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The initial stories clients tell clinicians contain problems that they have not been able to solve themselves (Laird, 1989; Penn & Sheinberg, 1991). From the eliciting stance the therapist asks clients about their ideas and explanations about the presenting problem and respectfully accepts each one (Real, 1990). Conflicting explanations are not countered, but instead each is explored through open-ended questions. When using the eliciting stance, the clinician does not present himself or herself as an "expert" but rather takes a "onedown" position and thus reinforces the client as the expert on his or her situation; this can be experienced by clients as empowering.
By using the eliciting stance, the clinician, according to Real (1990), "invites greater variety in system members' thinking, not by countering their ideas or by suggesting alternatives, but by simply asking individuals to focus their attention on constructs that may have received only scant attention before" (p. 261). The eliciting stance allows the clinician to bring the issue of ethnicity into the therapeutic discourse in a way that reflects curiosity and acceptance.
Circular Questioning Real (1990) did not include the use of circular questioning (see Fleuridas, Nelson, & Rosenthal, 1986; Penn, 1982) in the eliciting stance. However, we believe that circular questioning should be considered part of the eliciting stance. Circular questioning involves asking different family members their views about the beliefs, behaviors, and patterns of behavior of other family members and their relationships (Penn, 1982). Because problems do not occur in a vacuum, such questioning highlights the interpersonal context (Fleuridas et al., 1986). As a result, clients view and experience their situations systemically rather than focus on individual symptomatology. This shift in perspective results in significant positive change for clients. Straightforward questions can elicit "each person's construction of the situation" (Real, 1990, p.262). Circular questioning enlarges the contextual definition of the problem.
Reframing the Situation. In the eliciting stance, the clinician draws out distinctions and explanations from the system members; in the reframing stance the opposite is true. The clinician now contributes potentially new, plausible ideas to be considered in the therapeutic dialogue. These ideas consist of ways clients can redefine or reframe important aspects of their situations. One important aspect of a client's reality in which positive reframing may be useful is the area of ethnicity, especially when clients of color seem to have bought into society's devaluation. Client empowerment is reinforced when heretofore negatively defined ethnic attributes are positively reframed.
Frequently clients see a problem in dichotomous terms in which they hold themselves or other people responsible; either view of the problem can be disempowering. Frequently clients are not aware of the complex interactive and ecological nature of their problem situation. The contextualizing stance allows the client to see the problem with a wide-angle lens. The clinician uses circular questioning in the contextualizing stance to help clients view problems interpersonally, generationally (up or down at least one generation), or societally. Contextualizing is illustrated in the previous dialogue when the social worker asked C who in the family it was easiest for certain family members to open up to. The ease of opening up depends on the interpersonal context, which includes issues of gender and ethnicity.
Ethics - Matching Stance
Bicultural Awareness. The matching stance is especially relevant when the client has conflicts or dilemmas that are integral to their problem situation, especially if these conflicts are outside conscious awareness. In everyday life clients of color are presented with conflicts and dilemmas arising from their bicultural lives (Chestang, 1979). Such experiences can be very uncomfortable, and in coping the client of color may be inclined to deny or minimize their existence. Real (1990) referred to this use of the matching stance as "reflecting."
Reflection. After becoming increasingly aware of forgotten strengths and competencies, the client may then have the energy to reflect on the possibility of being in a "bicultural dilemma" and later bring this up in the therapeutic conversation for further exploration. However, if the client does not initiate discussion of this dilemma at a later time, the clinician can revisit and explore its effect on the client by using socratic, circular, and reflexive questioning. These types of questions, according to Tomm (1987), aid clients in selfhealing by getting them to reflect on their current interpretations of reality and generating new patterns of interpreting and behaving. When clients of color are reflective, they become objects of their own observations (Lax, 1992) and, consequently, are able to define the reality of their bicultural dilemma and its resolution themselves.
Extended Family. Many clients of color who have been devalued and disempowered by society may deny or downgrade the strengths and resources they have. The amplifying stance is a way to facilitate clients' awareness and use of their strengths and resources. In extended African American families like the Smiths, it is common to have an older male member in the family in the role of "Daddy" or "Big Daddy" and an older female family member in the role of "Big Mama." These roles represent strengths in an extended African American family that need to be maintained in treatment.
Reflection Exercise #4
Ethics CEUs QUESTION 8
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Education journalists from around the nation gathered in Los Angeles with a focus on the scourge of school violence, the recent wave of teacher activism, and other topics.
The school system is taking a "continuous improvement" approach to ironing out the kinks in a sweeping rollout of discipline reforms aimed at curbing school suspensions.
Sixty-four years since the U.S. Supreme Court struck down the principle of "separate but equal" education, public schools in many communities remain highly segregated and schools where students of color are the majority usually lag behind those with majority white student bodies on things like access to rigorous courses and school-based librarians.
The Gates Foundation has given about $44 million to outside groups over the past two years to help shape state ESSA plans, according to an Associated Press analysis.
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