Teaching Racial Identity Development and Racism Awareness: Training in Professional Psychology Programs

A Pedagogical Model for Increasing Race-Related Multicultural Counseling Competency 1ψ7

“…During the period described above, pedagogical approaches to MCT were evolving. Earlier training approaches emphasized knowledge of racial and ethnic groups more than awareness of one's own racial and ethnic background (Cornelius-White, 2005;Utsey, Gernat, & Bolden, 2003), leading to higher levels of multicultural competence in the cognitive rather than affective domain (Collins & Pieterse, 2008). Current pedagogical approaches recognize selfawareness as a precursor to multicultural competence (Fouad & Arredondo, 2003), which has increased the affective demands of MCT.…”

“…Locke and Kiselica (1999) suggested creating an egalitarian professor-student relationship in which a professor models appropriate self-disclosure and encourages a student to take responsibility for his or her learning (Rooney, Flores, & Mercier, 1998, p. 24). There is also almost uniform agreement that the classroom should be a supportive container (Fouad & Arredondo, 2003;Kiselica, 1998;Utsey et al, 2003), which may be enhanced by a person-centered approach (Cornelius-White, 2005). Finally, scholars have discussed the importance of presenting didactic and cognitive material first, followed by experiential and affective activities to reduce student resistance (Tomlinson-Clarke & Wang, 1999).…”

“…Helms and Cook (1999) noted that race continues to be a "missing link" in multicultural training programs (p. 9). An insufficient number of graduate programs in counseling psychology focus on racial and cultural awareness (Hills & Strozier, 1992;Utsey et al, 2003), perhaps because discussions about other dimensions of cultural identity such as gender are not as "potentially charged [as those] about race and racism" (Utsey et al, 2003, p. 152). Yet race is a characteristic that continues to be used to maintain the existing hierarchy by defining who has access to societal resources and how those resources are dispensed (Helms & Cook, 1999); race is also used to organize people into groups such as those who are intelligent or trustworthy (Helms & Cook, 1999).…”

The Asante-Based Afrocentricity Scale: Developing a Scale to Measure Asante's Afrocentricity Paradigm

“…Though there is variation across Afrocentric models, two consistent themes of practice include liberation from oppression and adherence to Afrocentric principles when working with African Americans (Kambon, 1996). Afrocentric psychology includes therapeutic interventions to achieve ''Harmony, Awareness, Alignment, Actualize, and Synthesis'' (Phillips, 1990, p. 1); alleviate oppression (Utsey et al, 2001); address cultural needs in group work (Pack-Brown & Flemming, 2004); and assisting psychology programs to use an Afrocentric perspective (Utsey, Gernat, & Bolden, 2003). According to Africentrists, there are limitations to the multicultural perspective when applied to African Americans.…”

One White Counselor Educator’s Process of Racial Reeducation

“…Despite the development of cross-cultural training models that include exploration of counselor as a cultural being (e.g. Johnson, 1987;Carter, 1995), researchers have found most multicultural training approaches emphasize students' focused research on a cultural group different from their own (Carter, 2003;Utsey, Gernat & Bolden, 2002). It makes sense to me now the ways in which I developed and implemented training models that today reflect most multicultural training approaches.…”