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.     

An Awareness Experience: Toward Counseling Minorities

The awareness group experience (AGE) is a one-day structured workshop that helps participants to become more aware of their attitudes toward ethnic minorities and to change those attitudes that are negative. This article explains how to plan the AGE workshop, lists its goals, describes the sessions, and provides participant feedback.     

A Course on Counseling Ethnic Minorities: A Model

There is a need for content courses and practicum experiences in the area of counseling ethnic minorities in counselor education departments across the country. Generally, the only preparation that counselor trainees and others receive in this important area is provided through workshops and conferences, since few such formal courses exist today.     

Improving Cross-Cultural Effectiveness of Counselor Trainees

This article describes a training program called the Ethnic Student Training Group (ESTG), a process that helps university counseling center staff learn how to counsel students from ethnic groups more effectively. The members consist primarily of counseling center practicum and intern trainees and counseling center staff psychologists. Members of ESTG represent a variety of culturally diverse backgrounds (i.e., Hispanic, Black, Asian, Native American, and Jewish American). Members gain knowledge and skills by participating in numerous training activities including case presentations, brief lectures on cross-cultural issues, and counseling ethnic students.     

Teachers,teaching and educational exclusion: Pupil Referral Units and pedagogic practice

This paper presents the findings of a qualitative research project carried out in a UK Pupil Referral Unit during the 2000/01 academic year. It describes and analyses the strategies adopted by a small group of Behaviour Support Service teachers in order to achieve their everyday occupational goals. It is argued that despite their commitment to the reintegration of excluded pupils into mainstream schools, the pedagogic practices adopted by these teachers served to contribute to an amplification, rather than a moderation, of pupil disaffection and misbehaviour. Teachers' perceptions and understandings about the nature and aims of lesson content varied whilst concerns and preoccupations about classroom control remained constant. Within the context of ongoing government debates in the UK surrounding ‘social exclusion’ and, more specifically, educational exclusion, these findings call for a widening of the research agenda in these areas to include more detailed investigations of occupational circumstance and practitioner needs within non‐traditional school settings.     

The Construction of Masculinity within Boys’ Physical Education [1]

This case-study of a multiethnic, inner-city secondary school attempts to uncover the fundamental features of masculine construction within the lives of two groups of adolescent males. Placing these pupils at the centre of the research, an ethnographic analysis is presented whereby boys' physical education is located as a strategic site within the development of masculinity. Outlining the existence of various pupil masculinities within the school, the boys concerned provide evidence as to the way in which a selection of masculine forms may evolve according to differing internalised value structures, and how the academic ethos of the institution itself might influence the personal identity and hierarchical peer group position of certain individuals.