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Cultural Diversity: A Primer for the Human Services 5th Edition Test Bank

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    Chapter 1: Introduction © 2015. Cengage Learning. All rights reserved. 1 Test Bank Cultural Diversity: A Primer for the Human Services 5th Edition Multiple Choice 1. Which of the following is NOT identified as a reason for the underutilization of community services by culturally diverse clients ? A. Mistrust of providers abilities B. Unfamiliarity with services available C. Lack of services designed for issues specific to an ethnic group D. Discomfort with the environment ANS: C REF: Introduction 2. In the context of culturally competent service provision, being unaware of differences in cultural style would be considered: A. d iscrimination . B. r acism . C. c ultural unawareness . D. u nethical . ANS: A REF: Introduction 3. The term “racial group” is defined as: A. a group that shares a common culture . B. a group that shares a distinctive genetic heritage . C. non - Whites. D. a group that shares a common culture and genetic heritage . ANS: B REF: Introduction

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    Chapter 1: Introduction 2 © 2015. Cengage Learning. All rights reserved. 4. The term White ethnics refers to: A. Whites who have recently immigrated to the U.S. B. e thnic groups who share physical characteristics with White, dominant culture . C. d ominant group members whose origins are not from Northern Europe . D. d ominant group members who, despite Northern European origins, affiliate strongly with ethnic minority groups . ANS: C REF: Introduction 5. All of the following are critical demographic items to guide the need of a culturally diverse client EXCEPT : A. p lace of birth . B. n umber of generations in the United States . C. l anguage spoken at home . D. a ll of the above are essential to know . ANS: D REF: Introduction 6. The surest indicator of cultural insensitivity, according to the author, is: A. t he inability to create a welcom ing environment for clients of c olor . B. t he lack of understanding of cultural definitions of health and illness . C. u nawareness of one’s own prejudices . D. t he belief that all members of a particular group share all characteristics . ANS: D REF: Introduction ESSAY QUESTIONS 1. The author describes four common characteristics/experiences of culturally diverse clients. Describe these characteristics and discuss the possible related issues that may be present in the helping process . REF: Introduction 2. What issues might arise due to differences within ethnic groups? How might a provider assess these individual and cultural factors and understand their meaning? REF: Introduction

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    Chapter 1: Introduction © 2015. Cengage Learning. All rights reserved. 3 3. The first task of any cross - cultural worker is to carefully assess the client’s demographic and cultural situation. Expand on the critical information deemed necessary in determining the needs of a culturally diverse client. REF: Introduction

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    Chapter 2: What It Means to Be Culturally Competent 4 © 2015. Cengage Learning. All rights reserved. Test Bank Cultural Diversity: A Primer for the Human Services 5th Edition Multiple Choice 1. The 2000 Census, for the first time, attempted to identify what cultural group? A. American Indian B. Pan American C. Multiracial D. Bi - Racial ANS: C REF: Demographics 2. Which of t he following factors contribute most substantially to demographi c shifts in the U.S. population? A. Increased self - identification to minority groups B. Lower mortality rates among minorities C. Increased immigration and birthrate D. Changing labor demographics ANS: C REF: Demographics 3. Which of the following is NOT noted as a reaction to growing diversification in the U.S. population? A. Return to “traditional values” B. Strained relations amongst People of Color C. Anti - immigrant sentiment D. Anti - affirmative action sentiment ANS: B REF: Reactions to Changing Demographics

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    Chapter 2: What It Means to Be Culturally Competent © 2015. Cengage Learning. All rights reserved. 5 4. Why is it important to personalize conversations about culture and race in a learning environment? A. It builds support groups for students struggling with race - related content . B. It minimized name - calling and labeling . C. It acts as a mechanism for students to recognize and take responsibility for their own biases and experiences . D. It ensures confidentiality rules will be respected . ANS: C REF: The Fear and Pain Associated With Moving Toward Cultural Competence 5. According to Bennett, e thnorelativism is: A. t he perspective that values and identity are not ethnically bound . B. t he perspective that behavior is assess in relation to one’s own cultural standards. C. t he perspective that behavior can only be understood within a cultural context . D. t he perspective that values are constructed by culture . ANS: C REF: The Fear and Pain Associated With Moving Toward Cultural Competence 6. Which of the following best describes the role of self - honesty in the pursuit of cultural competency? A. Being honest with oneself about one’s own feelings about race creates unnecessary noise in the pursuit of cultural competency . B. Self - honesty allows one to demonstrate sustained commitment to cultural competency . C. Denial of one’s own negative feelings about race, culture and ethnicity inhibits one’s ability to discover the power of cultural competency . D. One should be honest with themselves about the time it will take to become culturally competent . ANS: A REF: Speaking Personally About Cultural Competence

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    Chapter 2: What It Means to Be Culturally Competent 6 © 2015. Cengage Learning. All rights reserved. 7. Which statement best summ arizes Cross et. al’s perspective on family and its role in a cu lturally competent care system? A. Family, as defined by the client’s culture, should be understood as the context wi thin which the client functions. B. Family dynamics often contribute to client issues and therefore should not be a primary point of intervention . C. Family definitions are consistent throughout minority ethnic groups D. May not be the primary support when church and community resources are available . ANS: D REF: A Model of Cultural Competence 8. In working with diverse clients, practitioners should be aware of issues related to self - esteem, identity formation, i solation, and role assumption. All of these issues are likely re lated to which of the following? A. Cultural history B. Family structure C. Diversity within culture D. Minority status ANS: C REF: A Model of Cultural Competence 9. What is a common pitfall of agencies in the c ultural b lindness stage on the cultural competence continuum? A. Utilizing providers of c olor only with clients of their own ethnicity B. Perpetuating social biases and paternalism C. Applying dominant culture approaches to all clients D. Failing to provided unbiased service ANS: D REF: A Model of Cultural Competence 10. What unique activities do agencies in the c ultural p roficiency stage of the cultural competence continuum undertake? A. Providing competent cross - cultural service delivery B. Seeking advice from minority communities C. Hiring Providers of Color D. Advocacy and research related to multiculturalism in the health care system ANS: D REF: A Model of Cultural Competence

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    Chapter 2: What It Means to Be Culturally Competent © 2015. Cengage Learning. All rights reserved. 7 11. Which of the following stages of the cultural competence continuum do most agencies fall under ? A. Cultural b lindness B. Basic cultural c ompetence C. Cultural p re - competence D. Cultural p roficiency ANS: C REF: A Model of Cultural Competence 12. A common implication of d ynamics of d ifference is miscommunication. Which of the following is NOT a common cause of cross - cultural miscommunication ? A. Experiences the client or practitioner have had with members of the other’s cultural group B. Current political relations between the client and practitioner’s cultural groups C. Differences in cultural style D. Language barriers betw een the practitioner and client ANS: D REF: A Model of Cultural Competence 13. Which of the following is NOT a characteristic of a culturally skilled counselor, a s defined by Arrendondo, et al? A. Understanding of the counselor’s own worldview B. Understanding of agency cultural competence C. Understanding of clients’ worldview D. Use of culturally appropriate intervention strategies ANS: B REF: A Model of Cultural Competence 14. Which of the following is NOT a reason to adjust generic helping practices when working with culturally diverse clients? A. Generic helping practices have their roots in the dominant cultural paradigm. B. The u s e of a p rovider of c olor will be more successful . C. Treatment goals can diff er based on cultural values. D. Interaction style will be better accepted if familiar to the client . ANS: B REF: A Model of Cultural Competence

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    Chapter 2: What It Means to Be Culturally Competent 8 © 2015. Cengage Learning. All rights reserved. 15. In 2002, the APA added which of the following requirement s for psychologist s related to issues of diversity? A. Psychologists must become experts in one of more culture outside of their own . B. Psychologists must demonstrate m ulticultural e thical c ommitment . C. Psychologists must obtain training and experience understanding factors associated with diverse groups of clients when essential for implem entation of service or research. D. Psychologists must participate in culture - centered and ethnical psychological research . ANS: C REF: A Model of Cultural Competence 16. Which of the following process defined by Fisher and the APA discusses the creative application of APA ethics code to f it individual cultural context? A. Multicultural e thical c ommitment B. Multicultural e thical a wareness C. Goodness of f it e thics D. Multicultural ethical d ecision - making ANS: A REF: A Model of Cultural Competence ESSAY QUESTIONS 1. How has the pursuit of cultural competence changed in the helping professions ? W hat are some of the underl ying reasons for these changes? 2. Describe the key strategies or “ground rules” for creating an effective learning environment in relation to di scussions of race and ethnicity. 3. Agencies in the c ultural p re - competence stage of cultural competence often have a difficult time making progress, despite sincere efforts. What are some of the underlying reasons for this stunted development? 4. Knowledge of the c lient’s c ulture is one of Cross et al.’s five cultural competence skill areas. Given that it is impossible to know every culture in depth, what can service providers do to ensure they bring the appropriate understanding into their interaction with clients? 5. Describe the difference between multicultural ethical commitment and multicultural ethical awareness . D iscuss how they support each other in ethical decision making.

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    Chapter 2: What It Means to Be Culturally Competent © 2015. Cengage Learning. All rights reserved. 9 6. Discuss the dilemma in enforcing professional standards outline d in the chapter (APA and ACA).

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    Chapter 3: Working with Culturally Diverse Clients 10 © 2015. Cengage Learning. All rights reserved. Test Bank Cultural Diversity: A Primer for the Human Services 5th Edition MULTIPLE CHOICE 1. Which of the following does NOT describe the differences experienced in working with culturally diverse clients? A. It is more likely to emotionally impact the provider. B. The provider cannot rely on the client to define the process . C. The process must continually be adapted . D. It is more collaborative . ANS: B REF: How is Cross - Cultural Helping Different? 2. Pinderhughes defines which of the following four psychological dynamics that define cross - cultural work and the relationship between the client and the provider ? A. The psychologies of difference, assimil ation, experience and privilege B. The psychologies of family, acculturation, ethnicity and power C. The psychologies of family, ethnicity, race and power D. The psychologies of difference, ethnicity, race and power ANS: D REF: Conceptualize Cross - Cultural Work 3. Differences between the client and the practitioner have the potential to: A. c ause the provider to devalue the client . B. c ause the patient to resist treatment. C. i nterfere with successful treatment . D. a ll of the above . ANS: D REF: Conceptualize Cross - Cultural Work

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    Chapter 3: Working with Culturally Diverse Clients © 2015. Cengage Learning. All rights reserved. 11 4. Due to the nature of power and the helping relationship, which of the following is most accurate? A. The client will find a s ense of power over the provider. B. Cl ients can neutralize their pain. C. The client is in a potentially vulnerable position. D. The provider may be uncomfortable or anxious about the relationship . ANS: C REF: Conceptualize Cross - Cultural Work 5. The ADDRESSING framework is best described as: A. a guide for provider self - awareness . B. an addendum to the DSM - IV. C. a tool for personal data collect ion for the provider and client. D. a guide for assessing a clients’ level of cultural identity development . ANS: C REF: Hays’s ADDRESSING Framework 6. Which of the following is an accurate l ist of the ADDRESSING framework? A. A cculturation, D evelopmental Disabilities, D isabilities acquired later in life, R eligion, E thnic/Racial identity, S ocioeconomic status, S exual orientation, I ndigenous heritage, N ational origin, G ender B. A ge, D evelopmental Disabilities, D isabilities acquired later in life, R eligion, E thnic/Racial identity, S ocioeconomic status, S exual orientation, I ndigenous heritage, N ational origin, G ender C. A ssimilation, D evelopmental Disabilities, D isabilities acquired later in life, R eligion, E thnic/Racial identity, S ocioeconomic status, S exual orientation, I ndigenous heritage, N ational origin, G eneration D. A ge, D evelopmental Disabilities, D isabilities acquired later in life, R eligion, E xperiences, S ocioeconomic status, S exual orientation, I ndigenous heritage, N ational origin, G ender ANS: B REF: Hays’s ADDRESSING Framework

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    Chapter 3: Working with Culturally Diverse Clients 12 © 2015. Cengage Learning. All rights reserved. 7. An example of an important use of ADDRESSING framework data would include : A. p reparing for the first session with the client . B. c omparison of provider and client religious and/or cultural backgrounds . C. t he use of age/date of birth to determine experiences related to significant historical events . D. a ll of the above . ANS: C REF: Hays’s ADDRESSING Framework 8. Which of the following would be considered a pitfall in working with culturally diverse clients? A. Focu sing too heavily on differences B. Failing to place cultural factors ahead of human factors C. Relying too heavily on clinical concepts and skills, rather than starting from scratch with a cultural lens D. Failing to include the family in all sessions with cross - cultural clients ANS: A REF: Preparing for Cross - Cultural Work 9. In what way is cultural competency relevant to all cl ients, regardless of ethnicity? A. Northern European values are the foundation from which all cultura lly competent services are built from . B. Every client carries his or her own unique culture; culturally competent providers can provide services that are sensitive to the client’s inner dynamic . C. Providing culturally competent services to clients of culture help improve the communities i n which non - ethnic clients live. D. Culturally competent providers can help White clients address their underlying issues with White privilege . ANS: B REF: Preparing for Cross - Cultural Work 10. Which of the following is an example of a question that assess es the cultural dimensions of a problem being presented by a culturally diverse client? A. What is the client’s family’s level of acculturation? B. Is the behavior considered normal within the culture? C. What traditions are still practiced in the home? D. All of the above ANS: B REF: Assessing Culturally Diverse Clients

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    Chapter 3: Working with Culturally Diverse Clients © 2015. Cengage Learning. All rights reserved. 13 11. Which of the following is NOT a component of the “Outline for Cultural Form ulation” Appendix of the DSM - IV? A. A description of the illness from the DSM - IV B. Aspects of self - definition C. Stresses and supports D. A description of the illness from the within the culture ANS: A REF: Making Culturally Sensitive DSM - 5 Diagnoses 12. Which of the following is the order in which Hays suggests using DSM and other tools in providing a culturally sensitive diagnosis? A. Axis VI, Axis IV, Axis III, ADDRESSING Framework B. ADDRESSING Framework, Axis VI C. ADDRESSING Framew ork, Axis VI, Axis IV, Axis III D. ADDRESSING Framework and all DSM Axis in order ANS: C REF: Making Culturally Sensitive DSM - 5 Diagnoses 13. In using Axis I: Clinical Syndromes, what issu e should a provider be aware of? A. Language used in describing symptoms have little meaning to those not from mainstream cultures . B. Descriptions of interaction styles are assumed to be global . C. It creates a fuller picture when used with Axis II . D. It focuses on ps ychosocial stressors impacting the client’s life . ANS: A REF: Making Culturally Sensitive DSM - 5 Diagnoses 14. Which of the following is NOT a goal of the first session ? A. Gain understandi ng of the client’s expectations B. Reassure the client that his/her goals will be met C. Establish good rapport D. Ensure an understanding of the client’s problem ANS: B REF: Establishing Rapport and the First Session

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    Chapter 3: Working with Culturally Diverse Clients 14 © 2015. Cengage Learning. All rights reserved. 15. One of the best ways to help the client understand the helping process is to: A. a sk them what they expect . B. e xplain the process in non - technical terms with specifics about next steps . C. a sk them to hel p you learn about their culture. D. h ave the client explain t heir problem in their own words. ANS: B REF: Establishing Rapport and the First Session ESSAY QUESTIONS 1. Cross - cultural helping is described as “experiential, freewheeling, and bilateral.” Explain what this means in relation to the provider and the client’s experience. 2. Discuss the role of power in the helping relationship. 3. What are some key ideas to remember in preparing for cross - cultural work? 4. What issues surface when making culturally sensitive diagnoses using the DSM - 5 and what approaches have been used to mitigate them? 5. What are the four stated goals of the first session wit h a culturally diverse client? Select two and describe techniques for ens uring those techniques are met. 6. How does the notion of transference and countertransference differ in working with culturally diverse clients?

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    Chapter 4: Understanding Racism, Prejudice, and White Privilege 15 © 2015. Cengage Learning. All rights reserved. Test Bank Cultural Diversity: A Primer for the Human Services 5th Edition MULTIPLE CHOICE 1. Which of the following is not an element of racism as defined by Wijeyesinghe, Griffin, and Love? A. Racism is systemic B. Racism occurs when members of the oppressed group have less power C. Racism is a result of real or perceived differences in group characteristics D. Pr ejudice is the result of racism ANS: D REF: Defining and Contextualizing Racism 2. Due to the emotional nature of the topic of race, which of the following reactions toward those who have experienced racism is likely to occur in adulthood? A. Empathy B. Rationalization C. Hatred D. Offers to help ANS: B REF: Defining and Contextualizing Racism 3. The tendency to separate oneself from those who are different results in A. f ewer miscommunications, due to limited interaction . B. increased categorical thinking. C. i ntensified perception of threat from out groups . D. a united front from which to dismiss myths of one’s own group . ANS: C REF: Individual Racism and Prejudice

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