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. discrimination.
B. racism.
C. cultural unawareness.
D. unethical.
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

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. ethnic groups who share physical characteristics with White, dominant culture.
C. dominant group members whose origins are not from Northern Europe.
D. dominant 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. place of birth.
B. number of generations in the United States.
C. language spoken at home.
D. all of the above are essential to know.
ANS: D
REF: Introduction
6. The surest indicator of cultural insensitivity, according to the author, is:
A. the inability to create a welcoming environment for clients of color.
B. the lack of understanding of cultural definitions of health and illness.
C. unawareness of one’s own prejudices.
D. the 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

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 the following factors contribute most substantially to demographic 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

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, ethnorelativism is:
A. the perspective that values and identity are not ethnically bound.
B. the perspective that behavior is assess in relation to one’s own cultural
standards.
C. the perspective that behavior can only be understood within a cultural context.
D. the 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 summarizes Cross et. al’s perspective on family and its role in a
culturally competent care system?
A. Family, as defined by the client’s culture, should be understood as the context
within 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, isolation, and role assumption. All of these issues are likely
related 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 cultural blindness stage on the cultural
competence continuum?
A. Utilizing providers of color 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 cultural proficiency 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 blindness
B. Basic cultural competence
C. Cultural pre-competence
D. Cultural proficiency
ANS: C
REF: A Model of Cultural Competence
12. A common implication of dynamics of difference 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 between 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, as
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 use of a provider of color will be more successful.
C. Treatment goals can differ 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 requirements for psychologists related to
issues of diversity?
A. Psychologists must become experts in one of more culture outside of their own.
B. Psychologists must demonstrate multicultural ethical commitment.
C. Psychologists must obtain training and experience understanding factors
associated with diverse groups of clients when essential for implementation 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 fit individual cultural context?
A. Multicultural ethical commitment
B. Multicultural ethical awareness
C. Goodness of fit ethics
D. Multicultural ethical decision-making
ANS: A
REF: A Model of Cultural Competence
ESSAY QUESTIONS
1. How has the pursuit of cultural competence changed in the helping professions? What
are some of the underlying reasons for these changes?
2. Describe the key strategies or “ground rules” for creating an effective learning
environment in relation to discussions of race and ethnicity.
3. Agencies in the cultural pre-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 client’s culture 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. Discuss how they support each other in ethical decision making.

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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, assimilation, 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. cause the provider to devalue the client.
B. cause the patient to resist treatment.
C. interfere with successful treatment.
D. all 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 sense of power over the provider.
B. Clients 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 collection 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 list of the ADDRESSING framework?
A. Acculturation, Developmental Disabilities, Disabilities acquired later in life,
Religion, Ethnic/Racial identity, Socioeconomic status, Sexual orientation,
Indigenous heritage, National origin, Gender
B. Age, Developmental Disabilities, Disabilities acquired later in life, Religion,
Ethnic/Racial identity, Socioeconomic status, Sexual orientation, Indigenous
heritage, National origin, Gender
C. Assimilation, Developmental Disabilities, Disabilities acquired later in life,
Religion, Ethnic/Racial identity, Socioeconomic status, Sexual orientation,
Indigenous heritage, National origin, Generation
D. Age, Developmental Disabilities, Disabilities acquired later in life, Religion,
Experiences, Socioeconomic status, Sexual orientation, Indigenous heritage,
National origin, Gender
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. preparing for the first session with the client.
B. comparison of provider and client religious and/or cultural backgrounds.
C. the use of age/date of birth to determine experiences related to significant
historical events.
D. all 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. Focusing 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 clients, regardless of ethnicity?
A. Northern European values are the foundation from which all culturally
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 in 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 assesses 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 Formulation”
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 Framework, 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 issue 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 psychosocial 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 understanding 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. ask them what they expect.
B. explain the process in non-technical terms with specifics about next steps.
C. ask them to help you learn about their culture.
D. have the client explain their 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 with a culturally diverse client? Select
two and describe techniques for ensuring 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. Prejudice 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. fewer miscommunications, due to limited interaction.
B. increased categorical thinking.
C. intensified 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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