the research, practice, and training that address relevant multicultural issues in group counseling. This article addresses the challenges in incorporating multicultural issues in training group counselors, and discusses socio-ecological and cross-cultural considerations in teaching multicultural group work. The article also provides recommendations for teaching multicultural group counseling. Keywords: multicultural counseling; cross-cultural counseling; group counseling; counselor training; ecological counseling

Given the rapidly changing racial and ethnic demographics in the U.S., there is a lack of literature addressing multicultural issues in research, practice, and training in group counseling. For group counselors to be effective with all populations, it is critical that they are trained to be culturally competent. Yet, historically, group counseling has not paid sustentative or systematic attention to working across ethnically and culturally diverse boundaries, and therefore has been predominantly based on European-American models of psychotherapy and counseling. Coinciding with this is the lack of change within the field of group counseling in the past few decades, leaving the field,
Dr. Fred Bemak is a professor and the program coordinator for the Counseling and Development Program in the Graduate School of Education at George Mason University. Dr. Rita Chi-Ying Chung is an associate professor in the Counseling and Development Program in the Graduate School of Education at George Mason University. Correspondence concerning this article should be addressed to Dr. Fred Bemak, Professor and Program Coordinator, Graduate School of Education, George Mason University, 4400 University Drive, MSN 4B3, Fairfax, VA 220304444; phone: (703) 993-3941; fax: (703) 993-2013; email: fbemak@gmu.edu.
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to some degree, behind the times and out of step with current needs and demographic, socio-ecological, and cross-cultural changes. In fact, we would argue that training, practice, and research has not moved beyond the western European-American models of group counseling, causing the field to remain fairly consistent in training and practice for the past 2030 years. The lack of movement in the field is substantiated by the literature in the early 1990s, revealing little attention to race or ethnicity (e.g., Greeley et al. 1992; Helms, 1990). The need for greater attention to multiculturalism in group work has drawn recent support (e.g., Conyne, Wilson & Tang, 2000; DeLuciaWaack, 2000; Rose, 2001) with the issue and impact of culture on interpersonal relationships becoming foreground rather than background for group process (Baca & Koss-Chioino, 1997, p. 130). Conyne (1998) aptly stated that, The need to find useful ways to integrate group work with multicultural populations is both immediate and urgent (p. 31). The literature also has indicated the potential for groups to contribute to improving interethnic group relations (e.g., Avila & Avila, 1988; Greeley et al., 1992; McRae, 1994), as well as offering examples of successful multicultural group experiences (e.g., Gloria, 1999; Loewy, Williams, & Keleta, 2002; Merchant & Butler, 2002; Muller, 2002). The focus of this article is to address and discuss the importance of training aware, competent, and highly skilled multicultural group counselors at the graduate level. The focus on graduate training is intentional, since this is where our future lies with the next generation of group counselors. This article will move beyond the traditional European-American models of training and examine socio-cultural considerations for teaching multicultural group counseling that emphasizes ethnic and cultural diversity. The article will begin with a brief overview of the changing demographics in the U.S., followed by a discussion of socio-ecological and cross-cultural considerations for teaching multicultural group counseling. Finally, the article will conclude by examining some of the explicit and implicit values and goals of conducting multicultural groups followed by recommendations for training in this area.

OVERVIEW OF U.S. DEMOGRAPHICS The U.S. Bureau of Census (2000) confirmed dramatically changing ethnic and racial demographics in the population. Currently, approximately one in three, or 31%, of the U.S. is comprised of African Americans, Asian Americans and Pacific Islanders, Latino=a Americans, and Native Americans. In fact, one in ten people in the

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U.S. has recently immigrated or is from a refugee background (Bemak & Chung, 2003), and one of five people was born in another country or has at least one parent who was born overseas. People with biracial or multiracial backgrounds consist of approximately two percent of the U.S. population with a projection that by 2050, 20% of all marriages will be interethnic=racial (Wu, 2002). The two fastest growing ethnic groups in the U.S. are Latino=a Americans and Asian Americans. It is projected that by 2050 the Latino=a American population will comprise 62 million or approximately 24% of the U.S. population, African Americans 15.7%, and Asian Americans 8.7% of the total U.S. population. Immigrants accounted for the majority of the ethnic population growth during the past several decades (Aponte & Wohl, 2000), reflecting the changing racial and ethnic demographics of the U.S. For example, 40% of the foreign-born population were Latino=a, and Asians made up approximately 23% of the foreign born (Aponte & Wohl, 2000).

GROUP WORK MULTICULTURAL COMPETENCIES AND STANDARDS Given the dramatically changing diversity in the U.S. population, it is critical that group workers are culturally competent. It was only recently that the Association for Specialists in Group Work (ASGW ) began to formally incorporate multicultural competencies. In 1996 ASGW established a task force to incorporate multicultural competencies into its standards and a year later, in 1997, ASGW endorsed the American Multicultural Counseling and Development Associations Multicultural Counseling Competencies and Standards (Arredondo et al., 1996). Two years later, in 1999, ASGW developed and adopted Principles for Diversity-Competent Group Workers (ASGW, 1999), a major step with a direct relationship to training group counselors. Even so, these competencies have little direct impact in establishing new standards for training (Carroll & Wiggins, 2001), but merely remain a set of guiding principles. The document itself was a major step in the field of group work that directed attention to the importance of multiculturalism in group counseling and provided relevant guidelines. The principles defined terms such as dominant and nondominant and included group workers self-awareness, awareness of group members worldviews, and culturally appropriate intervention strategies as key elements in being culturally competent. This recent flurry of attention to multicultural issues in group work comes after years of benign neglect (Merta, 1995).

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SOCIO-ECOLOGICAL CONSIDERATIONS IN TEACHING MULTICULTURAL GROUP WORK It is our firm conviction that one cannot undertake group work or group work training without considering the socioeconomic, political, and demographic trends in modern society. We would suggest that not only are members within groups interdependent on each other, but groups themselves are interdependent and affected by the world around them. Thus, the group is viewed as a dynamic, open, and interactive social system (Arrow, McGrath, & Berdahl, 2000; Capra, 1996; Fujishin, 2001) and includes continuous active interactions among members (Wilson, 1996). Thus the group is contextualized within a cultural framework and is continually responsive to changing forces. We believe that the cultural context of the larger levels of macro-systems that exist surrounding the group itself has a constant and changing influence on the group and its process. We would therefore contend that all groups occur within an ecological context (see Bemak & Conyne, 2004; Conyne & Bemak, 2004) and have a dynamic interaction with the changing world that provides a context for the group itself.

CROSS-CULTURAL CONSIDERATIONS IN TEACHING MULTICULTURAL GROUPS A majority of the ethnic and racial groups in the U.S. have roots in collectivistic cultures. Simultaneously, group work is founded on principles inherent in collectivistic cultures that adhere to interdependence, mutual cooperation, collaboration, harmony, and sharing. These fundamental concepts found in both collectivistic cultures and group work suggest a natural linkage between group counseling and culturally diverse populations that is consistent with the value systems and worldviews in cultures rooted in the social networks of family and community, and conducive to promoting change based on social, political, and ecological dimensions. Thus, we strongly suggest serious consideration be accorded for group work as one of the interventions of choice that would be more culturally appropriate with diverse populations, as opposed to European-American individual counseling. To effectively teach group work from a multicultural perspective, it is important that group counselor educators are culturally competent and understand cross-cultural and socio-ecological issues that impact group process and content. Individuals teaching and supervising group counselors must be aware, understand, accept, and acknowledge the

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cultural worldview of group members as well as the historical and sociopolitical backgrounds and experiences of the diverse group members. Equally, they must be fully aware of their own cultural values, beliefs, worldviews, biases, and prejudices. It also is important that group counselor educators are cognizant of stereotyping and avoid making the erroneous assumption that there are no differences between group members from the same ethnic, racial, or diverse groups. For example, a group may consist of a Chinese American and a Japanese American, or a Somali and an Ethiopian. Although the group members in these instances originate from Asia and Africa, respectively, there are differences between the specific ethnic groups, such as historical and political experiences, culture, language, food, level of acculturation, histories of conflict, and so on. In addition to these intergroup differences there are also intragroup differences (Chung, 2004). Another important cross-cultural consideration relates to the large numbers of foreign-born immigrants and refugees who now reside in the U.S. These populations undergo unique psychosocial adjustment and adaptation to the U.S. They encounter the process of acculturation, integrating their traditional values with those of the mainstream Western society. This is a complex process (Berry, 1990) that requires group counselor educators to be highly aware and sensitive to these issues. Confidentiality and boundaries are another important cross-cultural issue. The concept of what is private and public differs according to cultural background and acculturation level. Hence, Western definitions of confidentiality and boundaries may not be applicable. It is essential that professionals teaching group counseling understand the cultural context of privacy and boundaries and work within this framework. For example, given the inherent nature of collectivistic cultures, confidentiality may be assumed to include ones extended family or clan, not just the group itself. Unfortunately, racism and discrimination are well-established historical and contemporary aspects of the U.S. society. Therefore, it is important that group educators are aware, acknowledge, and understand that culturally diverse group members may experience racism and discrimination and bring to group sessions the impact of these experiences. Groups may reflect and play out these issues and attitudes, as reflected in the society, in the group setting especially when moving beyond political correctness and dealing with deeperrooted issues of group members. To provide more effective training, it is thus important for leaders to possess knowledge, awareness, acceptance, and understanding of racial and ethnic identity theory (Helms, 1995) and its impact on group process.

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Another important issue in training multicultural group workers is the sense of time. Western practices have generally regarded time as an important variable in evaluating therapeutic resistance and compliance. Many cultures, especially those with collectivistic origins, have a different perspective about time. Subsequently, the interpretation of timeliness or lateness may have a profoundly different meaning in diverse cultures. In addition, many cultures carry a strong allegiance to nuclear and extended families and live by an unspoken code of honor for, loyalty to, and protection of the family. In contrast, European-American culture frequently places equal or greater value on friendships and independence. This produces an interesting situation in group whereby group members may be reluctant to openly disclose about family issues or problems. Group work educators must be respectfully attuned to these issues. Finally, in many cultures there is less emphasis on doing and greater appreciation for being. Thus the constitution of a here and now group may be far better suited to culturally diverse individuals coming from a background of being as opposed to a westernoriented individual who is more accustomed to actively being on the move and accomplishing tasks.

AN IMPLICIT GOAL OF MULTICULTURAL GROUP COUNSELING Implicit in multicultural group work is the fostering of acceptance, respect, and tolerance for diversity within and between members. In many respects these values are contradictory to social history and practice. It is noteworthy, as we stated earlier, that only in the last five years the field of group counseling has paid more serious attention to these issues. We would contend that to be truly effective and culturally competent group counselors, one must go beyond these traditional roles and move toward assuming greater leadership regarding social justice, social change, and advocacy. These new dimensions for group counselors are an inevitable outcome in work with heterogeneous multicultural groups.

RECOMMENDATIONS FOR TEACHING MULTICULTURAL GROUP WORK Given the changing demographics and subsequent importance that all group counselors be well versed and trained in multicultural group

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counseling, there are 17 specific recommendations we would make for teaching multicultural group counseling. They are described as follows:
1. Group work must be considered as an independent therapeutic discipline that stands-alone. The distinctiveness of group work will warrant greater special attention to multicultural training, practice, and research, emphasizing and considering how to infuse multiculturalism into the field rather than borrow from individual and family counseling and organizational development. Current and past practices of borrowing and building on theory and practice from other modalities leaves group counseling as a diminished step-child. Transplanting multicultural precepts and practices from other counseling modalities is oftentimes not viable. 2. Understand the concept of culture. True understanding regarding the interrelationship and effect of cultural values, beliefs, worldviews, and behaviors shape and construct reality for groups of people. This understanding of culture as a concept must broaden to include all members of the group. We believe that it is the responsibility of the group counselor educator to foster this deeper level of comprehension and address basic as well as complex and multidimensional concepts of culture. 3. Infuse the Multicultural Counseling Competencies and Standards into training. It is essential for educators to use the multicultural counseling competencies and standards as a basis for training. 4. Acquire a thorough understanding and self-awareness of your own cultural background (Brinson & Lee, 1997). Acquisition of a better understanding and self-awareness of ones own cultural background can be accomplished through personal counseling or psychotherapy, gaining an historical understanding about ones own family (Ivey, 1999), and a thorough exploration of the historical and cultural roots of ones personal background. Within the group, it is recommended that discussions about members cultural backgrounds occur. 5. Gain a comprehensive understanding of how your cultural background interrelates with people from other cultural backgrounds. This is one step beyond recommendation 4, whereby individuals explore reactions to their own cultural background, values, beliefs, stereotypes, biases, and prejudices (Chen & Han, 2001) that others hold and may be facilitated by the group leader in an open and honest discussion. Viewing personal cultural roots within a sociocultural context is extremely helpful in understanding how ones own culture fits into the larger socio-ecological context and why and how people react to one another as cultural beings, and, in turn, how they react to them in a cultural social matrix. 6. Understand White privilege and the effect on multicultural groups. The impact of White privilege on group process with multicultural groups cannot be overstated. Issues of White privilege as well as dominance and nondominance as defined in the ASGW (1999) Principles for Diversity-Competent Group Workers are important to consider in training future multicultural group leaders. Multicultural group counselor educators must understand the current and sociopolitical and historical impact on oneself and diverse cultural groups and facilitate open communication about White privilege within the group format.

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7. Acquire a deep and insightful awareness of your own cultural biases. Building on recommendation 5 is a deeper awareness of your own cultural biases. Knowing personal stereotypes, prejudices, biases, values, expectations, and judgments regarding other ethnic and cultural groups, as well as being aware of your own racial identity status and development, is essential for working with multicultural groups. 8. Understand racial identity development of your group members. In addition to understanding your own racial and ethnic development (recommendation 7), of equal importance is the understanding and awareness of group members racial identity status. The intersection of ones own racial=ethnic identity development and that of group members racial=ethnic identity development has important ramifications for multicultural group work. The group work counselor educator must have a thorough understanding of racial identity theory and clearly bring this issue to the attention of students. 9. Understand the importance and relevance of group work in the context of culture. Given the close parallels between group work and collectivistic cultures, it is crucial that you as an educator of multicultural group work comprehend the meaning of the values embraced in group work and their relationship to collectivistic cultures that are oriented towards family and community. How you construct and respond to a value system that fosters interdependence, cooperation, loyalty,and harmony versus highly regarded essential characteristics in western-oriented cultures, such as self-development, self-actualization, personal growth and individual responsibility, provide an important foundation for multicultural group counselors. We recommend the promotion of an open discussion about the relevant cultural context within the framework of the group. 10. Realize and understand the impact of social justice on multicultural group work. Multicultural group workers must be cognizant of the experiences of inequality, discrimination, racism, and oppression that have been encountered by people from culturally diverse, ethnic, and racial backgrounds. It is our strong belief that educators of multicultural group counselors must be aware of and provide training and supervision in order to be able to respond effectively to these issues in multicultural groups. 11. Become comfortable with conflict. Historical differences in multicultural groups may generate conflict and strong emotional responses. It is important that educators are able to examine these strong reactions and historically conflictual relationships interpersonally within the group context. This is particularly important when considering that a major problem with groups comprised of individuals from different racial and ethnic backgrounds is the failure of the group counselor to perceive and address cultural interethnic conflicts (Leong, 1992). 12. Keep in mind differences in perceptions of the group counselor, leader, or person in a position of authority. Many cultures have specific and designated attributes that are placed on the person in the position of authority. There may be great respect placed on the wisdom and leadership of elders, religious leaders, scholars, and teachers that may have ramifications for the group leader. Thus it is important that the educator discuss this in-depth with students, examining how one can respond to ascribed credibility, compliance, respectfulness, and so on. 13. Emphasize appreciation, respect, acceptance, and tolerance in cultural and racial identity for all cultures. Many groups aim toward having

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appreciation, respect, acceptance, and tolerance as the implicit norm. We would suggest that these virtues by themselves are not enough. In our opinion, it is essential for multicultural group educators to emphasize these qualities as an aspect of groups rather than to just simply value them as norms. 14. Understand the intersection of personality and culture. Generalized cultural attributes have a pronounced effect on personality. Thus, to understand that many Asian cultures do not question authority figures, that Native American cultures are uncomfortable with eye contact toward someone who is revered or in a position of great stature, or that crossing ones arms in some Arabic cultures may be a sign of comfort and a posture that may be adopted for open conversation are some examples of the impact on personality. Thus, it is important to train students not to interpret personality traits solely within a European American framework. 15. Maintain an awareness of how to modify and adapt group theory and technique so that they are compatible with the values, practices, behaviors, and belief systems in a particular culture. Multicultural group educators must assist students in how to reconstruct group theory and technique in a multicultural context. For example, group work with the Mayan population in Guatemala includes practices that incorporate the four corners of the earth, important concepts in traditional healing and belief systems within the Mayan culture. 16. Understand how to work with linguistic differences when they are a representation of cultural differences. Language should not be seen as a prohibitive barrier, but rather as a challenge that can both enrich and be incorporated into the group process. The first author experienced a national pilot group therapy program in India where five languages were spoken during each group session. The altruistic benefit of group members helping each other reach across culture and language barriers was an important part of the healing rather than an obstruction. Group educators must assist students in building language differences into the group process. 17. Model taking risks and discussing tough issues. The group counselor educator must teach students about taking risks that aim towards introducing cultural differences and difficult interpersonal issues into the group process. This is important in establishing norms that embrace and facilitate discussion of emotionally charged and difficult issues within the group.

CONCLUSION In conclusion, the discussion of multicultural issues in group counseling is long overdue, and, as group counselor educators, we can no longer neglect this crucial issue. Since the professional future lies in the hands of current and prospective group counselors, the focus of the article was on multicultural issues in training. An innovative but necessary perspective on the incorporation of multicultural competencies in group counseling training was discussed and key recommendations for the future were suggested.

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