Use of Falun Gong to Address Traumatic Stress among Marginalized Clients

Although mental health service providers have focused on the effects of trauma and related interventions for decades, little is known about pervasive and historic trauma, particularly for socially marginalized individuals. Thus, clinical issues associated with sociopolitical oppression have been under-investigated. Coupled with the lack of sufficient cultural competence when working with diverse clients, mainstream clinicians frequently lack adequate case conceptualization skills and culturally sensitive interventions to assist clients from diverse backgrounds. Using traumatic stress as a framework for exploring evidence-based interventions to address long-term, pervasive marginalization and its psychological effects, the authors propose that mindfulness techniques are particularly beneficial to this client population. The authors reviewed culture-centered interventions to address traumatic stress for marginalized client populations, focusing on the mindfulness practice of Falun Gong. Recommendations for practice include the inclusion of traumatic stress theory and techniques in pre-service training, professional development training for practitioners focusing on mindfulness techniques with clients assessed with historical trauma, and Web-based training for clinical faculty to enhance their knowledge about traumatic stress, historical trauma, and associated interventions for clients from marginalized communities. The authors offer recommendations for future research that focuses on studies exploring the usefulness of Falun Gong in working with clients with traumatic stress

Traumatic Stress, Systemic Oppression, and Resilience in Post-Katrina New Orleans

The purpose of this paper is to present traumatic stress as a framework for assessing and intervening with the post-Katrina residents of New Orleans. Applying resilience theory, the authors suggest that the unique historiography of African Americans in New Orleans serves as a foundation for the development of culturally appropriate interventions that can ameliorate the effects of disaster and systemic oppression. An African American female client provides a case illustration to illuminate the presentation of traumatic stress symptoms. Recommendations are provided for counselors and psychologists and clinical researchers to augment knowledge in this area

Use of Racial Identity Development Theory to Explore Cultural Competence among Early Childhood Educators

In order to explore early childhood educators’ cultural competence through a lens of racial identity development theory, a case study was conducted with four White Kindergarten teachers. Participants were surveyed and interviewed to understand their racial identity development as well as perspectives of teaching culturally diverse early childhood students. Findings suggest that representative characteristics of racial identities are evident among White early childhood educators, and that these characteristics influence their conceptualizations of teaching and understanding culturally diverse young students. Thus, authors recommend that racial identity development be considered as a crucial element of teacher professional developments in order to enhance their cultural competence

A qualitative examination of the impact of culturally responsive educational practices on the psychological well-being of students of color

Scholars have shown that educational experiences within the classroom may marginalize students of color which may result in psychological distress. However, the utilization of culturally responsive educational practices (CRE) can create environments in which marginalized students can thrive not only academically, but psychologically. The authors provide a qualitative case study examining the culturally responsive practices of one teacher through a relational cultural theory (RCT) lens. The findings suggest that CRE practices may serve as psychological interventions that are associated with decreased psychological distress and increased psychological well-being amongst students of color. Specifically, students demonstrated behaviors depicting a number of RCT’s five good things, including zest, empowerment, connection, clarity, and self-worth, that improve psychological well-being according to RCT

Creating Cultural Competence: An Outreach Immersion Experience In Southern Africa

With disasters on the rise, counselors need to increase their cultural awareness, knowledge, and skills to work with affected communities. This study reports outcomes of a four-week immersion experience in southern Africa with six counselor-trainees. Data sources for this qualitative study were: daily journals and demographic forms. Outcomes suggest that sustained contact with community residents and daily supervision experiences served to improve cultural awareness. Recommendations include pushing through students\u27 resistance using a non-linear dynamic model of transformation. © 2011 Springer Science+Business Media, LLC

Use of Racial Identity Development Theory to Explore Cultural Competence among Early Childhood Educators

In order to explore early childhood educators’ cultural competence through a lens of racial identity development theory, a case study was conducted with four White Kindergarten teachers. Participants were surveyed and interviewed to understand their racial identity development as well as perspectives of teaching culturally diverse early childhood students. Findings suggest that representative characteristics of racial identities are evident among White early childhood educators, and that these characteristics influence their conceptualizations of teaching and understanding culturally diverse young students. Thus, authors recommend that racial identity development be considered as a crucial element of teacher professional developments in order to enhance their cultural competence

Exploring Racism Trauma and Hope Narrative in the Baltimore City Uprising

Public demonstrations and media coverage renewed national attention to the treatment of racial minorities in the American justice system. This study explored experiences of community stakeholders in Baltimore City to inform the development of essential cultural competency within the context of counselor training and the practice of psychotherapy. Noting substantial shifts in millennial activism, hope narratives and resilience development findings, useful to counseling and advocacy, are shared