Counseling Self-Efficacy and Counseling Competence in Prepracticum Training

Counseling self-efficacy and counseling skills were examined over time in a graduate prepracticum class. Efficacy increased with training, but its relationship to performance of skills was weak.     

Developing Counseling Students' Multicultural Competence Through the Multicultural Action Project

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.     

Teaching Interpreted Counseling Practice: A Step Toward Multicultural Competence

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.     

The Relationship Between Counselors’ Multicultural Counseling Competence and Poverty Beliefs

The authors explored the relationship between counselors’ multicultural counseling competence (MCC), poverty beliefs, and select demographic factors. Results of hierarchical linear regressions indicate that MCC is predictive of counselor individualistic and structural poverty beliefs. Implications for counselor multicultural training and immersion and future research directions are included.     

Supporting International Students: Enhancing College Counselors’ Multicultural Counseling Competence

International students experience significant difficulties as they adjust to the dominant culture in the United States. However, there is a substantial gap between the reported academic and sociological distress these students experience and their help‐seeking behaviors. This article reviews international students’ distinctive challenges in seeking professional help and proposes guidelines to effectively support these students by enhancing college counselors’ multicultural counseling competence.     

Multicultural Personality and Multicultural Counseling Competency in Counselor Trainees

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.     

Flexibility: A Primer for Multicultural Counseling

The place of multicultural counseling in counselor education programs should be studied for the continuous growth of the profession. A flexible approach affirming both the similarity and differences of people is important.     

The Role of Ethnic Identity,Gender Roles,and Multicultural Training in College Counselors' Multicultural Counseling Competence: A Mediation Model

Structural equation modeling with survey data from 313 college counselors revealed that multicultural training significantly mediated the impact of both ethnic identity and gender roles on multicultural counseling competence (MCC), explaining 24% of MCC variance. Results indicated that college counselors need to be aware of their own gender roles and ethnic identity to be culturally competent and highlighted the mediational role that training plays in achieving MCC.     

An Investigation of Training for Sex-Fair Counseling

This article presents the results of a survey of counselor education departments in the United States concerning the availability of coursework on sex-fair counseling, the percentage of females and males on counselor education faculties, the amount of training counselor educators had received on sex-fair counseling techniques, and the use of a handbook on sex equity that was developed by the ACES Commission on Sex Equality Concerns. The article makes recommendations for proactive efforts in the future.     

Racism Attitudes,White Racial Identity Attitudes,and Multicultural Counseling Competence in School Counselor Trainees

The author investigated the relative contributions of prior multicultural training, racism attitudes, and White racial identity attitudes to self‐reported multicultural counseling competence in 99 school counselor trainees. After accounting for the number of previous multicultural counseling courses taken, results revealed that racism attitudes and White racial identity attitudes together contributed to significant variance in self‐perceived multicultural counseling competence. In particular, higher levels of racism were correlated with lower levels of self‐reported multicultural counseling competence. Moreover, higher Disintegration racial identity attitudes held by Whites were associated with their lower levels of self‐perceived multicultural counseling competence. Implications of the findings are discussed.     

青少年学生心理咨询的调查研究

运用自编问卷法、以大中学校的青少年学生为被试、调查了青少年学生的心理咨询现状。结果发现: (1)绝大多数教师和青少年学生都了解在学校内设有心理咨询机构,且认为设立心理咨询中心是必要的, 从理论上认为心理咨询是有作用的,但对于学生心理咨询的实际效果却不大了解;(2)对待本人的心理健康问题还持比较保守的态度,尚无积极的心理咨询意识,缺乏求助心理咨询的自觉性;(3)接受心理咨询的主要心理问题是“情绪压抑”或“情绪不稳定”,“学习压力”,“人际关系问题”和“孤僻”;(4)对于咨询人员的素质要求,既包括相应的专业水平,也包括较高的职业道德(如保密性强),以及有爱心、善解人意、态度和蔼等良好的个性品质。     

Multicultural Career Counseling: Ten Essentials for Training

In the past 20 years, several changes have taken place within the field of counseling and psychology with regard to practice and research with individuals from racial/ethnic groups. At the same time, the United States population has experienced a dramatic shift in its composition. Both have contributed to transformations in graduate training. This article will highlight salient aspects from the multicultural literature regarding culturally competent practice and apply it to the training of vocational counselors.     

One School, Many Differences: An Assessment Tool for School Counselors and Multicultural Counseling

Multicultural counseling competencies (MCCs) have typically been measured with instruments designed for and normed on mental health professionals – for example, MCCTS-R; Holcomb-McCoy (Professional School Counseling 4:195–208, 2001); MCI; Sodowsky et al. (Journal of Counseling and Development 41:137–148, 1994); D’Andrea et al. (Journal of Counseling & Development 70:143–150, 1991). One published instrument specifically assesses school counselor MCCs – MCCTS-R; Holcomb-McCoy (Professional School Counseling 4:195–208, 2001) – but it does not conform to ASCA standards (2010, E.2). Following a set of validation procedures, an instrument designed to specifically assess school counselors’ multicultural counseling competencies was created that conforms to American School Counselor Association and Association for Multicultural Counseling and Development standards. Its creation is detailed here and the resulting instrument is presented for examination and consideration.     

Multicultural Education for Counseling: A Reply to Lloyd

In this article the authors respond to three important issues raised by Arthur Lloyd in his lead article on multicultural counseling in the March 1987 issue of Counselor Education and Supervision. We examine these issues from various perspectives. Suggestions are offered for resolving these issues.     

Promoting and Celebrating Multicultural Competence in Counselor Trainees

The author discusses the rationale for counselor education programs' promotion of the development of multicultural counseling competence in counselor trainees. The current status of multicultural counseling competence is discussed, and recommendations are made regarding how counselor education programs and faculty can enhance multicultural competence. An Appendix provides specific action‐based recommendations.     

Promoting Ego Development and Multicultural Competence During Internship

This research involved an exploratory intervention to determine the effectiveness of using a deliberate psychological education (DPE) approach that incorporated issues of ethics, multicultural competence, oppression and diversity. The study attempted to discern if the DPE model used could make a difference in the promotion of ego development (which subsumes moral development) and multicultural knowledge and awareness of counselor interns. The intervention group showed significant gains compared to comparison groups in ego development as measured by the Washington University Sentence Completion Test (WSCT) (Loevinger 1985) as well as significant gains on the Knowledge subscale of the Multicultural Counseling Knowledge and Awareness Scale (MCKAS, Ponterotto et al. 2002).     

Multicultural and Social Justice Competence in Clinical Supervision

The authors apply the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) model to clinical supervision, highlighting ways for supervisors to intentionally integrate multicultural and social justice practices into the supervision enterprise. They offer specific implications for supervision practice, including a focus on broaching strategies.     

A Not So Provincial View of Multicultural Counseling

A narrow, focused, and thorough view of multicultural counseling that focuses on both individual characteristics and unique cultural group membership characteristics is advocated.     

聋人大学生职业生涯辅导探析

职业生涯辅导在我国的高等特殊教育中具有独特的价值。本文从促进聋人大学生职业成长和终身发展的视角,分析了聋人大学生职业生涯辅导的缺失与问题,探讨了聋人大学生的心理特点及对其职业生涯发展的消极影响,提出了对聋人大学生进行科学职业生涯辅导的内容、方法和途径。