Multicultural counselling supervision: A four-step model toward competency

Multicultural elements and issues are a vital part ofeffective counselling supervision. However,traditional counselling supervision has not provideda conceptual framework that integrates multiculturalissues. The purpose of this paper is to provide afour-step model for the development of multiculturallycompetent counsellors. The four-step model includes:(a) developing cultural awareness of the counsellingsupervisor; (b) exploring the cultural dynamics of thecounselling supervisory relationship; (c) examiningthe cultural assumptions of traditional counsellingtheories; and (d) integrating multicultural issuesinto existing models of supervision.     

Thread,Web and Tapestry‐making: processes of development and language

Development models have moved away from the simple export or imitation of western patterns towards local ownership and participatory approaches. This movement has brought with it increasing attention to the place of culture, ethnicity and language in development. In situations of high linguistic diversity, debate has concentrated largely on language choice and use in the formal educational system without reference to wider participatory processes of development in the community. Questions of language choice in both education and development are, however, crucial where local community languages have little written tradition and may have been considered of too little significance to develop. This article will review the major features of participatory development and ask how far similar processes have been or might be applied in promoting the use of local languages for such development. These questions will be explored in selected African contexts. How does intervention for language development dovetail with other kinds of development intervention? What is the interplay between the cultural basis of participatory development and the expression of ethnic identity through local languages? What lessons might be drawn from participatory development for community‐based processes of language development? How significant is the notion of empowerment with regard to the linguistic resources of a community? In conclusion, the article will argue that language development processes must figure prominently in participatory approaches to development multilingual environments and that attention to language must proceed along similar participatory lines.     

Changes in Pupils’ Self‐perceptions and Self‐evaluations: from CSE/GCE to GCSE

A comparison of mean scores for the first cohort of GCSE pupils with the last cohort of CSE/GCE pupils in one comprehensive school on a variety of measures of self‐perception and self‐evaluation fails to show any more than marginal differences. Correlations between examination performances and the self‐report measures were almost identical for the two sets of examinations. The most parsimonious interpretation would be that the changes in the examination system had not resulted in any changes in pupils.