An Investigation of Rehabilitation Counselor Characteristics, White Racial Attitudes, and Self-Reported Multicultural Counseling Competencies

Cumming-McCann, Allison; Accordino, Michael P.

doi:10.1177/00343552050480030501

Cited by 17 publications

(10 citation statements)

References 22 publications

(26 reference statements)

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“…There is evidence that MCC training is being taught in higher education (Stebnicki & Cubero, 2008;Pieterse, Evans, Risner-Butner, Collins, & Mason, 2009), however, there is a need to improve multicultural training definitions (Cumming-McCann & Accordino, 2005) that would assist in training applied to counseling center programs. Competent multicultural counseling is a mainstay for centers to provide ethical counseling services.…”

Section: Discussionmentioning

confidence: 99%

Multicultural Counselor Competency in College Counseling Centers: Recommendations for Implementation

Cubero

2011

Mich. Jour. Couns.

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A brief review of the research on multicultural counselor competence is presented as well as a review of the measurement of self-reported multicultural counselor competence with suggested measurement instruments. Recommendations for the implementation of multicultural-specific training in college counseling centers are made through the use of an example program located in a northeastern public university counseling center. Program implementation recommendations and implementation based on International Association of Counseling Services standards are discussed. Concluding remarks and future research directions specific to college counseling center multicultural counseling programming are also included. Multicultural Counselor Competency in College Counseling Centers:Recommendations for Implementation Chris Cubero, Ph.D. Slippery Rock University Counseling Center Multicultural Counseling Competency in College Counseling Centers:Recommendations for Implementation By necessity, counseling professionals are challenged with meeting the service needs of individuals from diverse groups. To answer the challenge, counselor education programs along with their accrediting bodies are increasingly more aware of the importance of cultural differences in counseling practices. The standards of practice outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) include updated information on social and cultural diversity that parallel current research (CACREP, 2009). The International Association of Counseling Services (IACS, 2010) also recognized the importance of multicultural counseling competence in the role of counselors/counselors-in-training working within college and university settings. Thus, solidified counselor-in-training multicultural counseling awareness and knowledge of self and others, and skills when working cross-culturally are of the utmost importance.The purpose of this article is to recommend ways to implement evidence-based multicultural counseling competency standards for counselors-intraining working as interns or practicum students in university counseling centers. To do so, the article describes a current college counseling center Alcohol and Other Drug (AOD) program's procedures and methods for training and measuring counselor-in-training multicultural counseling competency. BeforeChris Cubero is an Assistant Professor & Counselor in the Student Counseling Center at Slippery Rock University. He is also the Program Director of the Alcohol & Other Drug . He can be reached at chris.cubero@sru.edu. 34hand, a brief review of the multicultural counseling competency research is provided that includes a review of common instruments of self-reported multicultural counselor competence (MCC). Self-reported MCC instruments can be utilized by counseling center programs to measure counselor-in-training multicultural counseling learning outcomes. Recommendations are outlined for the implementation of MCC standards into college counseling centers that can be utilized wit...

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Section: Discussionmentioning

confidence: 99%

Multicultural Counselor Competency in College Counseling Centers: Recommendations for Implementation

Cubero

2011

Mich. Jour. Couns.

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“…Attitudes about racial issues have an impact on multicultural development in clinicians (16) . Therefore, multicultural competence should be added to the ability to develop attitudes, beliefs, knowledge, and skills in working with individuals from diverse backgrounds.…”

Section: Multicultural Education In Communication Disordersmentioning

confidence: 99%

“…A pluralistic education should encourage future professionals to adjust to the client's worldview (15) . As such, examination of diversity self-perceptions is fundamental in multicultural education, ultimately having an impact on the development of clinical skills (15,16) . Thus, in addition to implementation of preferred models of cultural competence such as infusion, in which multicultural concepts and issues are treated as integral components throughout the entire training program (11) , self-assessment of attitudes and beliefs toward diversity should be a starting point in multicultural education (17,18) .…”

Section: Introductionmentioning

confidence: 99%

Culturally diverse attitudes and beliefs of students majoring in speech-language pathology

Franca

Smith

Nichols

et al. 2016

CoDAS

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Purpose: Academic education in speech-language pathology should prepare students to provide professional services that mirror current knowledge, skills, and scope of practice in a pluralistic society. This study seeks to examine the impact of speech-language pathology (SLP) students prior multicultural experiences and previous formal education on attitudes and beliefs toward language diversity. Methods: A survey to investigate SLP students attitudes toward language diversity was applied. After the research study and instructions to complete the consent form questionnaire was presented by a research assistant, an announcement was given by a graduate student who speaks English as a second language with an accent. The participants then completed a questionnaire containing questions related to attitudes about the presentation of the announcement in particular and toward language diversity in general. Results: Responses suggested a relationship between self-reported cultural bias and ability to concentrate on speech with an accent, and the extent of interaction with individuals from a cultural and linguistic diverse (CLD) background. Additional outcomes revealed that cultural bias may be predicted by factors related to amount of CLD exposure. Conclusion: Results of this study indicated critical areas that need to be considered when developing curricula in speech-language pathology programs. The results will be useful in determining procedures applicable in larger investigations, and encourage future research on attitudes and beliefs toward aspects of cultural diversity.CoDAS 2016;28(5):533-545 Franca MC, Smith LMC, Nichols JL, Balan DS 534

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“…counseling (e.g., Cumming-McCann & Accordino, 2005;Matrone & Leahy, 2005), career and vocational counseling (e.g., Flores, Lin, & Huang, 2005), counseling in clinic and hospital settings (e.g., Fuertes, Mislowack, & Mintz, 2005), and college counseling (e.g., Resnick, 2006). Other publications focus on specific settings or counseling skills: crisis counseling (e.g., Stone & Conley, 2004), small-group training (e.g., Parker, Freytes, & Kaufman, 2004), internship training (e.g., Magyar-Moe, Pedrotti, & Edwards, 2005), and research (e.g., Liu, Sheu, & Williams, 2004).…”

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confidence: 99%

Integrating Practice Guidelines Into Professional Training

Miville

Duan

Nutt

et al. 2008

The Counseling Psychologist

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The authors present the findings of a special task group (STG) organized to explore effective training strategies for the practice guidelines focused on diverse populations. They provide a brief literature review and summarize survey data from academic training directors regarding current use of practice guidelines. The authors then describe the Integrative Training Model (ITM), developed by the STG, as a framework for students and professionals to incorporate the complex array of information contained in each set of guidelines. Unique challenges associated with incorporating the ITM are described, as well as pedagogical considerations for both students and current professionals. The authors believe the ITM may help students and professionals increase their diversity competence by developing a more holistic understanding of the various dimensions and social group experiences that affect their clients and themselves.

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An Investigation of Rehabilitation Counselor Characteristics, White Racial Attitudes, and Self-Reported Multicultural Counseling Competencies

Cited by 17 publications

References 22 publications

Multicultural Counselor Competency in College Counseling Centers: Recommendations for Implementation

Multicultural Counselor Competency in College Counseling Centers: Recommendations for Implementation

Culturally diverse attitudes and beliefs of students majoring in speech-language pathology

Integrating Practice Guidelines Into Professional Training

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