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This study examined the relationship between 4 self-report multicultural counseling competence measures and a general index of social desirability. The authors also investigated the association between these 4 multicultural scales and multicultural case conceptualization ability. Results revealed significant positive relationships between 3 of the 4 multicultural counseling competence inventories and a measure of social desirability attitudes. Additionally, after controlling for social desirability, none of the self-report multicultural counseling competence scales were significantly related to multicultural case conceptualization ability. Limitations of self-report multicultural counseling competence measures are discussed, and implications of the findings for counseling training, practice, and research are delineated.The field of counseling psychology has taken the lead among applied psychology disciplines in attempting to incorporate multicultural diversity issues into academic curricula (e.g.,

The primary purpose of this exploratory investigation was to examine self-concealment behaviors and social self-efficacy skills as potential mediators in the relationship between acculturative stress and depression in a sample of 320 African, Asian, and Latin American international college students. The authors found several differences by demography with regard to the study's variables. After controlling for regional group membership, sex, and English language fluency, they found that self-concealment and social self-efficacy did not serve as mediators in the relationship between African, Asian, and Latin American international students' acculturative stress experiences and depressive symptomatology. Implications of the findings are discussed.

Perceived racial microaggressions by White supervisors were examined through a qualitative analysis of 10 self-identified Black doctoral supervisees in counseling and clinical psychology. Results indicated 7 microaggression themes directed toward this group: (a) invalidating racial-cultural issues, (b) making stereotypic assumptions about Black clients, (c) making stereotypic assumptions about Black supervisees, (d) reluctance to give performance feedback for fear of being viewed as racist, (e) focusing primarily on clinical weaknesses, (f) blaming clients of color for problems stemming from oppression, and (g) offering culturally insensitive treatment recommendations. The impact of these racial microaggressions was found to be detrimental to Black trainees, the supervisory relationship, and, indirectly, to clients of color. Implications of the findings are discussed.

The authors discuss the historical and contemporary connection to social justice issues in the fields of counseling and counseling psychology via the multicultural counseling movement. In addition, the authors present ways in which social justice issues can be addressed in counselors' and counseling psychologists' work with clients from diverse cultural backgrounds and in graduate training programs.

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One hundred twelve college students of color who sought and terminated mental health treatment at their campus counseling center were asked to indicate their (a) attitudes toward counseling, (b) ratings of their counselors' general counseling competence, (c) ratings of their counselors' multicultural competence, and (d) satisfaction with counseling. Results revealed that these students' counseling attitudes and perceptions of their counselors' general and multicultural competence each accounted for significant variance in their satisfaction with counseling. Of particular note was the finding that racial and ethnic minority clients' ratings of their counselors' multicultural counseling competence explained significant variance in satisfaction ratings beyond the variance previously accounted for by their general counseling competence ratings. Moreover, results revealed that clients' ratings of their counselors' multicultural counseling competence partially mediated the relationship between general counseling competence ratings and satisfaction with counseling. Special thanks to the clients, counselors, and clinic personnel who participated in this study. I also thank Tina Arorash for her assistance with this project.

This article reports on the results of a qualitative study of Black faculty working in counseling and counseling psychology programs. This investigation involved the use of semistructured interviews to explore the racial microaggressions Black faculty members reportedly experienced in academia. Results of the analysis indicated that 7 primary microaggression themes were perceived by the participants, including alternating feelings of invisibility and hypervisibility, receiving inadequate mentoring, and difficulties determining whether discrimination was race or gender based.