There are two central issues that must be addressed when counseling multiracial and multiethnic children in the United States. The first is that, although the United States is fixated on race, only single-race group membership is recognized. The second issue is that multiracial children growing up in the United States experience a variety of cues that tell them they do not belong and that tell them they are different. For this discussion, multiracial and multiethnic children are defined as those whose parents or grandparents crossed traditional racial and ethnic lines to have children. Among the models that describe the development of racial identity in multiracial and multiethnic children are: (1) M. P. P. Root's model (1990); (2) W. Poston's model; (3) J. Jacobs's model (1992); and (4) F. Wardle's ecological and developmental model (1992). Some specific guidelines are given for counselors working with multiracial and multiethnic youth. These center around recognition of the unique nature of each child. The most important goal of counseling multiracial youth is to increase their awareness of their total heritage and to enhance the dignity and respect given that heritage. (Contains 10 references and 6 resources.) (SLD)