Multicultural Competence and Social Justice Training in Counseling Psychology and Counselor Education

Pieterse, Alex L.; Evans, Sarah; Risner-Butner, Amelia; Collins, Noah M.; Mason, Laura Beth

doi:10.1177/0011000008319986

Cited by 228 publications

(223 citation statements)

References 31 publications

(37 reference statements)

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“…Although this is consistent with findings in other mental health training programs (Green et al, 2009;Malott, Paone, Maddux, & Rothman, 2010;McCabe & Rubinson, 2008;Savage et al, 2004), such practices lag behind best practice in multicultural training (McHaelen, 2006;T. B. Smith, Constantine, Dunn, Dinehwart, & Montoya, 2006).…”

Section: Discussionsupporting

confidence: 84%

Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs

Luke

Goodrich

Scarborough

2011

Journal of LGBT Issues in Counseling

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A national survey of 123 school counselor educators investigated how participants integrated gay, bisexual, transgender, questioning, intersex (LGBTQI) students' needs and concerns into school counseling curricula. Results indicated 91.9% of participants integrated the K-12 LGBTQI students' needs and concerns for a median pedagogical duration of one, 3-hour session within a single course, focusing on students' knowledge and awareness of gender and sexual/affectual orientation. Follow-up interviews were conducted with participants identified as committed to integrating LGBTQI issues into the curriculum, and these interviews produced themes that expanded survey findings in several areas, including significant educational experience, recognition of iterative effect, experiential, personal engagement, ethics, and influence of training and resources. Implications for school counselor education and professional development are discussed.School counselors are called to address the personal/social, career, and academic needs of all students, as well as to affect the overall school climate

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Section: Discussionsupporting

confidence: 84%

Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs

Luke

Goodrich

Scarborough

2011

Journal of LGBT Issues in Counseling

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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%

“…New directions include the formation of advocacy to competent multicultural counselor repertoires. Specifically, multiculturalism as a movement has moved into the realm of social justice, where counselors are now encouraged not only to be competent counselors, but effective advocates for people from diverse populations inside and outside of the counseling office (Pieterse et al, 2009). …”

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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“…Extrapolating the concept of teaching multiculturalism via single course, Pieterse, Evans, Ristner-Butner, Collins, and Mason (2009) conducted a descriptive content analysis of 54 multicultural and diversity-related course syllabi from diverse counseling and counseling psychology programs accredited by the American Psychological Association (APA) and the Council of Accreditation of Counseling and Related Programs (CACREP). They reported that the majority of the courses observe the multicultural paradigm of development of knowledge, awareness, and skills.…”

Section: Single Multicultural Course -Explicit Curriculum Designmentioning

confidence: 99%

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

Celińska¹,

Swazo²

2016

JCPS

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Multicultural competencies are critical elements in both counselor preparation and practice. In accordance with the standards of the Council of Accredited Counseling and Related Educational Programs (CACREP), counselor education programs must implement multicultural competencies as one of core curriculum areas. Although research evidences the positive impact of multicultural training, it remains a challenge to establish which curriculum designs and pedagogical approaches are most effective. This study compares self-reported openness and comfort in interactions with diverse populations of 87 counselors-in-training across two distinct multicultural curriculum designs (i.e., single multicultural course vs. infusion through the curriculum) in a CACREP accredited counselor education program in the Midwest. Implications for counselor education programs and counselors in the field are provided. Author's NotesCorrespondence concerning this article should be sent to Dorota Celinska at dcelinsk@roosevelt.edu and Roberto Swazo at roberto.swazo@uni.edu multicultural competencies regardless of the pedagogical approach (Brown, 2004;Castillo, Brossart, Reyes, Conoley, & Phoummarath, 2007;Cates, Schaefle, Smaby, Maddux, & LeBeauf, 2007; Chu-Lieu Chao, Wei, Good & Flores, 2011;Malott, 2010;Pack-Brown, Thomas, & Seymour, 2008;Sammons & Speight, 2008;Tomlinson-Clarke, 2000). However, it remains a paramount challenge to find the curriculum designs for implementing the multicultural standards that most effectively enables counselors in the field to apply their multicultural knowledge and skills with diverse populations.In particular, there is no evidence to indicate whether or not a single multicultural course (i.e., explicit multicultural curriculum design) is superior to the infusion of multicultural content throughout the counselor education program (i.e., implicit multicultural curriculum design). To address this gap in the multicultural literature, the current study compares the effects of these two curriculum designs (i.e., explicit-single multicultural course versus implicit-infusion throughout the curriculum) on trainees' openness and comfort in interactions with diverse populations. Single Multicultural Course -Explicit Curriculum DesignSeveral studies support the use of one specific course dedicated solely to multicultural training as an effective curriculum design (Castillo et al., 2007;Coll, Doumas, Trotter, & Freeman, 2013;Malott, 2010;Sammons & Speight, 2008). The authors of the aforementioned studies assert that this curriculum design allows students to gain knowledge about culturally different groups, examine cultural biases, and develop multicultural skills. The acquisition of these competencies are assumed to reduce culturally insensitive behavior and aid in the evergrowing span of multicultural competencies that counselors need in order to work with a diverse clientele.Similarly, a study on introductory multicultural counseling courses conducted by Priester, Jones, Jackson-Bailey, Jana-Masri, Jordan, and M...

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Multicultural Competence and Social Justice Training in Counseling Psychology and Counselor Education

Cited by 228 publications

References 31 publications

Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs

Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs

Multicultural Counselor Competency in College Counseling Centers: Recommendations for Implementation

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

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