Toward a New Paradigm for Multicultural Counseling

Abstract

Wisdom is introduced as a fundamental quality of the effective multicultural counselor. Wisdom is defined, discussed, and differentiated from intelligence. The authors propose that to be an effective multicultural counselor requires more than textbook knowledge. Wisdom, as a transcultural concept, is considered in relation to culture, context, dialectical thinking, awareness, metacognition, deep interpersonal insight, and advanced empathy. Implications for counselor education and professional practice are discussed. Wisdom is an ancient subject that may provide a “new” paradigm with the potential to bring the field to a higher plateau of effectiveness in practice and training.

Fifty Strategies for Counseling Defiant, Aggressive Adolescents: Reaching, Accepting, and Relating

“…Such wisdom includes deep insight into the human condition, self-awareness, dialectical thinking, problem-solving skills, advanced empathy, clinical intuition, proper timing, and recognition of culture and context (Hanna, Bemak, & Chung, 1999;Hanna & Ottens, 1995). It also requires perspicacity in the sense of being able to "see through" deceptions, lies, and manipulations (Sternberg, 1990).…”

The Violent Matrix: A Study of Structural, Interpersonal, and Intrapersonal Violence Among a Sample of Poor Women

“…This framework allows us to extend previous research examining issues of violence, drug abuse, and race within the specific context of poverty (i.e., welfare recipients). It deprives individuals of an object, role, experience, and set of living conditions that are desirable and conducive to physical or psychological well being (Hanna, Bernak, & Chung, 1999). The first section of this paper focuses on the theoretical discussion of the tripartite model, with a concentration on structural violence, perhaps the least understood denomination 1 The National Center on Addiction and Substance Abuse (CASA) at Columbia University, New York.…”

Multicultural Counseling Competencies: Lessons From Assessment

“…An encouraging line of research may come from an emphasis on metacognitive processes. Hanna, Bemak, and Chi-Ying Chung (1999) proposed metacognitive skills as an area of counselor training that could aid in the development of "master counselors" (p. 133). Three specific examples of metacognitive processes are cited by S. Sue (1998): (a) scientific mindedness, (b) dynamic sizing, and (c) cultural self and other understanding.…”