The Multidimensional Model of Broaching Behavior

Abstract

The multidimensional model of broaching behavior (MMBB) is introduced as a heuristic that addresses multicultural counseling and social justice competence. The MMBB includes humanistic skills that allow counselors to broach clients’ racial, ethnic, and cultural (REC) concerns in an effort to develop strong therapeutic alliances and alleviate distress. This article provides illustrative examples of the 4 MMBB dimensions: intracounseling, intraindividual, intra‐REC, and inter‐REC. Implications for the counseling profession and practice are described, and directions for future research are presented.

“I Want to, But How?” Defining Counselor Broaching in Core Tenets and Debated Components

“…Throughout the extant literature, scholars agree on five core tenets of broaching, with broaching being (a) a counselor responsibility and (b) an ongoing process that (c) addresses dynamic identities, (d) conceptualizes identity on multiple levels (both individual and systemic), and (e) adopts a flexible stance. First, broaching is unanimously conceptualized as a counselor responsibility to initiate conversations about race/ethnicity, culture, and power (Cardemil & Battle, 2003; Day‐Vines et al, 2007, 2013, 2020; Fuertes et al, 2002; Jones & Welfare, 2017; Knox et al, 2003; Thompson & Alexander, 2006). Many scholars have cited the power differential between counselor and client, particularly if the counselor belongs to a dominant cultural group that is also a salient difference with the client, as an imperative for the counselor to break the prevailing “norm of silence” (Jones & Welfare, 2017, p. 50) about experiences of marginalization (Day‐Vines et al, 2018).…”

“…Scholars cite the 50% attrition rate for racially/ethnically minoritized clients following the first contact with their practitioner as ample motivation to begin broaching during intake (Cardemil & Battle, 2003; Jones & Welfare, 2017), with the goal to enhance the relationship and convey sensitivity to issues of culture and power (La Roche & Maxie, 2003). Scholars are also beginning to allude to broaching at later stages of the counseling process (Day‐Vines et al, 2013, 2020; Thompson & Alexander, 2006), when it can presumably be used to acknowledge the impact of cultural difference, check for understanding, and foster validation. In fact, many of the example initial broaching statements contained in academic articles (see Cardemil & Battle, 2003; Choi et al, 2015; Day‐Vines et al, 2007; Jones & Welfare, 2017) make space for continued reflection and the need to revisit culture throughout counseling (e.g., “I am always open to talking about these topics whenever they are relevant”; Cardemil & Battle, 2003, p. 281).…”

“…This set of debated components represents movement toward a shared language to better operationalize broaching, given how practitioners have described their lack of clarity about forming broaching statements and multiple barriers to using broaching skills in a manner that is consistent or faithful to the descriptions set out by scholars (Day‐Vines et al, 2020; Jones & Welfare, 2017; Knox et al, 2003; Maxie et al, 2006). Such contradictions were on display in a recent study of counselor broaching attitudes and behavior.…”

“…B roaching, or a counselor's invitation to examine the role of race, ethnicity, and other cultural factors within the counseling process (Day‐Vines et al, 2007, 2020), is gaining traction. Positioned as an essential element of multicultural competency and multicultural orientation, broaching provides an alternative to upholding Whiteness and other dominant identities within the status quo (Day‐Vines et al, 2018).…”

Teaching About Homelessness Through Multicultural Picture Books and Virtual Reality in Preservice Teacher Education

“…The only way for teachers to really know what is going on with the K-12 students who they teach and the parents and communities in which schools are embedded is by inviting conversations about culture and diversity (e.g., homelessness) and spending time in those communities during professional and personal time (e.g., “community teachers”; Murrell, 2001). The notion of broaching and inviting conversations about difficult topics such as racism, oppression, microaggressions, and White Americans (including teachers) contributions to these structural and societal ways of being are important (Day-Vines et al., 2020).…”