Infusing Professional Ethics Into Counselor Education Programs: A Multicultural/Social Justice Perspective

Multiculturalism and social justice counseling issues influence counselors' ethical thinking and behavior. Counselor educators are responsible for facilitating students' understanding of the relevance of multicultural/social justice counseling issues and ethical standards for professional practices. Added insights in these areas aid students to work within a culturally diverse society. This article focuses on the importance of addressing these complex issues by outlining strategies to infuse ethics into counselor education programs from a multicultural/social justice counseling perspective.     

Profiling Derald Wing Sue: Blazing the Trail for the Multicultural Journey and Social Justice in Counseling

This article reviews contributions of Derald Wing Sue to the counseling profession through his scholarship, teaching, leadership, and innovation in articulating multicultural issues in counseling. The article profiles Sue's multicultural journey by blending summaries from his writings, comments from professional colleagues, and information from a personal interview. The profile provides a snapshot of Sue's pioneering contributions to building the multicultural counseling movement while giving an overview of personal and professional benchmarks within his career.     

“We Are Still Here”: Learning From Native American Perspectives

Counselors’ multicultural competence is often cultivated through 1 graduate-level diversity course. Therefore, it is important to regularly assess multicultural counseling textbook content to ensure accurate representation of the perspectives of members of diverse populations. To this end, the authors interviewed 14 Native Americans to explore their perspectives on subjects related to counseling to inform clinical practice and training. Using consensual qualitative research, the authors identified 10 domains in the data. Cross analysis of the domains revealed 1 general and 29 typical categories. The identified categories have implications for the development of culturally competent clinicians. Implications, limitations, and suggestions for future research are discussed.     

Models of genetic counseling and their effects on multicultural genetic counseling

This theoretical paper examines challenges to multicultural genetic counseling, counseling between culturally different clients and counselors, in the context of Kessler's typology of models of genetic counseling (Kessler S (1997) J Genet Counsel 6:287–295). It is suggested that challenges such as resistance to multicultural genetic counseling education may be due to conceptions about genetic counseling as a biomedical field that transcends questions of culture as well as lack of multicultural training or prejudice. Directions for future research and recommendations for multicultural genetic counseling education are briefly explored.     

The Qualitative Revolution and Psychology: Science,Politics, and Ethics

Growing interest in qualitative research methods and methodological pluralism in psychology since the 1990s is placed in the historical contexts of long-standing philosophical and scientific rationales and the more recent “qualitative revolution” in other social sciences that began in the 1970s. An examination of areas in which qualitative methods have become most strongly established—applied, feminist, and multicultural psychologies—suggests practical and social motivations as primary and as energizing renewed expression of previously ignored ontological, epistemological, and scientific reasoning in the turn to qualitative methods. Methodological diversification in the arenas of human suffering, women's issues, and cultural politics is traced to psychologists' deeply rooted ethical obligations. The existential philosophy of Emmanuel Levinas articulates an implicit ethics at the heart psychology's increasing acceptance of qualitative methods and provides an understanding of how the emerging methodological diversity can contribute to social justice and human liberation as well as to an enhancement of rigorous scientific knowledge.     

Integral Psychology: My Spiritually Based Guiding Metatheory of Counseling

This article explains the author's guiding theory of counseling based on her understanding and adaptation of K. Wilber's (2000b) integral psychology (IT). She discusses, from an IT perspective, how the psyche develops and changes and the role of counseling in change. She explains her particular resonance to IT, which she considers an inherently developmental, multicultural, systemic, and spiritual metatheory that brings order to the multiplicity of other counseling theories. The author hopes that readers will find in this article both a useful contribution to their own counseling perspectives and practices and a stimulus for further discourse regarding the infusion of spirituality into counseling.     

First- and Second-Order Change: Implications for Rationalist and Constructivist Cognitive Therapies

Inquiry into the nature and process of change is fundamental to the domains of counseling and psychotherapy. Particularly relevant to counselors is an understanding of the distinction between first- and second-order change. This article clarifies the distinction and suggests a relationship between these two types of change and Mahoney's (1988) recent metatheoretical contrast between rationalist and constructivist approaches to counseling. Specifically, it is proposed that rationalist approaches are guided by first-order assumptions about change whereas constructivist approaches are based on second-order principles and processes. Within this context, a number of implications for the counseling practitioner are discussed.     

Cultivating Multiculturally Competent Counselors Through Movies

Confined by monocultural geographic features or encapsulated life experience, many counselor-training programs or trainees suffer from the lack of a multicultural environment, which could benefit students’ education. Recognizing the limitations in reality, the author introduces the use of movies to counterbalance the disadvantages, while maximizing students’ multicultural counseling competency. Aiming toward helping trainees vicariously reach the culmination of studies in counseling, this article addresses the use of cinemeducation in the context of cross-cultural counseling, via the application of qualitative research methodology. The theoretical underpinning of the movie project, the use of movies to augment students’ multicultural counseling opportunities outside classrooms, and students’ reactions are all discussed.     

Rorschach Comprehensive System data for a sample of 233 adult nonpatients from Peru

This study is composed of 233 adult nonpatients, all from Peru. Inclusion/exclusion criteria are described. Interrater reliability statistics at the response level are presented along with scores for the Rorschach Comprehensive System (CS; Exner & Erdberg, 2005). Considering the results of this investigation, the researcher suggests a line of multicultural research. The differences between the United States and Peru strengthen the psychometric and qualitative value of this line of investigation.     

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.     

Stories Matter: Narrative Themes of Counselor Educators' Religious and Spiritual Competency

Using narrative inquiry, the author explored the multicultural aspects of religious and spiritual experiences, assumptions, and patterns of 9 counselor educators to understand the impact that experiences and beliefs have when supervising and teaching counseling students. A gap exists between counselor standards, ethics, competencies, and practice, because counseling students receive mixed messages about addressing spiritual and religious concerns. Through hermeneutic analysis, 6 themes emerged: (a) religious and spiritual journeys, (b) religious and spiritual practices, (c) relationships, (d) marginalization, (e) modeling, and (f) risk and taboo. Trustworthiness strategies, implications for counselor education, limitations, and directions for future research are described.     

The Relationship Between Racial Identity Development and Multicultural Counseling Competency: A Second Look

The relationship between racial identity development and multicultural counseling competency across a 2‐year period of time was examined in this study. Significant increases were found in multicultural counseling competency but not in their levels of racial identity development across time. Possible explanations for and limitations of this research are discussed. La relación entre el desarrollo de la identidad racial y la competencia para consejería multicultural a través de un período de dos años se examina en esta investigación. Se encuentran aumentos significantes en la competencia para consejería multicultural, pero no en el nivel de desarrollo de identidad racial a través del tiempo. Se examinan las posibles explicaciones y las limitaciones de esta investigación también.     

Facilitating Trainees' Multicultural Development and Social Justice Advocacy Through a Refugee/Immigrant Mental Health Program

This qualitative study explored trainees' experiences in an outreach program for refugee/immigrant women to examine if those experiences facilitated the development of multicultural competency and social justice advocacy. Twelve students were interviewed, and their responses yielded 3 categories: development of cultural knowledge, counseling‐related skills, and personal growth and reactions. The results indicate that student involvement in an outreach program can strengthen multicultural sensitivity and advocacy engagement.     

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.     

Multicultural Training and Interdependent and Independent Self‐Construal as Predictors of Universal‐Diverse Orientation Among School Counselors

The study investigated 159 school counselors' previous multicultural workshop experiences and interdependent and independent self‐construal (T. M. Singelis, 1994) as predictors of universal‐diverse orientation (M. L. Miville et al., 1999). Prior workshops in multicultural counseling and interdependent self‐construal were significantly related to universal‐diverse orientation (acceptance and awareness of similarities and differences). Implications for counseling, research, and training are discussed.     

South Korean counselors’ perceived multicultural counseling competence: Relationship with openness to experience,perceived general counseling competence,and multicultural counseling education/practice

This study investigated variables related to the perceived multicultural counseling competence (MCC) of South Korean counselors. The relationship between perceived MCC and demographic information was explored, and effects of openness to experience, general counseling competence, and multicultural counseling education/practice on perceived MCC were examined.  Results revealed no relationship with demographic information and perceived MCC and significant effects of general counseling competence and multucultural counseling education/practice on perceived MCC. Implications for multicultural counseling training and future research are discussed.     

The Association Between Implicit Racial Bias and Mindfulness in Mental Health Practitioners

The mental health research literature on implicit bias is limited (Boysen, 2009), and little is known about how factors that are associated with self‐perceived multicultural counseling awareness, such as mindfulness, relate to implicit racial bias in practicing mental health professionals. Using a correlational research design, we examined the association between mental health practitioners' implicit bias, self‐perceived multicultural counseling competence, facets of dispositional mindfulness, and mindfulness practices. A total of 137 mental health professionals completed an online questionnaire. Results revealed a negative relationship between the observing component of dispositional mindfulness and the implicit racial preference associating White and “good” words. In addition, results indicated that the frequency of engaging in mindfulness practices negatively predicted implicit racial preference associating White and good. Implications for counselor training, practice, and future research are discussed.     

The Legacy of Lawrence Kohlberg: Implications for Counseling and Human Development

Despite the great contribution by Lawrence Kohlberg to our understanding of moral development, counselors are only beginning to appreciate fully the implications of his developmental psychology for the practice of counseling and human development. Drawing on the collective body of Kohlberg's work, seven basic assumptions are shown to have direct relevance for conceptualizing counseling from a constructivist developmental approach.     

Incorporating Idiographic Approaches Into Multicultural Counseling Research and Practice

Much of multicultural research has been based on normative methodological approaches. In this article, the authors discuss how idiographic approaches can be used to further explore issues that are relevant to multicultural counseling. Case examples are presented to illustrate how this approach can be used to improve understanding regarding the development of racial identity. Muchas de las investigaciónes multiculturales se ha basado en enfoques metodológicos normativos. En este artículo, los autores discuten cómo enfoques de ideograma pueden ser utilizados a explorar aún más los asuntos que son aconsejar multicultural pertinente. Los ejemplos del caso se presentan para ilustrar cómo este enfoque se puede utilizar para entender mejor la identidad racial.