Exam 2: Cultural Identity Development

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Helms' (1995) Racial Interaction Theory posits that individuals develop their racial identity through a series of stages, including contact, disintegration, reintegration, pseudo-independence, immersion-emersion, and autonomy. This theory suggests that individuals' experiences with race and racism shape their racial identity and interactions with others.

In a school counseling scenario where high school students complain to the school counselor that a teacher is racist, Helms' theory could manifest in several ways. The students' experiences with the teacher's behavior may impact their racial identity development, potentially leading to feelings of disintegration or reintegration as they grapple with the impact of racism on their sense of self. The counselor may need to consider the students' racial identity development as they address the situation and support the students.

In this scenario, a school counselor's positionality that centers on cultural competence and understanding of racial identity development may best benefit the students. A counselor who is aware of their own racial identity and biases, and who has knowledge of how racism can impact individuals' development, may be better equipped to support the students in processing their experiences and advocating for them within the school system. Additionally, a counselor who is committed to social justice and equity may be better positioned to address the systemic issues of racism within the school environment and work towards creating a more inclusive and supportive space for all students. Overall, a counselor with a strong positionality around racial equity and cultural competence is best suited to address the complexities of racism within the school setting and support students in navigating these challenging experiences.