An Ethical Indictment of Counseling Research and Training: The Cross‐Cultural Perspective

Length of Residence, Cultural Adjustment Difficulties, and Psychological Distress Symptoms in Asian and Latin American International College Students

“…These international college students often rely heavily on informal social support resources (e.g., family members and friends) instead of using more formal mechanisms (e.g., counseling centers) to address their mental health concerns (e.g., Hayes & Lin, 1994). Moreover, even though some Asian and Latin American students attending college in the U.S. may experience severe mental health concerns, they may not use college or university counseling centers because of cultural and language differences with counselors (Pope & Vasquez, 1991), stigmas about counseling (Constantine et al, 1997), cultural mistrust attitudes toward White counselors (Casas, Ponterotto, & Guitierrez, 1986), and cultural values affirming the use of indigenous coping strategies to address their problems (Sue & Sue, 2003).…”

Forging the Link Between Multicultural Competence and Ethical Counseling Practice: A Historical Perspective

“…This special issue included a section on cross-cultural concerns in which Casas, Ponterotto, and Gutierrez (1986) identified an "urgent need to revamp the [ethical standards] to address racial and ethnic minorities explicitly" (p. 348). In the same issue, Ibrahim and Arredondo (1986) recommended that the existing code be extended to address cross-cultural dimensions of counseling and proposed for inclusion in the next revision of the code eight new standards in the areas of counselor preparation, counseling practice, assessment, and research.…”

Latino practice outcome research: A review of the literature

“…Thus, some research demonstrates a tendency to isolate specific client and counselor variables believed to affect the counseling process (e.g., counselor similarity, preference, expectations, attitudes) while overlooking intrapersonal (e.g., learning and cognitive styles, communication styles) and extrapersonal (e.g., oppression, discrimination, poverty) variables that actually give shape and meaning to the behavior of persons from racial and ethnic minority groups. (Casas, Ponterotto, & Gutierrez, 1986, p. 348) An additional problem regarding this research is the use of easily accessible populations, such as students who are not likely to be representative of their respective ethnic or racial groups, to constitute the research samples (Casas, et al, 1986). For example, in a content analysis of 11 years of publishing the Journal of Counseling Psychology, only 5.7% (53 out of a total of 934) of articles focused on racial/ethnic minority variables; and, of these, 83.6% focused on student populations (Ponterotto, 1988).…”