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