A rejoinder to Bimrose & Bayne

To understand the role of theory in guidance, it is reasonable to ask if the theories taught to guidance practitioners are applied in the manner of applied science and, if this is not so, to enquire further into their connection to practice. This is, it is contended, what the earlier article by Kidd et al. does. The status of guidance as a profession is immaterial in this regard, and was not, therefore, considered in the article. Bimrose & Bayne accuse the article of ignoring parts of the literature which were either not relevant, or were actually considered in the conduct of the study on which the article was based. Their methodological criticisms, which are considered particularly gratuitous, fall into two categories: those based upon misreading, and those which are so seriously undeveloped as to verge on the incomprehensible. The need for a clear rationale for theory in guidance is asserted, and it is not pretended that the article has achieved such a rationale. Bimrose & Bayne's views about what guidance is or might be are all very well, but do not yet amount to a convincing rationale either. It is suggested that there are closer parallels between the article and the views of its critics than they acknowledge.     

A multicultural framework in counsellor training: A preliminary evaluation

The multicultural module of a postgraduate Diploma in Counselling was evaluated. The evaluation focused both on former students' experience of the relevance of multiculturalism to their counselling and on which of three perspectives on multiculturalism they most agreed with. The findings confirmed and illustrated the relevance of multiculturalism to practice. The counsellors also expressed a clear preference for an integrationist perspective, with a structuralist approach their second choice.     

Personal development in counsellor training: towards a clarification of inter-related concepts

Despite its widely acknowledged importance to effective therapeutic practice across theoretical orientations, it has been suggested that counsellor 'personal development' remains a poorly defined area of training, and that the concept is itself endowed with numerous implicit meanings. In an attempt to move towards a more explicit and rigorous understanding of the area, the present paper reviews some of the key concepts found within it drawing on and, where possible, synthesising the views of different writers. The review seeks to build upon previous work carried out in the area by Irving and Williams (1999) and to stimulate further critical discussion of the topic.     

A critique of Lehrer's coherentism: The need to go beyond acceptance

A critique of Lehrer's coherentism: The need to go beyond acceptance     

Pushing the frontiers of multicultural training in community psychology

Suarez-Balcazar, Durlak, and Smith (1994) have provided the field with important baseline information regarding multicultural training practices in community psychology. This report can serve as a catalyst in our quest to place an understanding of human diversity, in particular, ethnic-cultural diversity, at the heart of community psychology. To do so, we need to move beyond the teaching of culturally sensitive research and practice to a reconceptualization of the knowledge base and methods of community psychology, to an examination of the conflicts engendered by the inclusion of multiple voices, and to the implementation of institutional arrangements that can support such a challenging task in constructive ways.     

Psychotherapy training via a task-based assessment of the multicultural orientation framework: A pilot study

This pilot study involved the development and initial testing of an applied Multicultural Orientation Performance Task (MCO-PT) and coding system. The MCO-PT was comprised of seven brief video simulations of cultural exchanges. Seventy-four graduate students recorded responses and then completed measures of desirable responding and multicultural competence. Research assistants coded the videos on three dimensions: cultural humility, cultural opportunities and cultural comfort (ICCs 0.61–0.97). Exploratory factor analysis yielded three factors that corresponded with the MCO constructs (alphas 0.77–0.97). Cultural opportunities were positively correlated with multicultural competence, and none of the subscales were associated with social desirability.     

Multicultural competency in research: examining the relationships among multicultural competencies, research training and self-efficacy, and the multicultural environment

Research on multicultural competencies has mainly focused on the practice dimension of psychology training and practice. Little theoretical or empirical research has examined multicultural research training and self-efficacy. In this study, 119 psychology graduate students filled out a Web survey focusing on the research training environment, research self-efficacy, multicultural competency, the multicultural environment, and social desirability. Results showed that multicultural competency, research training, and the multicultural environment were related to multicultural research self-efficacy. Hierarchical regressions showed that multicultural competency predicted students' research anxiety; social desirability predicted multicultural research utility, multicultural competency, and the research training environment; and multicultural competency predicted students' confidence in research and perceptions that their graduate training programs were multicultural. Implications are discussed.     

Cultural diversity: Mapping the experiences of students on an international counsellor training programme

This research study explores one part of a diverse counselling training landscape in the shape of an international postgraduate education and training programme for counsellors. The research sample includes participants from Tanzania, the Gambia, Ghana, Nigeria, Indonesia, China, Taiwan, Iceland, Japan, Greece, Portugal, Lebanon and Saudi Arabia. Cultural diversity is examined in relation to the learning and development of international counselling students. Qualitative analysis of interview data is used to identify issues related to student expectations, the process of becoming a counsellor and student learning outcomes. Some issues in counsellor training appear to be shared across all international students, while other issues arise from specific cultural backgrounds of students. The implications of these findings are discussed.     

Voices :‘A lot of people need someone to talk to.’

The quotations in the three “Voices” photo essays are excerpted from interviews conducted by Steve Boyd and Terry Casteel, guest editors of this special issue. They spoke with people on the street, in schools, and in many other settings, asking them about their needs and about their views of counseling.     

Race/ethnicity, color-blind racial attitudes, and multicultural counseling competence: the moderating effects of multicultural counseling training

Increasing trainees' multicultural counseling competence (MCC) has been a hot topic in counseling. Scholars have identified predictors (e.g., race/ethnicity, color-blindness) of MCC, and educators provide multicultural training for trainees. Using a sample of 370 psychology trainees, this study examined whether multicultural training (a) moderated racial/ethnic differences on MCC and (b) changed the relationship between color-blindness and MCC. Results indicated a significant interaction effect of race/ethnicity (i.e., White vs. ethnic minority) and multicultural training on multicultural awareness, but not on multicultural knowledge. Specifically, at lower levels of training, racial/ethnic minority trainees had significantly higher multicultural awareness than their White counterparts; at higher levels of training, no significant difference was found. Described differently, more training significantly enhanced Whites' multicultural awareness, but did not enhance racial/ethnic minority trainees' awareness. Additionally, there was a significant interaction effect of color-blindness and multicultural training on multicultural knowledge, but not on multicultural awareness. The association between color-blindness and multicultural knowledge was stronger at higher levels of multicultural training than at lower levels of training. Alternatively, the effect of training on enhancing knowledge was stronger for those with lower color-blindness than for those with higher color-blindness.     

“Out on the edge of my comfort”: Trainee counsellor/psychotherapists' experiences of spirituality in therapy—A qualitative exploration

The integration of spirituality into counselling and psychotherapy poses complex challenges. Personal spirituality, professional competency and ethical considerations may impact on trainees' experiences of integrating spirituality into therapy. This study adopted an inductive, qualitative approach to explore trainee counsellor/psychotherapists' experiences and perceptions of integrating spirituality into therapy. Six trainee counsellors and psychotherapists were recruited using purposive sampling from a professional counsellor and psychotherapist training institution in the UK. In‐depth, semi‐structured interviews were conducted, audio‐recorded and transcribed verbatim. Thematic analysis of the interviews revealed two overarching themes: spirituality provides support but needs a warning; and spirituality is relevant but undervalued. These themes encompass a wide range of trainee concerns associated with integrating spirituality into therapy. Participants reported that they felt unprepared to work therapeutically with clients' spiritual beliefs. However, the value of spirituality in providing support to both the trainee and their clients was highlighted by several participants. Some participants described integrating clients' spirituality as having a positive impact on the therapeutic relationship, but often felt threatening to the trainee. This research has implications that are important for counselling and psychotherapy training and developing enhanced consideration of client spirituality and the interpersonal environment in which therapy is delivered.     

Trainee social justice advocacy: investigating the roles of training factors and multicultural competence

Theoretical research asserts that social justice advocacy (SJA) represents an extension of multicultural competence (MC). However, limited empirical literature examines if and how SJA manifests and is developed as an aspect of trainee MC. The current study used path modeling to examine direct and indirect links between aspects of training environment and trainee MC and SJA for a sample of 197 trainees embedded in counseling-oriented training programs. MC demonstrated the strongest positive association with SJA. In addition, multicultural training environment, but not social justice training environment, influenced SJA indirectly through MC. Results are encouraging of a differentiation between multicultural and social justice training emphases, with practical implications for training programs seeking to enhance and foster both MC and SJA among their trainees.