Relevance of multicultural training to students' applications to clinical psychology programs

Interest in the efficacy of multicultural training for practitioners and scientists working with multicultural populations has led to questions about the characteristics of students who seek this training. Students of ethnic minority background, as compared with White students, may be more likely to seek programs that offer this training, and their ethnic or racial identity may be related to this preference. This study explores the relevance of multicultural training to White and ethnic minority graduate students in accredited clinical psychology programs. Students rated the relevance of multicultural and general training components to their decisions about where to apply to graduate school. The ethnic minority students' mean ratings of the relevance of multicultural components were higher than those of White students, and the degree of ethnic minority students' ethnic identification was positively correlated to these relevance ratings.     

Gay and bisexual male clients' perceptions of counseling: the role of perceived sexual orientation similarity and counselor universal-diverse orientation

A recurring question in multicultural counseling is whether client-counselor similarity on sociodemographic characteristics benefits counseling. A related issue is how counselor orientation to diversity relates to counseling process and outcome, both as a main effect and in interaction with counselor-client sociodemographic match. This cross-sectional study investigated these questions in relation to gay and bisexual male clients' counseling experiences by examining clients' perceived similarity to their counselor in sexual orientation, as well as counselors' self-reported orientation to diversity (assessed in terms of level of universal-diverse orientation [UDO]). Data were from 83 male-male client-counselor dyads recruited from lesbian/gay/bisexual-affirming counseling practices, where clients identified as gay or bisexual and counselors identified as gay, bisexual, or heterosexual. Counselor UDO was positively and uniquely associated with client ratings of the working alliance, session depth, and session smoothness. Perceived sexual orientation similarity was not directly related to any of the counseling-related criterion variables. Moreover, when counselors reported low levels of UDO, perceived similarity was negatively associated with the client-rated alliance and perceived improvement. Client religious commitment-a control variable in all analyses--was uniquely and negatively associated with client ratings of perceived improvement in counseling.     

Clients' response modes and session outcome

This study examined clients' response modes in one-session counseling interviews with two counselors and 32 volunteer college students as clients. Sessions which yielded clients' higher ratings of helpfulness and satisfaction were associated with low proportions of clients' recounting, which involves clients providing statements on factual information in a storytelling style and high proportions of clients' response modes, which indicate an exploration of feelings, thoughts, and behaviors, insight into problems, and a problem-solving attitude. Thereafter, clients' response modes were examined in conjunction with counselors' interventions in the previous speaking turn using a sequential analysis. This analysis indicated that the occurrences of clients' response modes were not random but rather seemed to be associated with antecedent interventions by a counselor.     

The Relationship Between Racial Identity Development and Multicultural Counseling Competency

Eighty‐seven incoming doctoral students (65 European American and 22 people of color) completed a battery of tests (e.g., a multicultural counseling competency measure). More advanced levels of racial identity development were generally correlated with higher levels of multicultural counseling competency, greater amounts of prior multicultural training, and higher self‐reported ratings of overall counseling competency and multicultural counseling competency.     

Promoting Multicultural Competence: A Cross‐Cultural Mentorship Project

This article describes a project designed to increase the multicultural competency of Euro‐American graduate counseling students and to serve the interests of Native American students as defined by Native American educators in an urban school district.     

The Relationship Between Mindfulness and Multicultural Counseling Competence

The authors examined the association between multicultural counseling competence (MCC) and mindfulness. Previous authors have maintained a conceptual link between MCC and mindfulness; however, this is the first empirical analysis of the relationship between MCC and mindfulness. Results revealed that, after race/ethnicity, multicultural course completion, and empathy were controlled, components of mindfulness were correlated with multicultural awareness and multicultural knowledge. These results have implications for counselor education, counseling practice, and future research.     

Taiwanese immigrant mothers' childcare preferences: socialization for bicultural competency

This paper explores how middle-class Taiwanese immigrant mothers in the United States defined the benefits of placing their children in predominantly White American childcare centers instead of using more culturally familiar forms of care. From in-depth interviews with seven Taiwanese immigrant mothers, it was learned that they viewed these settings positively, even though their children were not in cultural environments that mirrored their homes and ethnic communities. Mothers explained that they purposefully chose this type of setting because 1) they desired to develop their children's social competency in U.S. society; 2) they perceived U.S. childcare settings as multicultural and accepting of diverse cultures even if they were in the minority; and 3) they were confident that their children's participation in their own Taiwanese ethnic community would ensure the maintenance of their children's ethnic identity and knowledge of their parents' culture. For these reasons, they did not seek out race matching or cultural congruity between childcare centers and their homes. Instead, mothers viewed the childcare center as part of their overall socialization strategy for developing their children's bicultural competency in both their heritage culture as well as U.S. society.     

Hispanic counselors' race and accent and Euro Americans' universal-diverse orientation: a study of initial perceptions

This study examined Euro American participants' initial perceptions of male Hispanic counselors. Two hundred twelve college students evaluated male Hispanic counselors whose race was White, Mestizo (a mix of White European and Native American ancestry), or Black and who spoke English with or without a Spanish accent. The participants' perceptions were analyzed in the context of their scores on universal-diverse orientation, a new theory and measure of multicultural awareness (M. L. Miville et al., 1999). Results suggest that participants' perceptions of the Hispanic counselors as attractive, expert, and trustworthy, as well as their willingness to work with them in long-term therapy, were affected by the counselors' race and accent and by the participants' level of universal-diverse orientation. These results are discussed in the context of relevant literature, and recommendations for future research in this area are provided.     

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.     

The Relationship Between Multicultural Counseling Training and the Evaluation of Culturally Sensitive and Culturally Insensitive Counselors

In a study, multicultural counseling training contributed significantly to the variance in ratings of a culturally sensitive counselor. No significant contribution was made to the variance in ratings of the culturally insensitive counselor. Possible explanations and implications of these results in multicultural counseling supervision are discussed.     

Comparing Multicultural With General Counseling Knowledge and Skill Competency for Students Who Completed Counselor Training

This study evaluates the effectiveness of a counselor education program in teaching multicultural counseling knowledge and skills. Standardized examination scores and rater evaluations compare multicultural with general counseling knowledge and skill competency for students who completed a counseling master's program. The relationship between multicultural knowledge and multicultural and general skills is examined. Este estudio evalúa la efectividad de un programa educativo para consejeros a la hora de enseñar conocimientos y habilidades multiculturales en consejería. Se emplean tanto resultados estandarizados de exámenes como evaluaciones docentes para comparar los conocimientos de consejeria y la competencia en habilidades de tipo general con los multiculturales en estudiantes que han completado un Máster en Consejería. Se examina la relación entre conocimientos multiculturales y habilidades generales y multiculturales.     

Examining School Counseling Students' Multicultural and Sexual Orientation Competencies Through a Cross‐Specialization Comparison

Professional school counselors have an opportunity to directly address the educational, emotional, and social problems facing lesbian, gay, bisexual, transgender, and questioning youth. The purpose of this study was to examine the multicultural and sexual orientation counselor competencies of school counseling students through a cross‐specialization comparison with community agency students. Results indicate that school counseling students had significantly lower self‐reported multicultural and sexual orientation counselor competency scores. The findings and their implications are discussed.     

Therapist Multicultural Competence, Asian American Participants' Cultural Values, and Counseling Process

Asian Americans drop out of mental health treatment at a high rate. This problem could be addressed by enhancing therapists' multicultural competence and by examining clients' cultural attitudes that may affect the counseling process. In the present study, we used a video analogue design with a sample of 113 Asian American college students to examine these possibilities. The result from a t test showed that the session containing therapist multicultural competencies received higher ratings than the session without therapist multicultural competence. In addition, correlational analyses showed that participant values acculturation was positively associated with participant ratings of counseling process, while the value of emotional self-control was negatively correlated. The results of a hierarchical multiple regression analysis did not support any interaction effects among the independent variables on counseling process. All of these findings could contribute to the field of multicultural competence research and have implications for therapist practices and training.     

Counselor personality and supervisory styles

Abstract.— The effect of supportive and nonsupportive analogues of supervision on introvert and extravert counselors' rating of own counseling performance was studied. Subjects in the treatment groups received either supportive or nonsupportive supervision following subjects' participation in a counseling interview. Differences between counselor ratings on the Counseling Relationship Maturity Scale immediately following the counseling interview and after treatment were analyzed. A control group received no supervision. The results indicate that nonsupportive as well as supportive supervision influence counselors' evaluation of the counseling interview, and that introverts were more influenced by nonsupportive supervision than extraverts.     

Personal and Professional Discord: Examining Religious Conservatism and Lesbian‐, Gay‐, and Bisexual‐Affirmative Counselor Competence

Lesbian, gay, and bisexual (LGB) orientations can evoke strong reactions that are often based on personal beliefs that seemingly conflict with professional standards calling for LGB‐affirmative counseling. This study examined the relationship between religious conservatism and LGB‐affirmative counselor competence. Controlling for education level, political conservatism, and LGB interpersonal contact, the results indicate that, as religious conservatism increased, LGB competency significantly decreased. The strongest predictor of LGB‐affirmative counselor competency was religious fundamentalism, whereas multicultural course work was not a significant predictor.     

Depth of discussion of multicultural identities in supervision and supervisory outcomes

The present study empirically examined the relationship between perceived depth of discussion of multicultural identities in clinical supervision and supervision outcomes in 132 practicum trainees and interns from American Psychological Association-accredited doctoral programs in counseling, clinical, and combined psychology. Results indicated that ethnic minority trainees and gay, lesbian, and bisexual trainees perceived increased depth of discussion of their corresponding identities compared to White trainees and heterosexual trainees, respectively. However, women and men reported no difference in perceptions of depth of discussion regarding gender. Perceived depth of discussions of three multicultural identities (gender, race/ethnicity, and sexual orientation) was significantly and positively correlated with supervisory working alliance, multicultural intervention self-efficacy, and general counseling self-efficacy, and significantly and negatively correlated with role ambiguity and role conflict. These relationships between perceived depth of discussion and role ambiguity and working alliance-rapport remained significant for the three identities while controlling for past training experiences. The relationships between perceived depth of discussion of gender and role conflict, of race/ethnicity and working alliance client focus, and of sexual orientation and role conflict, multicultural intervention, and working alliance client focus also remained significant while controlling for past training experiences. Implications for supervisory practice, training, and research are discussed.     

Toward a New Paradigm for Multicultural Counseling

Wisdom is introduced as a fundamental quality of the effective multicultural counselor. Wisdom is defined, discussed, and differentiated from intelligence. The authors propose that to be an effective multicultural counselor requires more than textbook knowledge. Wisdom, as a transcultural concept, is considered in relation to culture, context, dialectical thinking, awareness, metacognition, deep interpersonal insight, and advanced empathy. Implications for counselor education and professional practice are discussed. Wisdom is an ancient subject that may provide a “new” paradigm with the potential to bring the field to a higher plateau of effectiveness in practice and training.     

Experiential Activities and Multicultural Counseling Competence Training

Counselor's multicultural counseling competence (attitudes/beliefs, knowledge, and skills) has been highlighted as an important ingredient in creating positive counseling outcomes when the clients are ethnic and racial minorities. The use of experiential activities in general, and games in particular, is presented as a potentially useful strategy to instill and enhance multicultural competence in counselor trainees. Illustrative games and guidelines for implementation are described.     

Exploring multicultural classroom dynamics: A network analysis

Students' relationships with peers and teachers strongly influence their motivation to engage in learning activities. Ethnic minority students, however, are often victimized in schools, and their educational achievement lags behind that of their majority group counterparts. The aim of the present study was to explore teachers' multicultural approach within their classrooms as a possible factor of influence over students' peer relationships and motivation. We utilized the novel methodology of estimating psychological networks in order to map out the interactions between these constructs within multicultural classrooms. Results indicate that a multicultural approach is directly connected to student motivation for both ethnic majority and minority students. Social integration within peer groups, however, seems to be a possible mediator of this relationship for the ethnic minority students. Due to the hypothesis generating nature of the psychological network approach, a more thorough investigation of this generated mediation hypothesis is called for.