Assessing Changes in Counselor Trainees' Multicultural Competence Related to Service Learning

Abstract

This mixed methods study examined changes in self‐reported multicultural competence and distress reactions of 32 counselor trainees engaged in service learning. Whereas 3 trainees significantly increased in self‐reported multicultural competence, 5 significantly decreased. Trainees who significantly increased in multicultural competence reported less distress; those who significantly decreased reported greater distress. However, changes in multicultural competence appeared to be unrelated to themes uncovered in the qualitative data. Implications for training and practice are discussed. Este estudio de métodos mixtos examinó los cambios en competencia cultural y reacciones de aflicción reportados por 32 consejeros en formación que realizaban prácticas para su aprendizaje. A pesar de que 3 consejeros en formación comunicaron un aumento significativo de su competencia cultural, 5 de ellos reportaron una disminución significativa. Los consejeros en formación que aumentaron considerablemente su competencia cultural reportaron un nivel menor de aflicción; aquellos que disminuyeron considerablemente reportaron mayor aflicción. Sin embargo, los cambios en la competencia cultural no tenían relación aparente con los temas desvelados en los datos cualitativos. Se discuten las implicaciones para la formación y prácticas.

Evaluation of Service‐Learning‐Infused Courses With Refugee Families

“…That is, regardless of whether students had received previous didactic instruction in a multicultural counseling course, students perceived that they were more knowledgeable about multicultural issues, as well as more skilled in social justice advocacy, after engaging in the courses that contained a service‐learning experience. These results are consistent with previous research indicating that service learning is an effective teaching strategy for preparing students to work with diverse clients (Burnett et al, ; Lee et al, ) and develop social justice advocacy skills (Murray et al, ).…”

“…Findings from research evaluating service‐learning projects are mixed. For example, findings of one study indicated that facilitating groups at a low‐income, diverse, metropolitan middle school was associated with increased affective, cognitive, and behavioral growth, although self‐reported multicultural competence increased for some students but remained the same or decreased for others (Lee, Rosen, & McWhirter, ). Other researchers have found that engaging in a multicultural service‐learning project prior to the practicum experience increased students' multicultural sensitivity and provided an opportunity for them to learn more about the community (Burnett, Hamel, & Long, ).…”

Examining Graduate Student Engagement in Counseling Services with Diverse Populations in P-12 Education

“…Given that the U.S. population continues to diversify and that, as Lee et al (2014) assert, using a traditional classroom format for cross-cultural counseling instruction may not allow space for understanding multicultural content on an experiential level, a recommendation for school counselor educators is to use adaptive strategies and frameworks such as the MSJCC in their engagement with graduate students. This will both counter the monocultural nature of counseling preparation and also ensure that professional school counselors-in-training are prepared to promote cultural responsiveness in school settings to create an inclusive school culture.…”

“…As Lee, Rosen, and McWhirter (2014) assert, using a traditional classroom format for cross-cultural counseling instruction may not allow space for understanding multicultural content on an experiential level. Given the need for understanding of diverse populations, when working as a professional school counselor (Ahmed, et al, 2011;Holcomb-McCoy, 2005), and the increasing diversification of education today, this study explores the perceived multicultural counseling competence of professional school counselors-in-training and their thoughts about the training received in their graduate program.…”

“…This is a tool used to begin students on the journey of self-exploration, while fostering self-awareness. Lee et al (2014), as they identified that using a traditional classroom format for cross-cultural counseling instruction may not allow space for understanding multicultural content on an experiential level. Based on participants' responses, it is apparent that more experiential activities, deeper engagement with some of the content, and more real world experience would have been beneficial to study participants, in both the classroom environment and in real world settings.…”