An Analysis of Content and Instructional Strategies in Multicultural Counseling Courses

Abstract

the authors present a content analysis of syllabi from introductory multicultural counseling training (Mct) courses. results suggest that these courses focus on knowledge of other cultural groups, emphasize the cultural identity exploration of the student at a lower level of training, and almost completely ignore the development of skills. the study revealed that Mct frequently includes groups beyond racial and ethnic minority groups. a broad range of instructional strategies are used, with a handful being used on a frequent basis.los autores presentan un análisis del contenido de planes de estudios empleados en cursos introductorios de formación en consejería multicultural (Mct, por sus siglas en inglés). los resultados sugieren que estos cursos se centran en el conocimiento de otros grupos culturales, enfatizan la exploración de la identidad cultural del alumno en los niveles iniciales de su formación e ignoran casi por completo el desarrollo de habilidades. el estudio reveló que la Mct incluye con frecuencia grupos aparte de las minorías raciales y étnicas. se utiliza una amplia gama de estrategias didácticas, un puñado de las cuales se emplea frecuentemente. Because the course syllabus is considered a learning contract between the instructor and the student, syllabi are an excellent source of information about what is being taught in multicultural counseling training (MCT) courses and how it is being taught. Content analysis of course syllabi is a technique that has been used to study a variety of counselor education issues: spirituality training (Cashwell & Young, 2004), clinical training of school counselors (Akos & Scarborough, 2004), and addictions training of rehabilitation counselors (Toloczko et al., 1998). Using syllabi as a source of data has the additional advantage that it will most likely result in a higher return rate than lengthy surveys, given the ease in sending an existing syllabus and the fact that syllabi are considered a public document.In this article, we use a syllabus content analysis to capture a "snapshot" of introductory master's-level MCT courses taught in early 2000. This content analysis explores three issues within MCT: (a) the relative emphasis that is placed on the three subcomponents of the MCCs; (b) the extent to which Paul E. Priester, Janice E. Jones, Christina M. Jackson-Bailey, Asma Jana-Masri, Edgar X. Jordan, and A. J. Metz, Department Leadership, Cardinal Stritch University, 6801 N. Yates Road, Milwaukee, cultural groups beyond the traditional four racial groups are included as explicit domains of study; and (c) identifying which MCT teaching techniques are used, as well as their relative frequency of use. the mccsThe MCCs comprise three subcomponents: (a) counselors' awareness of their own cultural and racial heritage and the extent to which they have benefited from the dynamics of oppression, (b) knowledge about the cultural norms and beliefs of other groups, and (c) ability to modify therapeutic skills or techniques in a culturally sensitive manner (Sue, Arredond...

European American therapist self-disclosure in cross-cultural counseling.

“…Furthermore, a content analysis of multicultural counseling course syllabi from APA-accredited counseling psychology programs indicates that such courses include little, if any, emphasis on actual multicultural counseling skill development (Priester, Jackson-Bailey, Jones, Jordan, & Metz, 2004). If nothing else, then, the findings from this study clearly indicate that our participants lacked specificity of training on self-disclosure in cross-cultural counseling, a circumstance that may have important implications for their therapeutic work with culturally diverse clients.…”

Slogging and Stumbling Toward Social Justice in a Private Elementary School: The Complicated Case of St. Malachy

“…For example, graduate training programs rely heavily on the single-course method of multicultural counseling training (Ponterotto, 1997;Ridley, Mendoza, & Kanitz, 1994), an approach that is perhaps inadequate to support the development of competency in multicultural counseling skills (Parham & Whitten, 2003). Furthermore, a content analysis of multicultural counseling course syllabi from APA-accredited counseling psychology programs indicates that such courses include little, if any, emphasis on actual multicultural counseling skill development (Priester, Jackson-Bailey, Jones, Jordan, & Metz, 2004). If nothing else, then, the findings from this study clearly indicate that our participants lacked specificity of training on self-disclosure in cross-cultural counseling, a circumstance that may have important implications for their therapeutic work with culturally diverse clients.…”

Multicultural Curriculum Designs in Counselor Education Programs: Enhancing Counselors-in-Training Openness to Diversity

“…Similarly, a study on introductory multicultural counseling courses conducted by Priester, Jones, Jackson-Bailey, Jana-Masri, Jordan, and Metz (2008) reported that the counselors-intraining in these courses augmented their multicultural knowledge base and self-awareness competencies. On the other hand, based on minimal skill development resulting from these courses, the authors urged further research on multicultural counseling training to expand its current overemphasis on philosophical conceptualizations.…”