Evaluating the Impact of Multicultural Counseling Training

Abstract

The authors agree that the multicultural counseling movement represents a powerful force with the potential of radically modifying the perspective of the entire counseling profession. To realize its full potential, however, much more research needs to be done within professional training programs to determine the types of instructional strategies that are most effective in terms of developing counselors who are sensitive and effective in working with persons from diverse cultural, racial, and ethnic backgrounds. This article reports on the results of a series of investigations designed to assess the impact of a comprehensive multicultural training model among different groups of graduate students. Implications for future research and training are also discussed. Los autores están de acuerdeo en que el Movimiento de Consejería Multicultural representa una fuerza con la potencia de modificar radicalmente la perspectiva de la profesión entera de consejería. Sin embargo, para cristalizar esta potencia, hay que hacer más investigaciones dentro de programas profesionales de entrenamiento para determinar los tipos de estrategiás instruccionales más eficaces con respecto a consejeros que trabajan sensiblemente y eficazmente con personas culturalmente, raciálmente, y étnicamente diversas. Este artículo presenta los resultados de una serie de investigaciones hechas para estimar el impacto de un modelo comprensivo de entrenamiento de consejería multicultural entre grupos diferentes de estudiantes graduados. También se discuten las implicaciones en las investigaciones y entrenamientos en el futuro.

Reviewing Diversity Training: Where We Have Been and Where We Should Go

“…1 While a variety of scales have been used in evaluating the effects of diversity training (e.g., Multicultural Counseling Inventory (MCI), Attitudes Towards Inclusive Education scale (ATIES), we found that some studies used scales such as the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS; D'Andrea, Daniels, & Heck, 1991) designed to examine awareness of one's attitudes toward ethnic minorities, knowledge concerning minority populations, and cross-cultural communication skills, and the Modern Racism scale (McConahay, 1981) used to assess explicit racial attitudes. For instance, the MAKSS scales were used in six studies in our review-most showing a positive change in cognitions, attitudes, and behaviors (Abernethy, 2005;D'Andrea et al, 1991;Diaz-Lazaro & Cohen, 2001;Guy-Walls, 2007;Murphy, Park, & Lonsdale, 2006;Robinson & Bradley, 1997). Further, it seems variables such as immediate response, awareness, behavior and attitude change have received the most attention in empirical research on diversity training (for exceptions see Dobbin et al, 2006;Ely, 2004a;Kellough & Naff, 2004;Naff & Kellough, 2003).…”

Evaluating the Effectiveness of an Undergraduate Multicultural Course

“…An instrument APA suggests for utilization in assessing these outcomes in undergraduate programs is the Multicultural Awareness, Knowledge and Skills Survey (MAKSS; D'Andrea, Daniels, & Heck, 1991). It is hypothesized that an undergraduate multicultural course will be effective in increasing multicultural awareness and knowledge relative to an undergraduate personality course.…”

Development and initial validation of the Multicultural Counseling Self-Efficacy Scale--Racial Diversity Form.

“…Bandura (1997) (Constantine & Ladany, 2001;Sue, 2001;Sue et al, 1982;Sue et al, 1992); (b) models of multicultural counseling (D'Andrea & Daniels, 2001;Fuertes & Gretchen, 2001;Ponterotto et al, 2000); (c) assessment of multicultural counseling competence (Coleman, 1996;D'Andrea et al, 1991;LaFromboise et al, 1991;Ponterotto et al, 2002;Sodowsky et al, 1994;Worthington, Mobley, Franks, & Tan, 2000); and (d) training of multicultural competencies (Abreu et al, 2000;Constantine, 2001a;Constantine & Ladany, 2000;Constantine, Ladany, Inman, & Ponterotto, 1996;Ponterotto & Casas, 1987;Quintana & Bernal, 1995). In addition to the progress made in theory and assessment, a recent survey indicated that 73% of APA-accredited counseling psychology programs offered one or more multicultural courses, and 42% of them required a multicultural course (Quintana & Bernal, 1995).…”