Chapter 4 & 5, Metacognition Article

After reading Brown’s (2012) text and Byars-Winston and Fouad’s (2006) article, I was able to make connections between the content of these readings and class on October 23^rd. The general focus of each reading was to provide guidance for effective practice through the distribution of information about ethical guidelines and multicultural counseling. Chapter four in Brown’s (2012) text addressed the general principles of ethical standards, supported and enforced in all codes of ethics. Brown (2012) stated that ethical practice is key in protecting both the clients and practitioners. Brown (2012) shared the American Counseling Association code of ethics, including seven principles for ethical practice - Avoiding harm, competency, respecting client’s rights to make decisions, responsibilities, sharing only factual public statements, respecting other professionals, and advocating for clients.

Chapter five in Brown’s (2012) text addressed value-based and multicultural career counseling. Brown (2012) explained the value-based approach, noting the importance of recognizing and supporting the client’s worldview (developed by cultural beliefs), unless values and beliefs of this worldview infringe on laws of the dominant society. A clear example of this conflict is provided in the text, sharing an instance when Chinese American parents allowed their daughter to skip school to contribute to the family business (Brown, 2012). Truancy laws conflicted with the family’s cultural values. Brown’s (2012) Value-Based Multicultural Career Counseling (VBMCC) is comprised of eight basic components. I found the fifth and sixth components – “The Establishment of Culturally Appropriate Goals” and “The Selection of Culturally Appropriate Interventions” – to be particularly important (Brown, 2012). Brown (2012) stated that, within these two components, it is particularly important to avoid sex typing and to set realistic, attainable goals according to the individual’s P-E context.
            Byars-Winston and Fouad (2006) addressed the importance of metacognitive skills and multicultural competence. Byars-Winston and Fouad (2006) explained, “Metacognitive awareness provides a nexus between knowledge of culturally specific client information and identification of culturally appropriate counseling techniques by actively addressing counselors' cultural contexts in the process.” The authors addressed the importance of integration – The ability to understand, apply, relate, and evaluate the effectiveness of culturally-appropriate goals and techniques in career counseling (Byars-Winston & Fouad, 2006). Byars-Winston and Fouad (2006) also addressed the counselor’s hierarchal cultural awareness. First, the counselor acquires knowledge about the client’s general cultural context, then hones in on the client’s subjective worldview, and finally pin-points the client’s personal identity (Byars-Winston & Fouad, 2006).

As a future counselor, it is important to remember that knowledge is power and honesty is the best policy. Counselors are responsible for professional competencies, including knowledge of the code of ethics and appropriate approaches to multicultural counseling. Counselors are expected to ask questions to develop background knowledge about multicultural clients to avoid relying on only “book knowledge” or cultural generalizations. When completing an exploratory activity similar to the activity in class on the 23^rd, it will be vitally important to ask questions and remain sensitive to cultural preferences, beliefs, and goals to ensure productive and ethical career counseling.

Brown, D. (2012).  Career information, career counseling, and career development (10^th ed.). New York: Pearson Education, Inc.

Byars-Winston, A. M., & Fouad, N. A. (2006). Metacognition and multicultural competence: Expanding the culturally appropriate career counseling model. Career Development Quarterly, 54(3), 187-201.