The preparedness of counselors in training to work with transgender clients:A mixed methods investigation.

The profession of counseling values honoring diversity and promoting social justice. These core values pertain to all aspects of the counseling profession, including the production of scholarship. Given that all research affects and is affected by cultural dynamics, we posit that all research is multicultural research. Additionally, research is a system composed of multiple parties including researchers, participants, reviewers, and readers, each with unique cultural identities and norms. Therefore, whether acknowledged or not, dynamics of power, privilege, oppression, and culture permeate all aspects of counseling research. This article is dedicated to dismantling myths related to multicultural research; providing examples of high‐quality, culturally responsive research; and detailing considerations for each step of the research process to promote multicultural competence and advocacy. We aim to help counseling researchers embrace their role as multicultural scholars and improve the quality and impact of culturally responsive research.

This quantitative synthesis combines results of 59 studies that published psychometrics of the Five Factor Wellness Inventory (5F‐Wel; Myers & Sweeney, 2005a, 2005b). Although few studies reported complete statistics, and demographically targeted research studies are needed, this synthesis reflects that the 5F‐Wel (also known as the FFWEL; Mind Garden, n.d.) is sound psychometrically for adults: Internal consistency, subsample means, and intrascale correlations are promising, as are correlations with related constructs. Consequently, the 5F‐Wel demonstrates utility for clinical use when working with clients on wellness goals.

The impetus for creating the Standards for Multicultural Research is based upon the idea that multicultural competence continues to evolve as research and evidence-based practices inform the profession of counseling. These standards aim to address research that focuses on multiculturalism as well as general multicultural considerations in research. The goal is to promote cultural intentionality, inclusion, and responsiveness. As such, the development of these standards is an attempt to address the potential obstacles, challenges, and rewarding aspects of developing and producing research that is multiculturally competent.

With the new Guidelines for the Psychological Practice with Transgender and Gender Nonconforming People (American Psychological Association, 2015), it is ever more important that psychologists and mental health practitioners possess the appropriate counseling competencies (e.g., knowledge, skills, and attitudes) to ensure that the best quality of care is provided to transgender and gender nonconforming (TGNC) persons. This study explored correlates of TGNC counseling competencies among psychologists and mental health practitioners. Participants (n ϭ 102) included master's level counselors and social workers, as well as doctoral-level psychologists. Participants were recruited from a national multicultural counseling conference that took place in the United States, and they each anonymously completed a questionnaire packet. Controlling for social desirability, a blockwise hierarchical regression indicated that several practitioner identity-related variables contributed to the TGNC counseling competencies. Self-identifying as a sexual minority, self-identifying as a racial/ethnic minority, and being an advanced career professional with 8 or more years of clinical experience predicted TGNC counseling competencies. Implications for education, practice, and future research are discussed.

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Because of the expansive multiracial population growth in the United States, the authors explored multiracial identity integration (MII), color‐blind racial ideology (CBRI), and discrimination using regression analyses with 288 individuals. CBRI and discrimination significantly correlated and predicted MII, with 15.3% of the variance explained by discrimination and CBRI. Moderation analysis revealed that CBRI did not moderate the relationship between discrimination and MII. Continued research among multiracial individuals is recommended to better understand the CBRI and racial identity link.

This article presents the findings of a qualitative study examining the experiences of counselors in their work with clients who self‐injure. Using grounded theory methodology, the authors established 6 categories to explain the counselors’ conceptualization of self‐injury and their process of working with these clients: (a) external factors to self‐injury, (b) defining self‐injury, (c) potential for harm, (d) conditions for treatment, (e) counselors’ reactions to working with clients who self‐injure, and (f) clients’ response to treatment.