Curriculum Evaluation and Assessment of Multicultural Genetic Counselor Education

Multicultural competence in genetic counseling integrates racial-cultural knowledge, awareness, and skills into clinical interventions and research practices. Researchers and educators often cite racial-cultural factors as obstacles for visible racial-cultural people seeking help. However, the professional's unfamiliarity of how his or her own racial-cultural group affiliations are influenced by the history of discrimination and oppression coupled with their lack of self-understanding of racial-cultural issues for him- or herself has also limited the effectiveness of genetic counseling. The purpose of this study is to evaluate the effectiveness of the Handbook of Cross-Cultural Genetic Counseling, a multicultural curriculum developed for genetic counselor education for increasing multicultural counseling competence. The multicultural curriculum was evaluated for its effectiveness of increasing multicultural counseling competence using a nonequivalent control group design. A participant's multicultural counseling competence was hypothesized to increase after being taught the curriculum. The curriculum was effective for increasing multicultural counseling competence. Additionally, achieved multicultural counseling competence was not influenced by when the curriculum was taught. Trend analyses measuring the longitudinal impact of the curriculum on multicultural competence were significant. Implications of the results are discussed.     

Race/Ethnicity and Multicultural Competence Among School Counselors: Multicultural Training,Racial/Ethnic Identity,and Color‐Blind Racial Attitudes

This study tested a model that links race/ethnicity, multicultural training, racial/ethnic identity (REI), color‐blind racial attitudes (CoBRA), and multicultural counseling competence (MCC) among school counselors. The author examined whether multicultural training significantly moderated the association between race/ethnicity and MCC. School counselors’ REI was found to mediate this moderated association. A 3‐way interaction among race/ethnicity, training, and CoBRA revealed that White and racial/ethnic minority school counselors had the lowest MCC scores when they had limited training and higher CoBRA.     

Multicultural Competence and Counselor Training: A National Survey

The extent to which practicing professional counselors perceive themselves as multiculturally competent and the basis for their training experiences in multicultural counseling have not been determined. This article reports the results of a survey on practicing professional counselors' perceptions of their multicultural competence and the nature of their pre- and in-service professional preparation in this area. There was no significant difference in self-perceived multicultural competence between graduates of Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited and nonaccredited programs. However, ethnicity was related to higher levels of perceived multicultural competence.     

A Preliminary Longitudinal Study of Multicultural Competence in Counselor Education

The purpose of this study was to investigate longitudinal changes in master’s-level counselor trainees’ (N = 78) self-perceptions of their multicultural counseling competence over the course of their counseling program. Multilevel modeling results indicated an increase in scores across 3 time points. The authors discuss study limitations and how counselors and counselor educators can incorporate the study’s findings into their practice and into the education and supervision of counselor trainees.     

Assessing Changes in Counselor Trainees' Multicultural Competence Related to Service Learning

This mixed methods study examined changes in self‐reported multicultural competence and distress reactions of 32 counselor trainees engaged in service learning. Whereas 3 trainees significantly increased in self‐reported multicultural competence, 5 significantly decreased. Trainees who significantly increased in multicultural competence reported less distress; those who significantly decreased reported greater distress. However, changes in multicultural competence appeared to be unrelated to themes uncovered in the qualitative data. Implications for training and practice are discussed. Este estudio de métodos mixtos examinó los cambios en competencia cultural y reacciones de aflicción reportados por 32 consejeros en formación que realizaban prácticas para su aprendizaje. A pesar de que 3 consejeros en formación comunicaron un aumento significativo de su competencia cultural, 5 de ellos reportaron una disminución significativa. Los consejeros en formación que aumentaron considerablemente su competencia cultural reportaron un nivel menor de aflicción; aquellos que disminuyeron considerablemente reportaron mayor aflicción. Sin embargo, los cambios en la competencia cultural no tenían relación aparente con los temas desvelados en los datos cualitativos. Se discuten las implicaciones para la formación y prácticas.     

Contributions of Multicultural Counseling to Counselor Competence With Lesbian,Gay, and Bisexual Clients

This article outlines the contributions of multicultural counseling to 3 areas of counselor competence with lesbian, gay male, and bisexual male and female (LGB) clients: conceptualization of competence, counselor education, and assessment of counselor competence. The authors describe the foundations of multicultural counseling and extend the concepts to counselor competence with LGB clients. Este artículo resume las contribuciones de la consejería multicultural a tres campos de habilidad consejera con clientes homosexuales y hombres y mujeres bisexuales: la conceptualización de la competencia, educación del consejero, y evaluación de competencia para consejería. Los autores describen los fundamentos de la consejería multicultural y extienden estos conceptos a la competencia consejera con clientes homosexuales, lesbianas, y bisexuales.     

Spiritual Needs and Practices of Counselor Education Students

This study examined the self‐reported value of spirituality, types of spiritual practices, and values of 69 counselor education students. It also examined counseling students’ ideas for how to increase their comfort with incorporating spirituality into counseling practice. Implications for implementing spirituality training in counselor education programs are addressed.     

Using Self‐Regulated Learning Strategies to Develop Students’ Multicultural Counseling Competency

This study examines the effect of self‐regulated learning strategies on students’ multicultural competency development. Quantitative and qualitative data were collected from 26 students who took a semester‐long multicultural counseling course. Results show statistically significant improvement in students’ multicultural awareness and knowledge and statistical insignificance in multicultural skill development compared to their level of competence before the training. Implications of using this approach to teach multicultural counseling courses and future research are discussed. Este estudio examina el efecto de las estrategias de aprendizaje autorregulado en el desarrollo de la competencia multicultural de los estudiantes. Se recopilaron datos cuantitativos y cualitativos de 26 estudiantes que atendieron un curso de consejería multicultural de un semestre. Los resultados muestran una mejora estadísticamente significativa en la conciencia y conocimentos multiculturales de los estudiantes y una insignificancia estadística en el desarrollo de las habilidades multiculturales comparadas con su nivel de competencia antes de la capacitación. Se discuten las implicaciones de usar este enfoque didáctico en cursos de consejería multicultural y para investigaciones futuras.     

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.     

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.     

The Quest for Multicultural Competence: Challenges and Lessons Learned from Clinical and Organizational Research

Multicultural competence refers to the ability to appreciate diversity and to work effectively in multicultural settings. In this increasingly diverse and globalized world, being culturally competent has become more important than ever. Integrating research in counseling and organizational studies, the authors examine the conceptualization of cultural competence across disciplinary boundaries. The authors review pertinent research to dissect the major challenges posted to the quest for cultural competence and conclude that training programs that overemphasize knowing the different ‘Others’ may promote a false sense of competence, and even fuel intergroup hostility and reactance. To enhance cultural competence, we recommend shifting the emphasis in competence trainings from knowing the different ‘Others’ to enhancing critical self‐awareness.     

An “Afterthought”: Counseling Trainees’ Multicultural Competence Within the Spiritual/Religious Domain

Although spiritual/religious identity development is included within multicultural training on the theoretical level, significant gaps exist in counseling trainees’ practical preparation for spiritual/religious competence. This grounded theory study explores counseling trainees’ multicultural counseling competence within the spiritual/religious domain. Findings reveal that although trainees participated in multicultural counseling preparation, they experienced spiritual/religious training as an “afterthought,” and they identified the need for training opportunities that encouraged skill development and exploration and increased self‐awareness. A pesar de que se incluye el desarrollo de la identidad espiritual o religiosa a nivel teórico en la formación multicultural, existen vacíos significativos en la preparación práctica de los estudiantes de consejería para su competencia espiritual o religiosa. Este estudio de teoría fundamentada explora la competencia multicultural de estudiantes de consejería dentro del ámbito espiritual o religioso. Los hallazgos revelan que, aunque los estudiantes tomaron parte en preparación para consejería multicultural, solo experimentaron capacitación espiritual o religiosa como una idea secundaria, e identificaron la necesidad de oportunidades de formación que impulsen la exploración y el desarrollo de habilidades así como un aumento de la autoconciencia.     

Influence of Counselor Spirituality and Training on Treatment Focus and Self‐Perceived Competence

Spirituality is a potential area of concern for counseling clients. This study presents the empirical results of a survey completed by 572 counselors to determine if counselors' spiritual beliefs, experiences, or training had an impact on their focus of therapy or self‐perceived competence. A counselor's personal spirituality, spiritual experience, and spirituality training did significantly influence treatment focus as well as self‐perceived competence to counsel a client with spiritual concerns.     

The factor structure underlying three self-report multicultural counseling competence scales

This study examined the extent to which 3 self-report multicultural scales were measuring the predominant 3-factor conceptualization of multicultural counseling competence as consisting of multicultural attitudes/beliefs, knowledge, and skills. Results of a confirmatory factor analysis revealed that the 3-factor model was not fully supported. An exploratory factor analysis identified a 2-factor structure (i.e., self-perceived multicultural counseling skills and multicultural counseling attitudes/beliefs) underlying these instruments. Implications of the findings for clinical practice, training, and research are discussed.     

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.     

A Review of Experimental Studies of Explicit and Implicit Bias Among Counselors

Bias is a central concept in multicultural competency, but counseling research has largely ignored implicit bias. A review of bias research in counseling indicates that increased focus on implicit bias is warranted because counselors tend not to report explicit bias and have implicit bias that diverges from their self‐reported attitudes. El sesgo es un concepto esencial para la competencia multicultural, pero la investigación relacionada con la consejería ha ignorado en su mayoría el sesgo implícito. Una revisión de los estudios sobre consejería indica que está justificado aumentar la atención hacia el sesgo implícito, porque los consejeros tienden a no informar sobre el sesgo explícito y tienen sesgos implícitos que no se corresponden con sus actitudes autoinformadas     

Relationship between orientation toward multicultural competence,multicultural competent behaviors,and working alliance: Examining a multigroup mediation model

In this study, the researchers examined the relationship among an orientation toward multicultural counseling competence, multicultural competent behaviors, and the working alliance from the perspective of 574 client participants across various therapeutic dyads. There was a positive relationship between clients’ perspectives on counselors’ multicultural orientation, counselors’ multicultural competent behavior, and working alliance. Multicultural competent behaviors mediated the relationship between an orientation toward multicultural competence and working alliance. However, the mediated effect was inconsistent across cross and similar racial/ethnic therapeutic dyads. Implications for counselors, limitations of the study, and future directions for research are provided.     

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.     

Competent Counseling for Middle Eastern American Clients: Implications for Trainees

The authors used a factorial multivariate analysis of variance (MANOVA) to determine whether counselor trainees’ group differences on measures of multicultural competence, empathy, and multicultural counseling self‐efficacy (CSE) when working with Middle Eastern American (MEA) clients were moderated by trainee race. Two hundred and fifty‐six trainees responded to 3 different clinical vignettes that gave information on clients who had varying degrees of MEA characteristics. MANOVA results revealed a significant main effect for trainee race. Follow‐up analyses demonstrated that trainees of color reported higher multicultural competence and multicultural CSE than White trainees. Los autores usaron an análisis factorial multivariante de la varianza (MANOVA, por sus siglas en inglés) para determinar si las diferencias en grupos de consejeros en formación respecto a competencia multicultural, empatía y autoeficacia en consejería (CSE) multicultural al trabajar con clientes americanos con ascendencia de Oriente Medio (MEA) estaban moderadas por la raza del consejero. Doscientos cincuenta y seis consejeros en formación respondieron a 3 viñetas clínicas que ofrecían información sobre clientes que tenían diversos grados de características de MEA. Los resultados del MANOVA revelaron un efecto principal significativo para la raza del consejero. Análisis de seguimiento demostraron que los consejeros de color en formación comunicaron un mayor nivel de competencia multicultural y CSE multicultural que los consejeros blancos.     

Racial/Ethnic Identity,Gender‐Role Attitudes,and Multicultural Counseling Competence: The Role of Multicultural Counseling Training

Researchers and practitioners have been pursuing how to enhance counselors' multicultural counseling competencies (MCC). With a sample of 460 counselors, the author examined whether multicultural training changed the relationship between (a) racial/ethnic identity and MCC and (b) gender‐role attitudes and MCC. The author found significant interaction effects of (a) racial/ethnic identity and multicultural training and (b) gender‐role attitudes and multicultural training on multicultural knowledge but not on multicultural awareness.