Adolescence is an especially vulnerable time for many biracial individuals because identity issues become racial problems when the interracial person starts dating. All dating is potentially interracial for these adolescents.

The important questions for these biracial teenagers seem to be “Who am I?” and “Where do I fit?” In adolescence the question of social acceptance is very important. Biracial adolescents report anxiety over social acceptance based on exclusion groups in which they were accepted as children. There is an abrupt recognition of the need to redefine and renegotiate their social relationships and status. The process of finding friends who will accept them as individuals and show them unconditional acceptance can be a painful one for some biracial adolescents of either gender.

The need for biracial adolescents to redefine relationships is related to societal racism (both overt and covert) and its impact on the youth of more than one racial heritage. For some biracial adolescents, this will be the first time that they experience barriers because of color or their socially perceived ambiguous race. In the process of redefining relationships, many biracial adolescents are called upon to deal with stereotypes, prejudice, and racism on a regular basis.

Another major issue that is frequently reported by biracial adolescents is the problem of choosing what racial or ethnic identity label fits for them. Peer and societal pressures to choose one identity may be great. Parents may or may not help supply a biracial label.

Fairly consistent patterns of defense mechanisms and coping strategies were observed in the biracial adolescent in psychological treatment. Defense mechanisms varied between polar reactions and appeared in these forms: (a) rejecting or denying of either their Black or White heritage; (b) overidealizing of either their Black or White heritage; (c) consistently identifying with the aggressor in interpersonal situations; (d) sublimating or repressing sexual or aggressive feelings; (e) premature separating from parents or lacking individuation from parents; and (f) overcompensation or consistently engaging in self-derogation in school or work settings.

The magnitude of the task for therapists who are working with a biracial adolescent is that of helping the adolescent to integrate the dual racial identifications into a single identity that affirms the positive aspects of each heritage, acknowledges the reality of societal ambivalence, and rejects the self-limitations of racial stereotypes of behavior on the process of self-actualization.

Therapists who work with biracial adolescents, their families or both need to engage in in-depth self-examination of their own racial and ethnic identity development. Of particular importance is self examination of one’s values and attitudes toward interracial dating, interracial couples, interracial unions, and the offspring of interracial unions. Therapists must ask themselves what assumptions they have regarding interracial marriages and biracial children, and consider how these assumptions may influence their attitudes about biracial children and adolescents.

The first task for the therapist is to establish a working relationship with the biracial adolescent. In addition, a very important guideline for work with biracial adolescents is not to assume that all problems brought by the individual are related to that person’s biracial heritage. Biracial individuals rarely mention their racial heritage as the most important presenting problem in the initial interview.

During the early phase of treatment, an assessment should be done with the biracial adolescent. This assessment takes into account: (a) age-appropriate developmental behavior and concerns; (b) identity development issues; (c) parental and family attitudes toward their biracial identity; and (d) examination of peer relationships. It is essential to view all these issues in the broader context of normative adolescent development since this is generally a phase of experimentations, mood variations, and limit-testing.

A second counseling recommendation is to permit the adolescent to ventilate feelings about his or her biracial identity and its meaning in our society. The therapist must be able to provide confirmation and assurance that these feelings are not irrational or paranoid. In these sessions, the therapist must demonstrate awareness of the social realities, and must be aware of his or her own attitudes and feelings about interracial relations.

A third counseling guideline stresses the importance of assisting these adolescents in building up their self-esteem as unique individuals by identifying and supporting their positive coping mechanisms, abilities, and interests that are independent of their dual racial heritage.

A fourth area that may need the therapist’s attentions is in assisting adolescents to recognize the link between confusion over their racial identity and confusion in other areas of their behavior or developmental tasks. Additionally, the therapist and the biracial adolescent may need to explore how much the client has examined both sides of his or her racial heritage in order to form a positive sense of identification with both heritages.

The therapist should involve the parents and siblings of the biracial adolescent in the treatment so that the adolescent will not feel singled out as the family problem. It will also help the therapist assess the family support system of the client. In addition, the therapist should pay particular attention to themes of loneliness and feelings of not really belonging. Lastly, the therapist can support the family’s involvement in activities which promote individual self-esteem and family pride; for example, recreational and cultural activities involving ethnic themes, interracial and intercultural activities and political activities.

Therapy with multiracial people can prompt us to examine our assumptions about race and ethnicity and the degree to which we have internalized an oppressive belief system. Difficulties that arise from being biracial are usually the result of an oppressive, dysfunctional environment that is perpetuated by ignorance, fear, and falsely based notions of racial and cultural superiority; in other words, racism in our society. The distress that multiracial people may exhibit can be congruent with symptoms observed in people growing up in dysfunctional homes.

Venita Antonia-Maria Lue, Ph.D, MFT has been a licensed psychotherapist since 1985. She is multi-racial: Cubana, Blackfoot Native, French/Irish, Choctaw Native. She is a sandplay therapist, who also specializes in cross-cultural issues, working with biracial adolescents, couples and families. In addition, she has presented nationally and internationally on cultural competence and sandplay therapy. She has been a supervisor for 18 years in family agencies, schools, Juvenile Probation Department and private practice. She maintains a private practice in Fremont, California. She can be reached at (510) 247-6120.

Note: This article reflects the opinions of the author and not necessarily those of
East Bay CAMFT.