246 CHAPTER 8 DEVELOPING MULTICULTURAL COMPETENCY IN CLINICAL WORK WITH PEOPLE OF

MIXED ANCESTRY

as direct or vicarious experiences with racist incidents that may also contribute to an increasein
conscientiousness with regard to race.

4. Adolescence: Encountering expectations to identify with the race of a parent of color may contribute
to pressures to identify with aparticular group.

5. College/young adulthood: Characterized by a continued immersion in a singular racial group, with an

acute sensitivity to race-related remarks and relevant contextual variables.

6. Adulthood: Biracial persons remain interested in exploring dimensions of race and culture, along with
self-identification, and demonstrate increased flexibility in acclimating to diverse cultural settings.
Psychological Considerations Continuing to consider an ecological perspective, it is important to
recognize that development, expressions of personality, and psychological problems occur within a
sociocultural and political context, influenced by the reality that there are privileges for some and
inequity and oppressive forces for others. The ecological context is therefore unquestionably important
for mental health practitioners to consider when working with people of color and, certainly, people of
mixed ancestry. In fact, Root (1994, p. 456) explained that ‘‘multiraciality poses no inherent type of
stress that would result in psychological maladjustment; any distress related to being multiracial is likely
to be a response to an environment that has internalized racist beliefs.’’ Various researchers have
discussed the types of psychological issues that may be encountered by persons of mixed ancestry. Shih
and Sanchez (2005) identified several potential conflicts, including how one identifies and how one is
identified by others, feeling pressure to justify one’s choice in identification, being asked to choose when
faced with forced-choice inquiries, not having multiracial role models, receiving conflicting messages
from parents, peers, and community, and the ‘‘double-rejection’’ of being rejected by multiple groups of
which one’s ancestry is comprised. These researchers conducted a review of existing studies to assess
the prevalence of findings suggesting negative psychological outcomes for people of mixed ancestry. The
review focused on six domains purported to be of psychological concern for multiracials: (1) racial
identity development, (2) depression, (3) problem behaviors, (4) school performance, (5) peer
relationships, and (6) selfesteem. In reviewing the quantitative studies, Shih and Sanchez (2005)
reported that differences in findings were often attributable to methodological factors in the sample
including choice of comparison groups (i.e., whether multiracial adolescents were being compared with
majority or minority monoracial adolescents) and whether the sample was clinical or nonclinical. These
authors also found that the direction of an outcome was frequently determined by which measures were
utilized and by the type of outcome being considered. They found that when multiracial youth were
compared with monoracial majority (White) adolescents, multiracial adolescents appeared to be faring
worse; however, when compared with monoracial minority adolescents, multiracial youth were faring as
well. Further, clinical samples appeared to suffer from identity-related psychological concerns, such as
rejection or confusion; however, there was little evidence of these psychological concerns in nonclinical
samples. The authors also found differences based on the era in which the study was conducted. For
example, in studies conducted prior to 1995, multiracials were more likely to report experiences of
rejection only; after 1995,multiracials reported experiences of both rejection and acceptance in
relationships with peers.These findings suggest that psychological outcomes for youth of mixed ancestry
are more complex than can be captured by early models noting poorer psychological prognoses. These
findings also contain implications for comparing people of mixed race to those of White majority
background. Moreover, the similarities between multiracial youth and monoracial minority youth
suggest there may be ways in which the effects of discrimination relate to differences in outcomes

VALUES/ATTITUDES 247

between multiracial adolescent, and monoracian Whites. VALUES/ATTITUDES An important component

of developing multicultural competency lies in reflecting upon one’s own experiences, backgrounds,
beliefs, values, and attitudes. There has been an emphasis in the literature on the importance of mental
health practitioners developing this awareness as it relates to race and multiracial people (Gillem
&Thompson, 2004; Nishimura, 2004; Root, 1994). In considering clinical practice with people of mixed
ancestry, it is recommended that clinicians engage in exploration of their own ethnic/racial backgrounds
and how rules of hypodescent may have impacted their ethnic/racial identifications.Further, engaging in
exploration of one’s own intersecting identities, including race/ethnicity, sexuality, socioeconomic status,
spirituality/religion, ability, language, education, size, and gender, is an important process in developing
awareness of one’s own perspectives, biases, and blind spots with regard to these dimensions of identity.
Another aspect of developing awareness in working with clients of mixed ancestry is for mental health
practitioners to evaluate and challenge the attitudes they hold regarding this population. Such self-
exploration includes gaining greater understanding of messages received through the media, parents,
peers, and the community. It is particularly important for clinicians to consider the zeitgeist in which they
were raised and how legal, sociocultural, and political factors contributed to notions about race,
hypodescent, and the psychological well-being of mixed-race individuals. It is also important for mental
health practitioners to gain awareness of the attitudes and values that are essential in working toward
developing multicultural competency with clients of mixed ancestry. Mental health practitioners should
reject the myth that being biracial or multiracial causes psychological problems and should, rather,
consider an ecological perspective acknowledging that any distress related to being mixed-race is the
result of racism and internalized racist beliefs (Root, 1994). In working with multiracial clients it is
important to understand and honor the fluidity of the process of ethnic identity development and to
recognize multiple healthy statuses of resolution in this process (Root, 1999). Researchers and experts
have, therefore, advocated for mental health practitioners to embrace and integrate into clinical practice
an ecological, empowering, strengthsbased perspective (Buchanan & Acevedo, 2004; Edwards &
Pedrotti, 2004; Pedrotti, Edwards, & Lopez, 2008; Root, 1999). Buchanan and Acevedo (2004) outlined
several suggestions for working with racially ambiguous and nonvisible minority women, including
helpful attitudes and values for mental health practitioners and effective intervention skills. These
concepts may apply equally well to working clinically with multiracial men and women, and are listed
below: Guidelines for Therapists Working with Clients of Mixed Ancestry

1. Discuss issues of race and culture and foster a supportive environment for the client to explore related
concerns.

2. Consider how phenotype, particularly ambiguity, may relate to unique issues in ethnic identity.

3. Understand the tendency for these clients to feel pessimism about others’ intentions as a result of
having been privy to racist discourse by others who may not have recognized their ethnic background.

4. Recognize that some multiracial clients may experience rejection by some of their social reference
groups.

5. Have knowledge of community resources (such as organizations, support groups, and campus clubs
and organizations for college students) that may be of interest to clients.(continued )

248 CHAPTER 8 DEVELOPING MULTICULTURAL COMPETENCY IN CLINICAL WORK WITH PEOPLE OF

MIXED ANCESTRY

(continued )

6. Embrace a worldview based on multicultural competency, considering the client’s individual

perspective and cultural context, and develop the ability to utilize culturally relevant interventions.

7. Employ a strengths-based perspective in which positive aspects of multiracial clients’ multiple,

intersecting identities are explored and integrated.

8. Explore additional concerns regarding clients’ multiple, intersecting identities including sexual
objectification for women of mixed ancestry Source: Buchanan & Acevedo (2004). SKILLs The APA
outlines guidelines for cultural competency in practice, research, training, and education (APA, 2002).
These guidelines advise psychologists to develop awareness of their own attitudes, values, and beliefs
and the potential impact of these on their work. Researchers and practitioners are encouraged to
recognize the importance of multicultural knowledge about ethnic and racial groups, and to incorporate
multicultural competency into education training, research, practice, and policy. In fact, therapists and
counselors are obligated to seek information regarding the cultural variables of clients with whom they
work (Nishimura, 2004). With multiracial clients in particular, mental health practitioners should be
knowledgeable about identity development models, and must seek to understand cultural values,
beliefs, and practices of each of their clients’ ethnic heritages,as any given client may embrace one of
these cultures or a combination thereof (Nishimura,2004). Accordingly, psychologists are encouraged to
develop skills in providing culturally competent research and services. These guidelines are relevant to
developing multicultural competence in applying clinical skills and conducting research with people of
mixed ancestry. Further, mental health practitioners should be knowledgeable about utilizing
interventions that are culturally relevant and should establish a positive, empowering therapeutic
relationship (Edwards & Pedrotti, 2004). In providing therapy or counseling services for multiracial
clients, various approaches have been recommended, including those which are strengths-based (Gillem
& Thompson, 2004), empowering (Pedrotti et al., 2008), validating (Buchanan & Acevedo, 2004; Edwards
& Pedrotti, 2004; Nishimura, 2004; Pedrottiet al., 2008), consciousness-raising (Buchanan & Acevedo,
2004), and ecologically informed (Root, 1999). It is recommended that practitioners consider ecological
context, sociocultural factors, and identity development variables for each client. Given the propensity
for traditional approaches to focus on pathology, and given the historical context of mixed-race people
having been viewed through a pathological lens, Edwards and Pedrotti (2004) recommend a balanced
approach that acknowledges coping strategies related to presenting problems, and draws on strengths as
buffers to the challenges. Gillem and Thompson (2004) likewise discuss the importance of mental health
practitioners understanding and addressing the role of relevant sociocultural factors and clients’
strengths in coping with related experiences. Therefore, several therapeutic approaches that embody
these values are presented next. Narrative Therapy Approach A narrative approach has been suggested
as a therapeutic model that is empowering, validating, and strengths based (Edwards & Pedrotti, 2004;
Pedrotti et al., 2008). Recommended avenues for exploration include: (a) the influence of environment
and context, (b) multiracial development as a process that is not necessarily linear,(c) ascribed identity
versus self-definition, and