Multicultural Competency Training of School Counselor Trainees: Development of the Social Class and Classism Training Questionnaire

Abstract

The Social Class and Classism Training Questionnaire was developed to assess multicultural competency and training of social class and classism for school counselor trainees (SCTs). The authors analyzed the differences between accreditation status, social class backgrounds, and factors contributing to SCTs’ competence and training. Results showed that socially desirable responding, number of multicultural courses, and training level contributed most to perceived competence and training. This study provides insight into factors influencing SCTs’ competence and training of social class. El Cuestionario de Capacitación en Clase Social y Clasismo fue desarrollado para evaluar la competencia multicultural y capacitación en clase social y clasismo de consejeros escolares en formación (SCT, por sus siglas en inglés). Los autores analizaron las diferencias entre el estado de acreditación, la clase social de origen y otros factores que contribuyen a la competencia y capacitación de los SCT. Los resultados mostraron que las respuestas socialmente deseables, el número de cursos multiculturales y el nivel de capacitación contribuyeron en mayor medida a la percepción de competencia y capacitación. Este estudio ofrece una perspectiva de los factores que influyen en la competencia y capacitación en clase social de los SCT.

Parental Counseling and Its Effects on the Formation of the Child's Personality

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The Moderating Role of Personal Profiles on the Relationship between Multicultural Awareness and Self-Regulated Learning

“…Therefore, the implications for counselors in various settings are highlighted, along with the implications for future research (Brawner, 2018). Other study also recommends the importance of developing multicultural counseling at universities (Pietrantoni & Glance, 2019).…”

Counselor Education and Supervision: 2019 Annual Review

“…Innovative methods and curriculum development research and conceptual work make up the bulk of this subtheme, accounting for just over 50% of work categorized within the theme of teaching and training. The majority of these articles are conceptual in nature and include topics concerning the training of counselors in the screening and treatment of behavioral/process addictions, with suggestions for curricula (Holman et al, 2019); game‐based‐learning teaching strategies (Pietrantoni et al, 2019); Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation simulation activity as a framework for doctoral‐level experiential learning (Strear et al, 2019); strategies for teaching ethical decision‐making considering personal values, principle and virtue ethics, and self‐reflection (Levitt et al, 2019); implementation strategies for competency‐based education in counseling (Akos et al, 2019); a description of evidence‐based science‐of‐learning principles, with pedagogical examples (Borders, 2019); a review of the benefits of self‐compassion for counselors‐in‐training along with examples for implementation with the curriculum (Coaston & Lawrence, 2019); the use of dramatic activities to improve theoretical self‐efficacy for counselors‐in‐training (Hinkle & Drew, 2019); the use of sandtray as a constructivist pedagogical technique (Saltis et al, 2019); creative online teaching activities to illustrate the use of expressive arts to promote emotional awareness (Warren & Nash, 2019); the use of Wordle in an addictions class to promote meaning, perception, and change (Asfaw et al, 2019); the development of an online system called mPath, designed for use in skills training to support reflection on practice (Murphy et al, 2019); and a discussion of current and potential future use of massive open online courses in counseling, addressing the strengths, limitations, and ethical considerations therein (Cimsir, 2019). It is evident that clinical and educational scholars are focused on thinking about creative ways to promote skill development, competency, and access to knowledge in a way that is respectful of the diverse wellness needs of those seeking to become effective helpers and supervisors.…”

“…Three articles were focused separately on (a) the development of inventories to assess mentoring needs using the Mentoring Needs in Counselor Education Scale (Stark et al, 2019); (b) the development of the Social Class and Classism Training Questionnaire, designed to assess school counselor trainee multicultural competency and orientations related to social class and classism (Pietrantoni & Glance, 2019); and (c) the development of the Counseling Training Environment Scale as a self-report measure to assess the training environment of counseling and related programs (Lau, Ng, & Vallett, 2019).…”