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1.
Counselor educators are challenged to prepare students for working with culturally diverse clients. The recent attention paid to multicultural counseling competencies has defined domains of learning; however, training methods to support the development of multicultural counseling competencies have received less emphasis. This article focuses on experiential learning as a teaching and learning methodology to increase students' multicultural counseling competencies. The authors outline ethical and practical suggestions for using experiential learning in multicultural counseling curriculum. 相似文献
2.
Carlos P. Hipolito‐Delgado Jennifer M. Cook Elaine M. Avrus Erica J. Bonham 《Counselor Education & Supervision》2011,50(6):402-421
The Multicultural Action Project (MAP) is a cultural immersion project that requires counseling students to engage with diverse cultural communities on 3 levels: observation, information seeking, and action. To ascertain if participating in MAP improved the multicultural competence of graduate counseling students, the authors conducted an evaluation in which narrative analysis was used to examine the experiences of 3 graduate counseling students who participated in MAP. Through their narratives, the participants reported increased knowledge, awareness, and skills. The importance of sustained contact and interpersonal relationships in improving student learning outcomes is discussed and recommendations are provided. 相似文献
3.
Ginger L. Dickson Beverley Argus‐Calvo Nancy Garcia Tafoya 《Counselor Education & Supervision》2010,49(4):247-265
The effectiveness of multicultural training among a sample of predominately Hispanic counseling students was examined. The results of a series of 2‐factor repeated measures analysis of variance and follow‐up paired‐samples t tests suggest that multicultural training was effective in increasing students' multicultural competencies and in improving their cognitive racial attitudes. Students' affective racial attitudes were not changed. Students' perceptions of their multicultural training suggest that students from diverse racial/ethnic backgrounds may experience multicultural training differently and unique life experiences may help explain this difference. Counselor educators may wish to use a variety of training experiences to provide multicultural training that is effective across diverse student populations. 相似文献
4.
Alexander W. Fietzer Evelyn Mitchell Joseph G. Ponterotto 《Counselor Education & Supervision》2018,57(2):82-97
The authors hypothesized that multicultural personality and ethnic identity would significantly predict variance in multicultural counseling competencies in counselor trainees, beyond the variance predicted by demographics, multicultural training, openness, and cognitive racial attitudes. Results showed multicultural personality predicted multicultural counseling competency, but ethnic identity did not. Results and implications are discussed. 相似文献
5.
Ahram Lee 《International journal for the advancement of counseling》2018,40(1):60-71
An increase of international students in various settings has been noted in a range of disciplines including counseling and other mental health professions. The author examined the literature on international counseling students related to their experiences in counseling training, particularly in supervision. From the counseling literature, five different themes were identified: (i) acculturation and cultural difference, (ii) language barriers, (iii) social isolation, (iv) cultural perceptions of the profession and transferability, and (v) multicultural discussions. In addition, a critical lens is provided to situate the literature through a holistic and ecological perspective. 相似文献
6.
Pamela S. Lassiter Louise Napolitano John R. Culbreth Kok‐Mun Ng 《Counselor Education & Supervision》2008,47(3):164-178
Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients. 相似文献
7.
Derek Xavier Seward 《Counselor Education & Supervision》2014,53(1):62-79
The author conducted a grounded theory study to examine multicultural training as experienced by 20 master's‐level students of color enrolled in multicultural counseling courses. Findings revealed an emergent theory of student of color learning experiences and multicultural course pedagogy. Implications for counselor educators are discussed. 相似文献
8.
Shannon D. Smith Kok-Mun Ng 《International journal for the advancement of counseling》2009,31(4):271-285
This study examined international counseling students’ (ICTs) experiences and perceptions of their multicultural counseling
training (MCT) in the United States. The focus was on (a) relevance of the training, (b) effectiveness of the training methods,
and (c) development of cross-cultural competence as trainees. Major findings indicated that ICTs found their MCT to be more
useful in the areas of knowledge and awareness rather than in skill development. Dissatisfaction was expressed with training
received; limited applicability to country of origin was noted. MCT in the US appears to reflect primarily a Westernized approach
to teaching and learning related competencies. Implications and recommendations for counselors and educators are discussed. 相似文献
9.
The purpose of this study was to begin to delineate competencies needed by school psychologists in the provision of counseling services to culturally diverse clients and to develop an exploratory measure of multicultural counseling competence in school psychology practice. The present article discusses the development and preliminary psychometric characteristics of the Multicultural School Psychology Counseling Competency Scale (MSPCCS). The MSPCCS, which assesses trainers' perceptions of the multicultural school psychology counseling competencies of graduating trainees, was administered to a national sample of directors of school psychology training programs. Preliminary findings, based on a 57% return rate, suggest that the scale has good internal consistency reliability. Results of the factor analysis support a one factor solution for the scale. Specific considerations in the use of the scale are discussed, and suggestions for future research are presented. © 1997 John Wiley & Sons, Inc. 相似文献
10.
This paper explores the challenge of diversity in an increasingly multicultural world, and adopts the position that the valuing of diversity can be taught – especially within the context of teacher training and education in general. It gives an overview of major components of diversity training within the context of multicultural counseling, and stresses what counseling can offer teacher training in regard to diversity issues and competencies for the Greek educational setting. Finally, it examines key notions of difference and ‘otherness’ in Greek thought, which can inform contemporary discourse on diversity and multicultural counseling theory and practice. 相似文献
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12.
In this study, 74 master’s-level counseling students from various programs completed a questionnaire inquiring about their perceived program environment in relation to the topics of spirituality and religion (S/R), program emphasis on nine specific S/R competencies, as well as their outcome expectations toward being S/R competent through training. The results of hierarchical regression analysis supported the impact of both learning environment and specific S/R competencies on student outcome expectations. Implications for counselor educators are considered. 相似文献
13.
Alex L. Pieterse Minsun Lee Alexa Fetzer 《International journal for the advancement of counseling》2016,38(1):28-47
This study documents various process elements of multicultural training from the perspective of counseling and counseling psychology students within the United States (US). Using a mixed-methods approach, findings indicate that racial group membership is an important variable that differentially impacts White students and students of Color while undertaking a multicultural counseling course. Results of a principal components analysis revealed four components associated with racial group membership, including negative racial experiences and salience of racial diversity. Findings from a grounded theory analysis identified five overarching themes including intense emotional experiences, representing one’s racial group, and issues of safety impacting course experience. Implications for training and future research are offered. 相似文献
14.
Counseling International Students in Canadian Schools 总被引：1，自引：0，他引：1
Natalee Popadiuk Nancy Arthur 《International journal for the advancement of counseling》2004,26(2):125-145
International students face many demands as they navigate the cross-cultural transition of living and learning in host countries such as Canada. The cultural diversity represented in this student population poses unique challenges for multicultural counseling. The ways that international students have been represented in the literature may contribute to barriers for effective counseling services. The discussion begins with a summary of the issues faced by international students when living and learning in a foreign country. Several limitations in the counseling literature about international students are addressed, including, the limitations of culture shock as a model of cross cultural transition, the lack of methodological diversity in research involving international students, a focus on group characteristics, and the continued emphasis on the problems experienced by international students. Suggestions for counselors are given to enhance their multicultural counseling competencies for working with international students. 相似文献
15.
Victoria Giegerich Alicia K. Hall Jenny L. Cureton Jamie McCartney Kathy Geething 《Counselor Education & Supervision》2020,59(3):172-186
We conducted an interpretative phenomenological analysis of five counseling students' experiences collaborating with American Sign Language–interpreting students during counseling practice sessions. Themes were identified in developmental domains of counselor self-awareness, counseling relationship, and advocacy interventions. Interdisciplinary collaboration led students to address cultural deficiency models and increase multicultural competency and efforts in social justice. 相似文献
16.
With the rapidly increasing racial and ethnic diversity of the school-aged population, school psychologists must be properly trained to engage in culturally competent practice; however, little is known about how school psychology programs prepare their trainees to serve diverse populations. The purpose of this study was to update Rogers et al.'s study on multicultural training by examining the extent to which school psychology programs use multicultural training recommendations noted in the literature. Thirty-eight school psychology program coordinators completed the Multicultural Environmental Inventory-Revised (MEI) to assess their perceptions of their program's multicultural environment. Participants were also asked about their training in multicultural and diversity issues and how their program conducts multicultural training. Findings suggest that programs most frequently used the integration and separate course models for multicultural training along with clinical experiences serving diverse students. In addition, multicultural coursework was associated with higher scores on the MEI Curriculum and MEI Research subscales. With regard to program environment, the percentage of racial and ethnic minoritized (REM) students was positively correlated to the percentage of REM faculty and the number of required multicultural courses. However, programs lacked specific strategies to recruit and retain diverse students. Findings and implications for training programs are discussed. 相似文献
17.
Transcendental phenomenology was used in this study to examine the lived experiences of counseling interns (N = 10) receiving multicultural training to assist clients with disabilities. Five essential themes were identified. Drawing on their findings, the authors recommend programmatic and curricular changes, including the infusion of personal narratives and service learning, to the multicultural training of counselors. 相似文献
18.
PAUL J. HARTUNG 《Counselor Education & Supervision》1996,36(1):6-13
This article discusses multicultural counselor training and outlines strategies for infusing counseling courses with multicultural content. It also describes how a counseling theories course was transformed to infuse multicultural perspectives. 相似文献
19.
MARY A. FUKUYAMA 《Counselor Education & Supervision》1990,30(1):6-17
This article takes a universal approach to multicultural counseling by exploring the commonalities of the “minority” experience and proposing transcultural models for multicultural counseling training. 相似文献
20.
Melati Sumari Dini Farhana Baharudin 《International journal for the advancement of counseling》2016,38(3):194-203
The purpose of this study was to examine the experiences of learning and consequent development of twelve students enrolled in a four-year undergraduate counselling program at a higher institution of learning in Malaysia. The students’ ages ranged from 20 to 24 years. Participants outlined their learning experiences after taking a three-credit semester-long course on Islamic-based counseling, which was an attempt at integrating religion and spirituality into counselor training. An experiential learning theory served as the framework of reference, and a qualitative research design was adopted. Results revealed four major themes: (1) increased understanding of counseling, (2) better understanding in regard to the self and relationship with God, (3) applicability to daily practice, and (4) enhancing professional competence as a counselor. Finally, implications for research, counselor education and training, and clinical practice are discussed. 相似文献