TEST BANK FOR Counseling the Culturally Diverse z z z z z z z
Theory and Practice, 9th Edition Derald Wing Sue,
z z z z z z z z z
David Sue, Helen A. Neville, Laura Smith
z z z z z z z
Chapter 1: Obstacles to Cultural Competence & Cultural Humility: Understanding Resistance
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to Multicultural Training
z z z
Test Questions
z
Below are questions that can be used to test the students’ knowledge of the material covered in
z z z z z z z z z z z z z z z z
Chapter 1 of the 8th edition of Counseling the Culturally Diverse: Theory and Practice (CCD, Sue
z z z z z z z z z z z z z z z z
8th edition). Questions are presented in various formats (True/False, Multiple Selection, Multiple
z z z z z z z z z z z z
Choice, Text Entry, and Essay Type). After each series of questions, you will find the correct
z z z z z z z z z z z z z z z z
answers along with accompanying explanations. Bloom’s taxonomy is provided to indicate the
z z z z z z z z z z z z
style of learning needed to answer the respective question. Additionally, you will also find a
z z z z z z z z z z z z z z z
descriptor, EASY, MEDIUM, HARD, indicating the difficulty level of each question.
z z z z z z z z z z z
Question 1 z
Question Type: True/False z z
Question: The journey to becoming a competent culturally sensitive counselor in working with
z z z z z z z z z z z z
diverse populations is not complex as humans have innate characteristics that are relatively
z z z z z z z z z z z z z
consistent across cultures with similar hopes and dreams that mark their humanness.
z z z z z z z z z z z z
Answer: False z
Solution: According to the authors, becoming culturally competent in working with diverse
z z z z z z z z z z z
populations is a complex interaction of many dimensions that involves broad theoretical,
z z z z z z z z z z z z
conceptual, research, and practice issues. Moreover, the journey will be filled with obstacles to
z z z z z z z z z z z z z z
self-exploration, to understanding yourself as a racial/cultural being, and to understanding the
z z z z z z z z z z z z
worldview of those who differ from you in race, gender, ethnicity, sexual orientation, and other
z z z z z z z z z z z z z z z
sociodemographic characteristics. The subject matter in this book and course requires the reader to
z z z z z z z z z z z z z z
explore biases and prejudices, a task that often evokes defensiveness and resistance.
z z z z z z z z z z z z
Bloom’s Level: Comprehension z z
Difficulty Level: EASY
z z z
Question 2 z
Question Type: Multiple Selection z z z
Question: Becoming culturally competent in mental health practice demands that nested or
z z z z z z z z z z z
embedded emotions be openly experienced in which of the following sociodemographic
z z z z z z z z z z z
dimensions of difference?
z z z
a. race
,b. culture
c. gender
d. sexual orientation z
e. only a and b z z z
Answer: a, b, c, d z z z z
Solution: The authors point out that the journey to becoming culturally competent therapists is
z z z z z z z z z z z z z
filled with obstacles to self-exploration, to understanding oneself as a racial/cultural being, and to
z z z z z z z z z z z z z z
understanding the worldview of those who differ from others in terms of race, gender, ethnicity,
z z z z z z z z z z z z z z z
sexual orientation, and other sociodemographic dimensions.
z z z z z z
Bloom’s Level: Knowledge z z
Difficulty Level: MEDIUM
z z z
Question 3 z
Question Type: Text Entry z z z
Question: The three types of resistance that are often encountered by students studying diversity
z z z z z z z z z z z z z
training are:
z z , z , . z z
a. cognitive; emotional; behavioral z z
b. psychological; physiological; emotional z z
c. dissonance; isolation; invalidation z z
d. physical; emotional; spiritual z z
Answer: a z
Solution: The authors report that in work with resistance to diversity training, research reveals
z z z z z z z z z z z z z
how it is likely to be manifested in three forms: cognitive resistance, emotional resistance, and
z z z z z z z z z z z z z z z
behavioral resistance (Sue, 2015, as cited in Sue 8th edition).
z z z z z z z z z z
Bloom’s Level: Knowledge z z
Difficulty Level: MEDIUM
z z z
Question 4 z
Question Type: Essay Type z z z
Question: Identify at least three emotions you experienced as you read the reactions of the four
z z z z z z z z z z z z z z z
students. Reflect on why you feel those emotions surfaced.
z z z z z z z z z
Solution: Responses will vary but, according to the authors, one of the greatest concerns of
z z z z z z z z z z z z z z
instructors is the strong emotive reactions of students to the material: grief, anger, depression, and
z z z z z z z z z z z z z z z
guilt in working through the content.
z z z z z z
Bloom’s Level: Synthesis
z z
Difficulty Level: HARD
z z z
,Question 5 z
Question Type: True/False z z
Question. The burden to become multiculturally competent rests on the trainees from dominant
z z z z z z z z z z z z
culture as in most cases they have been the ones to marginalize, stereotype, and oppress minority
z z z z z z z z z z z z z z z z
cultures. Thus, it is the responsibility of the dominant culture to help rectify this in raising
z z z z z z z z z z z z z z z z
awareness and also in becoming competent in working with diverse populations.
z z z z z z z z z z z
Answer: False z
Solution: Understanding multicultural counseling competence applies equally to trainees from
z z z z z z z z z
dominant and marginalized groups and to helping professionals.
z z z z z z z z
Bloom’s Level: Application z z
Difficulty Level: MEDIUM
z z z
Question 6 z
Question Type: Multiple Selection
z z z
Question: According to Kiselica (1999, as cited in Sue 8th edition), White psychologists avoid topics
z z z z z z z z z z z z z z
of race because
z z z
a. It may reveal their own prejudices and biases
z z z z z z z
b. They are racked with guilt over the way people of color have been treated
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c. They are fearful of being labeled a racist or blamed for the oppression
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d. a and c only z z z
Answer: a, b, c
z z z z
Solution: Kiselica, a White psychologist who addresses his own ethnocentrism and racism,
z z z z z z z z z z z
contends that these topics (ethnocentrism and racism) are subjects that most Whites tend to avoid.
z z z z z z z z z z z z z z z
He adds that most shy away from discussing these issues for many reasons. He posits that Whites
z z z z z z z z z z z z z z z z z
are racked with guilt over the way people of color have been treated in our nation. Whites fear that
z z z z z z z z z z z z z z z z z z z
they will be accused of mistreating others, and particularly fear being called the ―R‖ word—
z z z z z z z z z z z z z z z
racist. Many grow uneasy whenever issues of race emerge. Whites tend to back away,
z z z z z z z z z z z z z
change the subject, respond defensively, assert their innocence and ―color blindness,‖ and deny that
z z z z z z z z z z z z z
they could possibly be ethnocentric or racist. (Kiselica, 1999, as cited in Sue 8th edition).
z z z z z z z z z z z z z z z
Bloom’s Level: Application z z
Difficulty Level: MEDIUM
z z z
Question 7 z
Question Type: Essay Type z z z
Question: Describe recent conversations you have had about diversity. What were the settings for
z z z z z z z z z z z z z
those conversations to occur? What was the makeup of those participating in the discussion?
z z z z z z z z z z z z z z
Solution: Responses will vary but, according to the authors, thepowerful feelings arousedinsome
z z z z z z z z z z z z z z
, students prevent them from being open to diversity issues, and from making classroom discussions on
z z z z z z z z z z z z z z
the topic a learning opportunity. Instead, conversations on diversity become ―shouting matches‖ or
z z z z z z z z z z z z z
become monologues rather than dialogues.
z z z z z
Bloom’s Level: Synthesis z z
Difficulty Level: HARD
z z z
Question 8 z
Question Type: Essay Type z z z
Question: How has your worldview shaped you? Consider, for example, the country you were born
z z z z z z z z z z z z z z
in, the family you had, the home or neighborhood you lived in or school you attended,
z z z z z z z z z z z z z z z z
opportunities you had, and any religious affiliation and how have each of these areas and/or
z z z z z z z z z z z z z z z
others helped form you as a person?
z z z z z z z
Solution: Responses will vary but, according to the authors, each of these areas will influence the
z z z z z z z z z z z z z z z
worldview. To become multiculturally competent counselors they must understand the client’s
z z z z z z z z z z z
worldview but they must first understand their own. As a counselor or therapist working with
z z z z z z z z z z z z z z z
culturally diverse clients, understanding differences in worldviews is an important first step to
z z z z z z z z z z z z z
becoming culturally competent. However, to recognize the differences or similarities, one must
z z z z z z z z z z z z
first examine their own understanding of themselves and how their worldview has shaped them as
z z z z z z z z z z z z z z z
persons.
z
Bloom’s Level: Synthesis z z
Difficulty Level: HARD
z z z
Question 9 z
Question Type: True/False z z
Question: In order to be a culturally competent therapist, one should avoid personal feelings and
z z z z z z z z z z z z z z
previous experiences with race, culture and gender and therefore be free to explore the client’s
z z z z z z z z z z z z z z z
experience with prejudices or racism.
z z z z z
Answer: False z
Solution: The journey to cultural competence requires an emotional awakening in the area of
z z z z z z z z z z z z z
one’s knowledge, beliefs, attitudes, and behaviors related to race, culture, ethnicity, gender, and
z z z z z z z z z z z z
other diverse groups. Furthermore, the authors state that becoming culturally competent in
z z z z z z z z z z z z
counseling/mental health practice demands that nested or embedded emotions associated with
z z z z z z z z z z z
race, culture, gender, and other sociodemographic differences be openly experienced and
z z z z z z z z z z z
discussed.
z
Bloom’s Level: Application z z
Difficulty Level: MEDIUM
z z z
Question 10 z
Theory and Practice, 9th Edition Derald Wing Sue,
z z z z z z z z z
David Sue, Helen A. Neville, Laura Smith
z z z z z z z
Chapter 1: Obstacles to Cultural Competence & Cultural Humility: Understanding Resistance
z z z z z z z z z z
to Multicultural Training
z z z
Test Questions
z
Below are questions that can be used to test the students’ knowledge of the material covered in
z z z z z z z z z z z z z z z z
Chapter 1 of the 8th edition of Counseling the Culturally Diverse: Theory and Practice (CCD, Sue
z z z z z z z z z z z z z z z z
8th edition). Questions are presented in various formats (True/False, Multiple Selection, Multiple
z z z z z z z z z z z z
Choice, Text Entry, and Essay Type). After each series of questions, you will find the correct
z z z z z z z z z z z z z z z z
answers along with accompanying explanations. Bloom’s taxonomy is provided to indicate the
z z z z z z z z z z z z
style of learning needed to answer the respective question. Additionally, you will also find a
z z z z z z z z z z z z z z z
descriptor, EASY, MEDIUM, HARD, indicating the difficulty level of each question.
z z z z z z z z z z z
Question 1 z
Question Type: True/False z z
Question: The journey to becoming a competent culturally sensitive counselor in working with
z z z z z z z z z z z z
diverse populations is not complex as humans have innate characteristics that are relatively
z z z z z z z z z z z z z
consistent across cultures with similar hopes and dreams that mark their humanness.
z z z z z z z z z z z z
Answer: False z
Solution: According to the authors, becoming culturally competent in working with diverse
z z z z z z z z z z z
populations is a complex interaction of many dimensions that involves broad theoretical,
z z z z z z z z z z z z
conceptual, research, and practice issues. Moreover, the journey will be filled with obstacles to
z z z z z z z z z z z z z z
self-exploration, to understanding yourself as a racial/cultural being, and to understanding the
z z z z z z z z z z z z
worldview of those who differ from you in race, gender, ethnicity, sexual orientation, and other
z z z z z z z z z z z z z z z
sociodemographic characteristics. The subject matter in this book and course requires the reader to
z z z z z z z z z z z z z z
explore biases and prejudices, a task that often evokes defensiveness and resistance.
z z z z z z z z z z z z
Bloom’s Level: Comprehension z z
Difficulty Level: EASY
z z z
Question 2 z
Question Type: Multiple Selection z z z
Question: Becoming culturally competent in mental health practice demands that nested or
z z z z z z z z z z z
embedded emotions be openly experienced in which of the following sociodemographic
z z z z z z z z z z z
dimensions of difference?
z z z
a. race
,b. culture
c. gender
d. sexual orientation z
e. only a and b z z z
Answer: a, b, c, d z z z z
Solution: The authors point out that the journey to becoming culturally competent therapists is
z z z z z z z z z z z z z
filled with obstacles to self-exploration, to understanding oneself as a racial/cultural being, and to
z z z z z z z z z z z z z z
understanding the worldview of those who differ from others in terms of race, gender, ethnicity,
z z z z z z z z z z z z z z z
sexual orientation, and other sociodemographic dimensions.
z z z z z z
Bloom’s Level: Knowledge z z
Difficulty Level: MEDIUM
z z z
Question 3 z
Question Type: Text Entry z z z
Question: The three types of resistance that are often encountered by students studying diversity
z z z z z z z z z z z z z
training are:
z z , z , . z z
a. cognitive; emotional; behavioral z z
b. psychological; physiological; emotional z z
c. dissonance; isolation; invalidation z z
d. physical; emotional; spiritual z z
Answer: a z
Solution: The authors report that in work with resistance to diversity training, research reveals
z z z z z z z z z z z z z
how it is likely to be manifested in three forms: cognitive resistance, emotional resistance, and
z z z z z z z z z z z z z z z
behavioral resistance (Sue, 2015, as cited in Sue 8th edition).
z z z z z z z z z z
Bloom’s Level: Knowledge z z
Difficulty Level: MEDIUM
z z z
Question 4 z
Question Type: Essay Type z z z
Question: Identify at least three emotions you experienced as you read the reactions of the four
z z z z z z z z z z z z z z z
students. Reflect on why you feel those emotions surfaced.
z z z z z z z z z
Solution: Responses will vary but, according to the authors, one of the greatest concerns of
z z z z z z z z z z z z z z
instructors is the strong emotive reactions of students to the material: grief, anger, depression, and
z z z z z z z z z z z z z z z
guilt in working through the content.
z z z z z z
Bloom’s Level: Synthesis
z z
Difficulty Level: HARD
z z z
,Question 5 z
Question Type: True/False z z
Question. The burden to become multiculturally competent rests on the trainees from dominant
z z z z z z z z z z z z
culture as in most cases they have been the ones to marginalize, stereotype, and oppress minority
z z z z z z z z z z z z z z z z
cultures. Thus, it is the responsibility of the dominant culture to help rectify this in raising
z z z z z z z z z z z z z z z z
awareness and also in becoming competent in working with diverse populations.
z z z z z z z z z z z
Answer: False z
Solution: Understanding multicultural counseling competence applies equally to trainees from
z z z z z z z z z
dominant and marginalized groups and to helping professionals.
z z z z z z z z
Bloom’s Level: Application z z
Difficulty Level: MEDIUM
z z z
Question 6 z
Question Type: Multiple Selection
z z z
Question: According to Kiselica (1999, as cited in Sue 8th edition), White psychologists avoid topics
z z z z z z z z z z z z z z
of race because
z z z
a. It may reveal their own prejudices and biases
z z z z z z z
b. They are racked with guilt over the way people of color have been treated
z z z z z z z z z z z z z
c. They are fearful of being labeled a racist or blamed for the oppression
z z z z z z z z z z z z
d. a and c only z z z
Answer: a, b, c
z z z z
Solution: Kiselica, a White psychologist who addresses his own ethnocentrism and racism,
z z z z z z z z z z z
contends that these topics (ethnocentrism and racism) are subjects that most Whites tend to avoid.
z z z z z z z z z z z z z z z
He adds that most shy away from discussing these issues for many reasons. He posits that Whites
z z z z z z z z z z z z z z z z z
are racked with guilt over the way people of color have been treated in our nation. Whites fear that
z z z z z z z z z z z z z z z z z z z
they will be accused of mistreating others, and particularly fear being called the ―R‖ word—
z z z z z z z z z z z z z z z
racist. Many grow uneasy whenever issues of race emerge. Whites tend to back away,
z z z z z z z z z z z z z
change the subject, respond defensively, assert their innocence and ―color blindness,‖ and deny that
z z z z z z z z z z z z z
they could possibly be ethnocentric or racist. (Kiselica, 1999, as cited in Sue 8th edition).
z z z z z z z z z z z z z z z
Bloom’s Level: Application z z
Difficulty Level: MEDIUM
z z z
Question 7 z
Question Type: Essay Type z z z
Question: Describe recent conversations you have had about diversity. What were the settings for
z z z z z z z z z z z z z
those conversations to occur? What was the makeup of those participating in the discussion?
z z z z z z z z z z z z z z
Solution: Responses will vary but, according to the authors, thepowerful feelings arousedinsome
z z z z z z z z z z z z z z
, students prevent them from being open to diversity issues, and from making classroom discussions on
z z z z z z z z z z z z z z
the topic a learning opportunity. Instead, conversations on diversity become ―shouting matches‖ or
z z z z z z z z z z z z z
become monologues rather than dialogues.
z z z z z
Bloom’s Level: Synthesis z z
Difficulty Level: HARD
z z z
Question 8 z
Question Type: Essay Type z z z
Question: How has your worldview shaped you? Consider, for example, the country you were born
z z z z z z z z z z z z z z
in, the family you had, the home or neighborhood you lived in or school you attended,
z z z z z z z z z z z z z z z z
opportunities you had, and any religious affiliation and how have each of these areas and/or
z z z z z z z z z z z z z z z
others helped form you as a person?
z z z z z z z
Solution: Responses will vary but, according to the authors, each of these areas will influence the
z z z z z z z z z z z z z z z
worldview. To become multiculturally competent counselors they must understand the client’s
z z z z z z z z z z z
worldview but they must first understand their own. As a counselor or therapist working with
z z z z z z z z z z z z z z z
culturally diverse clients, understanding differences in worldviews is an important first step to
z z z z z z z z z z z z z
becoming culturally competent. However, to recognize the differences or similarities, one must
z z z z z z z z z z z z
first examine their own understanding of themselves and how their worldview has shaped them as
z z z z z z z z z z z z z z z
persons.
z
Bloom’s Level: Synthesis z z
Difficulty Level: HARD
z z z
Question 9 z
Question Type: True/False z z
Question: In order to be a culturally competent therapist, one should avoid personal feelings and
z z z z z z z z z z z z z z
previous experiences with race, culture and gender and therefore be free to explore the client’s
z z z z z z z z z z z z z z z
experience with prejudices or racism.
z z z z z
Answer: False z
Solution: The journey to cultural competence requires an emotional awakening in the area of
z z z z z z z z z z z z z
one’s knowledge, beliefs, attitudes, and behaviors related to race, culture, ethnicity, gender, and
z z z z z z z z z z z z
other diverse groups. Furthermore, the authors state that becoming culturally competent in
z z z z z z z z z z z z
counseling/mental health practice demands that nested or embedded emotions associated with
z z z z z z z z z z z
race, culture, gender, and other sociodemographic differences be openly experienced and
z z z z z z z z z z z
discussed.
z
Bloom’s Level: Application z z
Difficulty Level: MEDIUM
z z z
Question 10 z
