Exploring the Different Levels of Multicultural Counseling Training in Counselor Education

Abstract

The authors discuss the various approaches to multicultural counseling training currently being used in counselor education programs. In doing so, they outline a developmental framework that describes the types of training thought to be available to counseling students at this time. Los autores discuten los diferentes tipos de entrenamiento multicultrual que se usan hoy en día en los programas educativos de consejería. Al hacerlo, proporcionan un esquema del estado actual de desarrollo que describe los tipos de entrenamiento que se cree que están disponibles actualmente para los estudiantes de consejería.

Correlates of Multicultural Counseling Competencies of Vocational Rehabilitation Counselors

“…These standards closely parallel the guidelines for multicultural counseling advanced by Sue et al (1992) and conceptualize multicultural competencies along three principal dimensions: beliefs and attitudes, knowledge, and skills. Typically, these dimensions have been conceived as a developmental sequence, with counselors' knowledge of the client's culture and their awareness of cultural issues in rehabilitation providing the basis for effective multicultural skill development (D'Andrea & Daniels, 1991;Davis & Rubin, 1996). Middleton et al (2000) noted that these should be viewed as &dquo;minimal competencies for rehabilitation counselors to skillfully and competently serve historically underrepresented racial and ethnic populations&dquo; (p. 225).…”

Master’s Students’ Experiences in a Multicultural Counseling Role-Play

“…D'Andrea and Daniels (1991) highlighted an obvious need for counselors to have multicultural competence for working effectively with culturally diverse clientele. Pedersen (1997) saw this as a fundamental professional issue, stating that the need for counselors to be aware of and respond to cultural differences was an ethical necessity.…”

The Teaching Alliance as a Framework for Advancing a Relationally Oriented and Jesuit Inspired Teaching and Research Agenda

“…They recommended, in fact, that the teaching alliance be the focus of additional scholarship to help elevate the interpersonal dimension of classroom learning. They also pointed out, as others have (D'Andrea & Daniels, 1991;Fong, 1989;Gay, 2010), that sustaining such efforts are best when an interpersonal philosophy of education emanates not just from the individual instructor but also from the institution itself-its values and traditions.…”