Racial and ethnic minority group members are now recognizing the need for relevant counseling services. Many counselor education programs, however, have not addressed this issue. While some counselor educators support the need for innovative counselor training programs for those who expect to work in pluralistic settings, others believe that traditional programs can meet the needs of all populations. This article describes why counselor training incorporating the needs of racial and ethnic minorities is needed and provides four models: (a) the separate course model; (b) the area of concentration model; (c) the interdisciplinary model; and (d) the integration model, which may be used in program development and implementation.
This article examines the development of cross‐cultural and psychotherapy in the United States, and theoretical models and their implications for research and training are reviewed.
This study examined differences on the Racial Identity Attitude Scale (RIAS; Helms & Parham, 1985) and the Problem Solving Inventory (PSI; Heppner, 1981, 1988) among 34 African and 48 African American graduate students. Significant differences were found on the preencounter and internalization scales of the RIAS. There were no group differences in coping ability as measured by the PSI. In addition, the African group experienced an acculturation effect as time in the United States was extended beyond 3 years. These differences in racial identity states have implications for cross‐cultural counseling.
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