TPC-Journal-V4-Issue5

The Professional Counselor \Volume 4, Issue 5 513 Creating Culturally Appropriate Counseling Interventions The importance of knowing the backgrounds of the particular members of a group in order to design culturally appropriate interventions cannot be overstated. As many authors have asserted, not all Asians are alike (e.g., DeLucia-Waack & Donigian, 2004; Sue & Sue, 2008), and within-group differences among Asian groups is often overlooked (Sandhu, 2004). This idea holds true for South Asians who may come from a variety of different countries such as India, Pakistan, Sri Lanka or Bangladesh. In addition to within-group differences, counselors must consider each adolescent’s level of acculturation when identifying counseling strategies. When designing interventions for group counseling, counselors may look to focus on individual disclosure, individuation and autonomy, and direct types of communication (e.g., confrontation; Corey et al., 2010)—ideals based firmly in Western culture. These goals, however, might not apply to Asians who value humility and modesty (rather than open sharing) as well as group harmony (instead of individual goals), and who might be uncomfortable with direct communication (Chung, 2004; Sue & Sue, 2008). In light of this situation, there are several issues that the counselor must keep in mind when designing interventions. Personal disclosure . Even within a safe environment, South Asian students may still exhibit a disinclination to share personal information. Counselors can model disclosure by sharing their own family experiences, which can prove beneficial in getting youth comfortable and involved in a group (Sandhu, 2004). However, it is still important that counselors are sensitive to any member’s reluctance (communicated either verbally or nonverbally) to disclose, especially because of the cultural value of respect for authority figures (i.e., the counselor), which could precipitate member disclosure and subsequent shame over exposing family information. Goal setting . Individual goal setting is consistent with Western culture and is often encouraged in group counseling literature (Corey et al., 2010; Gladding, 2008). Because of their collective orientation, South Asians may be reluctant to set individual goals and may want to focus on group goals. Potential goals may involve achieving academic success, exploring family pressures, examining gender roles and discussing taboo topics such as sexuality. The counselor must not, however, overlook a member’s desire to set individual goals. (Over time, certain members in this South Asian girls’ group did set personal goals.) Direct leadership . Asians’ values related to respect for adults/elders and authority figures (DeLucia-Waack & Donigian, 2004) suggest that a direct leadership role within a structured group format might work best. Initially, the first author provided a structure for the group sessions using expressive art media through which the girls could explore. For example, having the girls create individual collages from magazine cuttings helped them to share about their lives (e.g., favorite foods, clothing, places), and using South Asian and non-South Asian films and books offered metaphors that helped the girls explore their identity. After a few months of leader direction, the first author was surprised to find that the girls felt comfortable setting the group’s agenda and openly suggesting session activities. Therefore, counselors should be aware of any indication on the part of the group members that they want to self-direct. Topics for Exploration Through group counseling, the first author was able to identify topics that were particularly important to these high school South Asian girls; these areas could serve as a starting point for other counselors working with South Asian immigrant girls. Although the topics were often consistent with salient adolescent issues (e.g., dating, relationships), they were shaped by the girls’ South Asian backgrounds. The girls discussed the often contradictory values and beliefs of home and school culture. They explored dual identities related to being South Asian and American as well as multiple identities related to culture and gender.